The History of Second Language Acquisition
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W.Z. LIN
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Introduction
Before and in the 1950s, the view of how L1 and L2 were learnt was derived from behaviourist theories, which emphasized the role of the learning environment.
During this long period, SLA rearch was not established as an independent field, but the study of language pedagogy in this period built a good foundation for SLA rearch.
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SLA has a history of about 40 years, beginning from late 1960s. It has roughly run through 3 stages:
1950-1960s;
1970s;
板栗的功效and 1980s up to date.
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I. The Development in 1950s-薄荷苗
1960s
In the 1950s and early 1960s, theorizing about cond language learning was still very much an adjunct to the practical business of language teaching.
However, the idea that language teaching had However
to be justified in terms of an underlying learning theory was well established, since pedagogic reform movements of the late 19th century at least.什么时候会有胎动
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外甥打灯笼照旧
勇于放弃The early 1960s saw a number of empirical studies of L1 acquisition, and the studies of L1 acquisition informed early work in L2 acquisition in many different ways. SLA rearch has always owed much to the study of L1 acquisition (Ellis, 1992).
"Until the mid-1960s, organized concern for L2 phenomena was dominated by attempts to adduce implications for language teaching from then-current behaviourist thinking in experimental psychology and American structuralist linguistics" (Ritchie, 1996).
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