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A learner's L2 is not suddenly lost with disuse, but its communicative functions are slowly replaced by those of the L1. [91] Similar to second-language acquisition, second-language attrition occurs in stages. However, according to the regression hypothesis, the stages of attrition occur in reverse order of acquisition.
Adult learners are believed to have lost access to UG, which explains the persistent errors and slower progress often observed in L2 learning compared to L1 acquisition. Support for the FDH comes from studies showing qualitative differences between child and adult language learning, particularly in areas such as syntax and morphology.
For one, learners may become fossilized or stuck as it were with ungrammatical items. (Fossilization occurs when language errors become a permanent feature.) [20] The difference between learners may be significant. As noted elsewhere, L2 learners rarely achieve complete native-like control of the second language.
L2 speaking teachers are often encouraged to find effective teaching strategies for making speaking environment more successful and enjoyable (Riyadi & Purwati, 2017). Therefore, humor can be a powerful stimulus to motivate L2 learners to engage in L2 speaking tasks (Salehi & Hesabi, 2014).
Schumann asserts that the degree to which the second-language learners acculturate themselves towards the culture of the target-language (TL) group generally depends on social and psychological factors; and these two sorts of factors will determine respectively the level of social distance and psychological distance an L2 learner is having in ...
The generative approach to second language (L2) acquisition (SLA) is a cognitive based theory of SLA that applies theoretical insights developed from within generative linguistics to investigate how second languages and dialects are acquired and lost by individuals learning naturalistically or with formal instruction in foreign, second language and lingua franca settings.
Notably, he introduces a revised version of the hypothesis, which is characterized as: (1) Comprehensible input is useful for learners but is neither necessary nor sufficient for L2 acquisition; (2) Acquisition is made possible via input modifications (i.e. negotiation of meaning) but only if the learners both comprehend the input and are able ...
How children acquire native language (L1) and the relevance of this to foreign language (L2) learning has long been debated. Although evidence for L2 learning ability declining with age is controversial, a common notion is that children learn L2s easily and older learners rarely achieve fluency.