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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 ...
Language learning strategies is a term referring to the actions that are consciously deployed by language learners to help them learn or use a language more effectively. [1] [2] They have also been defined as "thoughts and actions, consciously chosen and operationalized by language learners, to assist them in carrying out a multiplicity of tasks from the very outset of learning to the most ...
Her research has made contributions to several areas related to bilingualism and second language learning: the identification of cognitive and social strategies that children use in acquiring a second language (the topic of her dissertation); sources of variation in second language acquisition (Wong Fillmore 1979, 1983); and the influence of ...
This study found a list of six different strategies, which were similar to those proposed by Rubin and Stern: [6] Good language learners find an appropriate style of learning. Good language learners involve themselves in the language-learning process. Good language learners develop an awareness of language as both system and communication.
To separate the academic discipline from the learning process itself, the terms second-language acquisition research, second-language studies, and second-language acquisition studies are also used. SLA research began as an interdisciplinary field; because of this, it is difficult to identify a precise starting date. [ 5 ]
Developmental linguistics is the study of the development of linguistic ability in an individual, particularly the acquisition of language in childhood. It involves research into the different stages in language acquisition, language retention, and language loss in both first and second languages, in addition to the area of bilingualism. Before ...
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]
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.
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