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In second-language acquisition, the acculturation model is a theory proposed by John Schumann to describe the acquisition process of a second language (L2) by members of ethnic minorities [1] that typically include immigrants, migrant workers, or the children of such groups. [2]
The simulation hypothesis proposes that what we experience as the world is actually a simulated reality, such as a computer simulation in which we ourselves are constructs. [ 1 ] [ 2 ] There has been much debate over this topic in the philosophical discourse, and regarding practical applications in computing .
The Bottleneck Hypothesis [23] suggests that certain linguistic features in second-language acquisition (SLA) act as a bottleneck, limiting the progression of learners in acquiring the full grammatical system of the target language. According to this hypothesis, functional morphology is the most challenging aspect for adult L2 learners to acquire.
[3] [4] In this model, skill acquisition is seen as a progression from declarative to procedural knowledge. [4] Adaptive control of thought is a general model of cognition, and second-language acquisition is just one application of a wide area of research in cognitive psychology. [ 5 ]
In the field of second language acquisition, there are many theories about the most effective way for language learners to acquire new language forms. One theory of language acquisition is the comprehensible output hypothesis. Developed by Merrill Swain, the comprehensible output (CO) hypothesis states that learning takes place when learners ...
Statistical language acquisition, a branch of developmental psycholinguistics, studies the process by which humans develop the ability to perceive, produce, comprehend, and communicate with natural language in all of its aspects (phonological, syntactic, lexical, morphological, semantic) through the use of general learning mechanisms operating on statistical patterns in the linguistic input.
A spectrogram of a male speaker saying the phrase "nineteenth century". There is no clear demarcation where one word ends and the next begins. It is a well-established finding that, unlike written language, spoken language does not have any clear boundaries between words; spoken language is a continuous stream of sound rather than individual words with silences between them. [2]
It is a hypothesis of second-language acquisition theory, and a field of interest in educational psychology and general education. According to the affective filter hypothesis, certain emotions, such as anxiety, self-doubt, and mere boredom interfere with the process of acquiring a second language.