The dichotomy of language acquisition versus language learning is critically examined by comparing the concepts presented in Krashen's Monitor Model and Stevick's Levertov Machine to information from the field of neurophysiology regarding the brain's processes. It is proposed that support exists for the theory that two very different processes (conscious versus unconscious learning) are used by the brain to acquire information. There is also support for the idea that the learning-acquisition dichotomy, by its nature as a dichotomy, inadequately explains the interrelationship occurring between the two processes within the brain. Some homeostatic balance between language learning and acquisition in each learner is suggested, with some learners (very young children) benefiting more from an acquisition environment; some learners (adults with more analytical learning styles) benefiting more from a learning environment; and still others needing a combination of the two. The heuristic value of the dichotomy is supported, but the explanatory value is found to be insufficient. (MSE)