What is the main idea of the acquisition-learning hypothesis?

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What is the role of formal learning according to the monitor hypothesis?
The monitor hypothesis states that formal learning has only one function, and that is as a “monitor” or “editor” and that learning comes into play only to make changes in the form of our utterance, after it has been produced by the acquired system. Acquisition initiates the speaker’s utterances and is responsible for fluency. Thus the monitor is thought to alter the output of the acquired system before or after the utterance is actually written or spoken, but the utterance is initiated entirely by the acquired system.
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What is the Sapir-Whorf hypothesis?
Sapir-Whorf proposed first that all higher levels of thinking are dependent on language. Or put it more bluntly, language determines thought, hence the strong notion of linguistic determinism. Because languages differ in many ways, Whorf also believed that speakers of different languages perceive and experience the world differently, that is, relative to their linguistic background, hence the notion of linguistic relativism. In short, the strong version of the Sapir-Whorf hypothesis proposes that the language we speak determines the way we perceive the world and therefore the nature of thought.
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What is the main idea of the acquisition-learning hypothesis?
Krashen maintained that adult L2 learners have at their disposal two distinct and independent ways of developing competence in a second language: acquisition and learning. Acquisition is a subconscious process identical in all important ways to the process children utilize in acquiring their first language, and learning is a conscious process that results in knowledge about language. Acquisition comes about through meaningful interaction in a natural communication setting. Speakers are not concerned with form, but with meaning; nor is there explicit concern with error detection and correction. This contrasts with the language learning situation in which error detection and correction are central, as is typical the case in classroom settings, where formal rules and feedback provide the basis for language instruction.
Nontheless, for Krashen, it is not the setting per se, but conscious attention to rules that distinguishes language acquisition from language learning. In the natural setting, an adult can obtain formal instruction by asking informants about grammar and by receiving feedback from friends. Similarly, language can be acquired in the classroom when the focus in on communication --- eg. through dialogues, role-playing, and other forms of meaningful interaction.
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