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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.
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).
A second language (L2) is a language spoken in addition to one's first language (L1). A second language may be a neighbouring language, another language of the speaker's home country, or a foreign language. A speaker's dominant language, which is the language a speaker uses most or is most comfortable with, is not necessarily the speaker's ...
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 ...
As educators realized that in order to successfully complete an academic task, second language (L2) learners have to master both English as a language form (grammar, vocabulary etc.) and how English is used in core content classes, they started to implement various approaches such as Sheltered instruction and learning to learn in CBI classes ...
The Monitor model then predicts faster initial progress by adults than children, as adults use this ‘monitor’ when producing L2 (target language) utterances before having acquired the ability for natural performance, and adult learners will input more into conversations earlier than children.