Second language acquisition
Second language acquisitionretrofit or cond language learning is the process by which people learn a . Second language acquisition (often capitalized as Second Language Acquisition or abbreviated to SLA) is also the name of the scientific discipline devoted to studying that process. Second language refers to any language learned in addition to a person's ; although the concept is named cond language acquisition, it can also incorporate the learning of third, fourth or subquent languages. Second language acquisition refers to what learners do; it does not refer to practices in .
The academic discipline of cond language acquisition is a sub-discipline of . It is broad-bad and relatively new. As well as the various branches of , cond language acquisition is also cloly related to , , and . To parate the academic discipline from the learning process itlf, the terms cond language acquisition rearch, 哈佛大学录取条件cond language studies, and cond language acquisition studies are also ud. SLA rearch began as an field, and becau of this it is difficult to identify a preci starting date. However, it does appear t
o have developed a great deal since the mid-1960s. The term acquisition was originally ud to emphasize the subconscious nature of the learning process, but in recent years learning and acquisition have become largely synonymous.
Second language acquisition can incorporate , but it does not usually incorporate . Most SLA rearchers e bilingualism as being the end result of learning a language, not the process itlf, and e the term as referring to native-like fluency. Writers in fields such as education and psychology, however, often u bilingualism looly to refer to all forms of . Second language acquisition is also not to be contrasted with the acquisition of a ; rather, the learning of cond languages and the learning of foreign languages involve the same fundamental process in different situations.
distinct
Comparisons with first language acquisition
People who learn a cond language differ from children in a number of ways. Perhaps the most striking of the is that very few adult cond language learners reach the same competence as native speakers of that language. Children learning a cond language ar
e more likely to achieve native-like fluency than adults, but in general it is very rare for someone speaking a cond language to pass completely for a native speaker. When a learner's speech plateaus in this way it is known as .
In addition, some errors that cond language learners make in their speech originate in their first language. For example, speakers learning may say "Is raining" rather than "It is raining", leaving out the of the ntence. speakers learning English, however, do not usually make the same mistake. This is becau ntence subjects can be left out in Spanish, but not in French. This influence of the first language on the cond is known as .
Also, when people learn a cond language, the way they speak their first language changes in subtle ways. The changes can be with any aspect of language, from pronunciation and syntax to gestures the learner makes and the things they tend to notice. For example, French speakers who spoke English as a cond language pronounced the /t/ sound in French differently from monolingual French speakers. When
shown a fish tank, Chine speakers of English tend to remember more fish and fewer plants than Chine monolinguals. This effect of the cond language on the first led to propo the idea of , which es the different languages a person speaks not as parate systems, but as related systems in their mind.
Learner language
成人高考高升本Learner language is the written or spoken language produced by a learner. It is also the main type of data ud in cond language acquisition rearch. Much rearch in cond language acquisition is concerned with the internal reprentations of a language in the mind of the learner, and in how tho reprentations change over time. It is not yet possible to inspect the reprentations directly with brain scans or similar techniques, so SLA rearchers are forced to make inferences about the rules from learners' speech or writing.
mymoneyItem and system learning
转圜There are two types of learning that cond language learners engage in. The first is , or the learning of formulaic chunks of language. The chunks can be individual words, t phras, or formulas like hiper>9223Can I have a ___? The cond kind of learning is , or the learning of systematic rules.
Interlanguage
Originally attempts to describe learner language were bad on and on . However, the approaches weren't able to predict all the errors that learners made when in the process of learning a cond language. For example, Serbo-Croat speakers learning English may say "What does Pat doing now?", although this is not a valid ntence in either language.
To explain the kind of systematic errors, the idea of the interlanguage was developed. An interlanguage is an emerging language system in the mind of a cond language learner. A learner's interlanguage is not a deficient version of the language being learned filled with random errors, nor is it a language purely bad on errors introduced from the learner's first language. Rather, it is a language in its own right, with its own systematic ru
les. It is possible to view most aspects of language from an interlanguage perspective, including , , , and .impacted
