Which component of the acquisition-learning hypothesis is considered superior for language proficiency?

The component of the acquisition-learning hypothesis that is considered superior for language proficiency is acquisition. This concept is rooted in the distinction made by Stephen Krashen, who introduced the hypothesis. Acquisition refers to the natural and subconscious process of acquiring language, similar to how children learn their first language—through meaningful communication and exposure, rather than through intentional education or formal study.

When individuals engage in acquisition, they develop an intuitive understanding of the language's structure and use, which fosters fluency and a deeper command of the language. This contrasts with learning, which involves explicit instruction and a focus on grammatical rules, often resulting in a more limited, less fluent use of the language. While both acquisition and learning play roles in language development, acquisition is deemed superior because it leads to more authentic language use and a stronger ability to communicate effectively.