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Krashen called this level of input "i+1", where "i" is the learner's interlanguage and "+1" is the next stage of language acquisition. The acquisition–learning hypothesis claims that there is a strict separation between acquisition and learning; Krashen saw acquisition as a purely subconscious process and learning as a conscious process, and ...
The Fundamental Difference Hypothesis (FDH), proposed by Bley-Vroman (1989), suggests that there is a fundamental distinction between L1 and L2 acquisition. According to this hypothesis, L1 acquisition is guided by UG and the innate language acquisition device, while L2 acquisition relies heavily on general cognitive mechanisms, such as problem ...
Stephen Krashen received a Ph.D. in Linguistics from the University of California, Los Angeles in 1972. [2] Krashen has among papers (peer-reviewed and not) and books, more than 486 publications, contributing to the fields of second-language acquisition, bilingual education, and reading. [3]
Statistical learning theory suggests that, when learning language, a learner would use the natural statistical properties of language to deduce its structure, including sound patterns, words, and the beginnings of grammar. [46] That is, language learners are sensitive to how often syllable combinations or words occur in relation to other syllables.
The term acquisition was originally used to emphasize the non-conscious nature of the learning process, [note 1] but in recent years learning and acquisition have become largely synonymous. SLA can incorporate heritage language learning, [2] but it does not usually incorporate bilingualism. Most SLA researchers see bilingualism as being the ...
One theory of language acquisition is the comprehensible output hypothesis. Developed by Merrill Swain , the comprehensible output ( CO ) hypothesis states that learning takes place when learners encounter a gap in their linguistic knowledge of the second language (L2).
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Statistical language acquisition, a branch of developmental psycholinguistics, studies the process by which humans develop the ability to perceive, produce, comprehend, and communicate with natural language in all of its aspects (phonological, syntactic, lexical, morphological, semantic) through the use of general learning mechanisms operating on statistical patterns in the linguistic input.