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The Group 2: Language acquisition (previously Second Language) subjects of the IB Diploma Programme consist of the nearly 80 additional languages offered and may be studied at the following levels: B (SL or HL), or ab initio (SL only). [1] Latin and Classical Greek are also offered and may be taken at SL or HL. [1]
English language teaching (ELT) is a widely used teacher-centered term, as in the English language teaching divisions of large publishing houses, ELT training, etc. Teaching English as a second language (TESL), teaching English to speakers of other languages (TESOL), and teaching English as a foreign language (TEFL) are also used. [citation needed]
Schools of English as a second or foreign language (2 C, 22 P) T. Teachers of English as a second or foreign language (51 P) U.
Formal equivalence is often more goal than reality, if only because one language may contain a word for a concept which has no direct equivalent in another language. In such cases, a more dynamic translation may be used or a neologism may be created in the target language to represent the concept (sometimes by borrowing a word from the source ...
Language immersion – teaching and self-teaching method in which the second language is the medium of instruction, with no use of primary language allowed. All educational materials and all communication are in the second language. Paderborn method – learn a simple language first, such as Esperanto, and then the target second language. Saves ...
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.
The purpose of language attrition research, in general, is to discover how, why and what is lost when a language is forgotten. The aim in foreign or second-language attrition research, more specifically, is to find out why, after an active learning process, the language competence changes or even stops (Gleason 1982).
It shows how language evolves as a process of 'competition-and-selection', and how certain linguistic features emerge. [2] The Dynamic Model illustrates how the histories and ecologies will determine language structures in the different varieties of English, and how linguistic and social identities are maintained. [3]