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The Bottleneck Hypothesis [23] suggests that certain linguistic features in second-language acquisition (SLA) act as a bottleneck, limiting the progression of learners in acquiring the full grammatical system of the target language. According to this hypothesis, functional morphology is the most challenging aspect for adult L2 learners to acquire.
Second-language acquisition classroom research is an area of research in second-language acquisition concerned with how people learn languages in educational settings. There is a significant overlap between classroom research and language education. Classroom research is empirical, basing its findings on data and statistics wherever
The academic discipline of second-language acquisition is a sub-discipline of applied linguistics.It is broad-based and relatively new. As well as the various branches of linguistics, second-language acquisition is also closely related to psychology and education.
In the field of second language acquisition, there are many theories about the most effective way for language learners to acquire new language forms. 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 ...
Common issues in which the Teachability Hypothesis has provided an explanation is whether and to what degree instruction helps in second language acquisition. [3] Second language acquisition researchers will often position themselves on a scale of the importance of instruction and innate learning.
Language education – the process and practice of teaching a second or foreign language – is primarily a branch of applied linguistics, but can be an interdisciplinary field. [1] [2] There are four main learning categories for language education: communicative competencies, proficiencies, cross-cultural experiences, and multiple literacies. [3]
These theories conceive of second-language acquisition as being learned in the same way as any other skill, such as learning to drive a car or play the piano. That is, they see practice as the key ingredient of language acquisition. The most well-known of these theories is based on John Anderson's adaptive control of thought model. [1]
In psycholinguistics, the interaction hypothesis is a theory of second-language acquisition which states that the development of language proficiency is promoted by face-to-face interaction and communication. [1] Its main focus is on the role of input, interaction, and output in second language acquisition. [2]