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Second-language acquisition (SLA), sometimes called second-language learning—otherwise referred to as L2 (language 2) acquisition, is the process of learning a language other than one's native language (L1).
Support for the FDH comes from studies showing qualitative differences between child and adult language learning, particularly in areas such as syntax and morphology. Critics argue, however, that advanced L2 learners can achieve near-native proficiency, suggesting that UG may still play a role, albeit indirectly, in adult L2 acquisition. [14]
Middle immersion: Students start learning their second language at the age of around 9 or 10. Late immersion: Students start learning their second language after the age of 11. [6] The stages of immersion can also be divided into: Early total immersion: education in L2 at 90-100%, usually beginning in kindergarten or on first grade.
In second-language acquisition, the acculturation model is a theory proposed by John Schumann to describe the acquisition process of a second language (L2) by members of ethnic minorities [1] that typically include immigrants, migrant workers, or the children of such groups. [2]
During the actional stage the major motivational influences are the quality of the L2 learning experience, sense of autonomy as an L2 learner, teachers’ and parents’ influence, and usage of self-regulatory strategies. Lastly, the postactional stage involves retrospection and self-reflection on the language learning experience and outcomes.
In order for language learners to learn, they have to verbally practice the language. [4] Moreover, the language that the learners must use is not in a naturalistic setting with focus on grammar. [4] It is argued that learners have to jump right into the advanced stage and get it right from the beginning. [4] Always [4] no [4] Repetition [4]