According to the acquisition-learning hypothesis, how does an individual gain proficiency in a second language?

The acquisition-learning hypothesis, proposed by Stephen Krashen, posits that language proficiency develops through both subconscious acquisition and conscious learning processes. Acquisition refers to the natural and intuitive process of gaining a language, akin to how one learns their first language, typically through immersion and meaningful communication. On the other hand, learning is a more formal and deliberate process that involves understanding the rules and structure of the language.

Choosing the option that highlights both subconscious and conscious processes aligns precisely with this hypothesis. It acknowledges that becoming proficient in a second language is more nuanced than just formal study or specific skills such as reading and writing. Instead, effective language development often involves a combination of various methods, including but not limited to social interaction, that cater to an individual's personal learning style.

Other options suggesting that proficiency is gained solely through specific methods, like only through reading and writing or only through formal education, overlook the complexity of language acquisition as described by Krashen. They imply a narrow path to language proficiency, disregarding significant factors like social context and the natural usage of language in real-life situations, which are vital for true fluency.