Second- language acquisition - Wikipedia. Second- language acquisition, second- language learning, or L2 (language 2) acquisition, is the process by which people learn a second language. Second- language acquisition (often abbreviated to SLA) is also the scientific discipline devoted to studying that process. The field of second- language acquisition is a subdiscipline of applied linguistics, but also receives research attention from a variety of other disciplines, such as psychology and education. A central theme in SLA research is that of interlanguage, the idea that the language that learners use is not simply the result of differences between the languages that they already know and the language that they are learning, but that it is a complete language system in its own right, with its own systematic rules. This interlanguage gradually develops as learners are exposed to the targeted language. The order in which learners acquire features of their new language stays remarkably constant, even for learners with different native languages, and regardless of whether they have had language instruction. However, languages that learners already know can have a significant influence on the process of learning a new one. Data acquisition is the process of sampling. DAQ package like the Maximum Integrated Data Acquisition System can be easily. The Coast Guard, like the Navy. The context for considering Coast Guard cutter acquisition programs is formed by several elements, including those discussed below. This influence is known as language transfer. The primary factor driving SLA appears to be the language input that learners receive. Learners become more advanced the longer they are immersed in the language they are learning, and the more time they spend doing free voluntary reading. The input hypothesis developed by linguist Stephen Krashen makes a distinction between language acquisition and language learning (acquisition. According to this hypothesis, the acquisition process in L2 is the same as L1 (Language 1) acquisition. A short guide how to set up the trading tool Acquisition for Path. If you like the content feel free to support me. Standard YouTube License; Show. The learning process is consciously learning and inputting the language being learned. However, this goes as far as to state that input is all that is required for acquisition. Subsequent work, such as the interaction hypothesis and the comprehensible output hypothesis, has suggested that opportunities for output and for interaction may also be necessary for learners to reach more advanced levels.
Research on how exactly learners acquire a new language spans a number of different areas. Focus is directed toward providing proof of whether basic linguistic skills are innate (nature), acquired (nurture), or a combination of the two attributes. Cognitive approaches to SLA research deal with the processes in the brain that underpin language acquisition, for example how paying attention to language affects the ability to learn it, or how language acquisition is related to short- term and long- term memory. Sociocultural approaches reject the notion that SLA is a purely psychological phenomenon, and attempt to explain it in a social context. Some key social factors that influence SLA are the level of immersion, connection to the L2 community, and gender. Linguistic approaches consider language separately from other kinds of knowledge, and attempt to use findings from the wider study of linguistics to explain SLA. There is also a considerable body of research about how SLA can be affected by individual factors such as age, learning strategies, and affective factors. A commonly discussed topic regarding age in SLA is the critical period hypothesis, which suggests that individuals lose the ability to fully learn a language after a particular age in childhood. Another topic of interest in SLA is the differences between adult and child learners. Learning strategies are commonly categorized as learning or communicative strategies, and are developed to improve their respective acquisition skills. Affective factors are emotional factors that influence an individual's ability to learn a new language. Common affective factors that influence acquisition are anxiety, personality, social attitudes, and motivation. Individuals may also lose a language through a process called second- language attrition. This is often caused by lack of use or exposure to a language over time. The severity of attrition depends on a variety of factors including level of proficiency, age, social factors, and motivation at the time of acquisition. Finally, classroom research deals with the effect that language instruction has on acquisition. Definitions. Second- language acquisition refers to what learners do; it does not refer to practices in language teaching, although teaching can affect acquisition. The term acquisition was originally used to emphasize the non- conscious nature of the learning process. Most SLA researchers see bilingualism as being the end result of learning a language, not the process itself, and see the term as referring to native- like fluency. Writers in fields such as education and psychology, however, often use bilingualism loosely to refer to all forms of multilingualism. SLA is also not to be contrasted with the acquisition of a foreign language; rather, the learning of second languages and the learning of foreign languages involve the same fundamental processes in different situations. Research background. It is broad- based and relatively new. As well as the various branches of linguistics, second- language acquisition is also closely related to psychology, cognitive psychology, and education. 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, and because of this it is difficult to identify a precise starting date. However, two papers in particular are seen as instrumental to the development of the modern study of SLA: Pit Corder's 1. The Significance of Learners' Errors, and Larry Selinker's 1. Interlanguage. The field saw a great deal of development in the following decades. Since the 1. 98. 0s, SLA has been studied from a variety of disciplinary perspectives, and theoretical perspectives. In the early 2. 00. Java) by children in the 5 to 1. There are many theories of second- language acquisition, but none are accepted as a complete explanation by all SLA researchers. Due to the interdisciplinary nature of the field of SLA, this is not expected to happen in the foreseeable future. Haynes divided the process of second- language acquisition into five stages: preproduction, early production, speech emergence, intermediate fluency, and advanced fluency. The first stage, preproduction, is also known as the silent period. Learners at this stage have a receptive vocabulary of up to 5. Not all learners go through a silent period. Some learners start speaking straight away, although their output may consist of imitation rather than creative language use. Others may be required to speak from the start as part of a language course. For learners that do go through a silent period, it may last around three to six months. The second of Hayne's stages of acquisition is early production, during which learners are able to speak in short phrases of one or two words. They can also memorize chunks of language, although they may make mistakes when using them. Learners typically have both an active and receptive vocabulary of around 1. This stage normally lasts for around six months. The third stage is speech emergence. Learners' vocabularies increase to around 3. They may often make grammatical errors. The fourth stage is intermediate fluency. At this stage, learners have a vocabulary of around 6. They are also able to share their thoughts and opinions. Learners may make frequent errors with more complicated sentence structures. The final stage is advanced fluency, which is typically reached somewhere between five and ten years of learning the language. Learners at this stage can function at a level close to native speakers. The time taken to reach a high level of proficiency can vary depending on the language learned. In the case of native English speakers, some estimates were provided by the Foreign Service Institute (FSI) of the U. S. Department of State, which compiled approximate learning expectations for a number of languages for their professional staff (native English speakers who generally already know other languages). Of the 6. 3 languages analyzed, the five most difficult languages to reach proficiency in speaking and reading, requiring 8. Arabic, Cantonese, Mandarin, Japanese, and Korean. The Foreign Service Institute and the National Virtual Translation Center both note that Japanese is typically more difficult to learn than other languages in this group. Although some adult second- language learners reach very high levels of proficiency, pronunciation tends to be non- native. This lack of native pronunciation in adult learners is explained by the critical period hypothesis. When a learner's speech plateaus, it is known as fossilization. Some errors that second- language learners make in their speech originate in their first language. For example, Spanish speakers learning English may say . This kind of influence of the first language on the second is known as negativelanguage transfer. French speakers learning English, however, do not usually make the same mistake of leaving out . The French speaker knowing to use a pronominal sentence subject when speaking English is an example of positive language transfer. Also, when people learn a second language, the way they speak their first language changes in subtle ways. These changes can be with any aspect of language, from pronunciation and syntax to gestures the learner makes and the language features they tend to notice. For example, French speakers who spoke English as a second language pronounced the /t/ sound in French differently from monolingual French speakers. This kind of change in pronunciation has been found even at the onset of second- language acquisition; for example, English speakers pronounced the English /p t k/ sounds, as well as English vowels, differently after they began to learn Korean.
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