The paper begins to explore the nature of the cognitive processing involved in foreign language learning. The notion of a “discourse world” as a set of elements against the background of which a unit of talk makes sense is introduced, and the claim is made that several such “discourse worlds” may be seen to coexist in classroom discourse, in part because of participants' “awareness” (on some level) of why they are there. The notion of a discourse world is then given a psychological interpretation in terms of frame-theory, and the view is argued that the simultaneous activation of several such frames is central to the business of understanding language, and to language learning. The classroom, it is argued, offers rich opportunities for the training of such multi-level perception of foreign language input, with consequent gains in learning. From this perspective Krashen's Monitor Theory is found implausible.
