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The main purpose of theories of second-language acquisition (SLA) is to shed light on how people who already know one language learn a second language. The field of second-language acquisition involves various contributions, such as linguistics, sociolinguistics, psychology, cognitive science, neuroscience, and education. These multiple fields ...
Second-language acquisition (SLA), sometimes called second-language learning—otherwise referred to as L2 (language 2) acquisition, is the process by which people learn a second language. Second-language acquisition is also the scientific discipline devoted to studying that process.
These students had developed a full language together. They were still in that “critical period" of language acquisition, in which they were extremely receptive to new language around ages 4–6 years old. This reinforces the theory that language acquisition is innate in human capacity for learning.
These theories conceive of second-language acquisition as being learned in the same way as any other skill, such as learning to drive a car or play the piano. That is, they see practice as the key ingredient of language acquisition. The most well-known of these theories is based on John Anderson's adaptive control of thought model. [1]
Second-language acquisition – process by which people learn a second language. Second-language acquisition (often abbreviated to SLA) also refers to the scientific discipline devoted to studying that process. Second language refers to any language learned in addition to a person's first language, including the learning of third, fourth, and ...
The generative approach to second language (L2) acquisition (SLA) is a cognitive based theory of SLA that applies theoretical insights developed from within generative linguistics to investigate how second languages and dialects are acquired and lost by individuals learning naturalistically or with formal instruction in foreign, second language and lingua franca settings.
Individual variation in second-language acquisition is the study of why some people learn a second language better than others. Unlike children who acquire a language, adults learning a second language rarely reach the same level of competence as native speakers of that language. Some may stop studying a language before they have fully ...
The theory has often been extended to a critical period for second-language acquisition (SLA). David Singleton states that in learning a second language, "younger = better in the long run", but points out that there are many exceptions, noting that five percent of adult bilinguals master a second language even though they begin learning it when they are well into adulthood—long after any ...