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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 ...
Second-language acquisition (SLA), sometimes called second-language learning—otherwise referred to as L2 (language 2) ... Individual Learner Differences in SLA ...
Meanwhile, Gass (1997) proposed that not all learning requires input, and Schlachter states that certain aspects of language do not require noticing while others do. [3] Caroll (2006) [ full citation needed ] argued that input in the environment does not contain the information needed to acquire a language and therefore invalidates the noticing ...
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 ...
Adult learners are believed to have lost access to UG, which explains the persistent errors and slower progress often observed in L2 learning compared to L1 acquisition. Support for the FDH comes from studies showing qualitative differences between child and adult language learning, particularly in areas such as syntax and morphology.
He asserted that individual differences were key factors affecting L2 acquisition such that in understanding how the L2 learning process and outcomes work, it is important to consider the cultural contexts, which influence people's attitude and motivation in learning another culturally distinct language. [6]
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