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Second language acquisition (SLA) refers to learning a language after one's native language. It has become more common due to increased globalization and communication beyond local communities. Learning a second language allows for education and employment opportunities. SLA involves both external factors like social and environmental influences, and internal factors within the learner like existing language knowledge and cognitive abilities. The input learners receive is important, and interaction helps make input comprehensible through modifications and feedback. Different theories propose that acquisition occurs through habit formation from reinforced input, comprehending addressed messages, or producing extended output that challenges learners. Researching learner language and analyzing internal and external influences can provide insights into the SLA process.
Second language acquisition (SLA) refers to learning a language after one's native language. It has become more common due to increased globalization and communication beyond local communities. Learning a second language allows for education and employment opportunities. SLA involves both external factors like social and environmental influences, and internal factors within the learner like existing language knowledge and cognitive abilities. The input learners receive is important, and interaction helps make input comprehensible through modifications and feedback. Different theories propose that acquisition occurs through habit formation from reinforced input, comprehending addressed messages, or producing extended output that challenges learners. Researching learner language and analyzing internal and external influences can provide insights into the SLA process.
Second language acquisition (SLA) refers to learning a language after one's native language. It has become more common due to increased globalization and communication beyond local communities. Learning a second language allows for education and employment opportunities. SLA involves both external factors like social and environmental influences, and internal factors within the learner like existing language knowledge and cognitive abilities. The input learners receive is important, and interaction helps make input comprehensible through modifications and feedback. Different theories propose that acquisition occurs through habit formation from reinforced input, comprehending addressed messages, or producing extended output that challenges learners. Researching learner language and analyzing internal and external influences can provide insights into the SLA process.
Recent phenomenon belonging to the second half of the 20th century
Communication between people has expanded beyond their local speech communities Learning a second language is now a means of obtaining education or securing employment The context second can refer to any language that is learned subsequent to the mother tongue
What are the goals of SLA
One approach is to ask student which has provided some valuable insights, though it is somewhat limited in. What learners are probably not aware of or cannot remember the actual learning process they engaged in. A better approach might be to find what learners actually do by collecting samples of learner language to analyze them carefully. The description of L acquisition Identifying the external and internal factors that account for why learners acquire L2 in the way they do External factors Social conditions influence the opportunities that learners have to hear and speak the language and the attitudes that they develop towards it Input that learners receive, that is, the samples of language to which a learner is simplified of exposed. Language learning cannot occur without input. Do learners benefit more from input that has been native-speaker communication? L2 acquisition can be explained in part by these external factors but there are also internal factors to consider. Internal factors Learners possess cognitive mechanisms which enable them to extract information about the L2 from the input (plurality) L2 learners bring an enormous amount of knowledge to the task of learning an L2. They have already learned a language (their mother tongue) They also possess a general knowledge about the world which they can draw on to help them understand L2 input.
etc. Learners possess communication strategies that can help them make effective use of their L2 knowledge.
Input and interaction
L2 acquisition can only take place when the learner has access to input in the second language. That input may come in written or spoken form Spoken input occurs in face-to-face interactions, non-reciprocal discourse includes listening to the radio or watching a film. Behaviorists claim that presenting learners with input in the right closes and then reinforcing their attempts to practice them can control the process of acquisition Chomsky pointed out that in many cases there was a very poor match between the kind of language found in the input that learners received and the kind of language that themselves produces. Comprehensible input (krashens 1985 Input hypothesis) proposed that learners acquire morphological features in a natural order as a result of comprehending input addressed to them. Long (1981 a) argued tha input which is made comprehensible by means of the conversational adjustments that occur when there is a comprehension problem is especially important for acquisition Swain (1985) proposed the comprehensible output hypothesis which states that learners need opportunities for pushed output in speech or writing that makes demands on them for correct and appropriate use of the L2 Questions 1. - why do we said that mathematics is learn, not acquired? 2.-What are four typical barriers to acquiring as an adult compares to L1 acquisition as a child? 3. - what are the differences between positive and negative transfers? 4. - what happens when an interlanguage fossilasisses? 5.-What are the three components of communicative competences?
Yule chapter fifteen second language acquisition for next Monday