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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) ... Personality traits, such as introversion ...
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.
There are a number of language learner motivation models that were [citation needed] developed and postulated in fields such as linguistics and sociolinguistics, with relations to second-language acquisition in a classroom setting. The different perspectives on L2 motivation can be divided into three distinct phases: the social psychological ...
[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]
"It is highly unlikely that WTC in the second language (second language) is a simple manifestation of WTC in the L1" (p. 546). According to MacIntyre, a key difference between WTC in L1 and L2 is that in L2, WTC is “a readiness to enter into discourse at a particular time with a specific person or persons, using a L2.” (1998, p. 547 ...
Within this field it has been applied to explain and analyze communication behaviors in a variety of situations, such as interactions between non-native and natives during second language acquisition processes, and interactions between inter-ethnic groups.
In psycholinguistics, the interaction hypothesis is a theory of second-language acquisition which states that the development of language proficiency is promoted by face-to-face interaction and communication. [1] Its main focus is on the role of input, interaction, and output in second language acquisition. [2]