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Learners then acquire a single pronoun feature, often person, followed by number and eventually by gender. Little evidence of interference from the learner's first language has been found; it appears that learners use pronouns based entirely on their inferences about target language structure.
There are a wide variety of different program models that may be used to structure the education of English-language learners (ELLs). These program models vary depending on the goals of the program and the resources available. Some researchers describe program models as existing on a spectrum from more monolingual forms to more bilingual forms. [7]
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.
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).
The +1 represents 'the next increment' of new knowledge or language structure that will be within the learner's capacity to acquire. [3] 'Comprehensible input' is the crucial and necessary ingredient for the acquisition of language. The comprehensible input hypothesis can be restated in terms of the natural order hypothesis.
This evolved into the modern conceptualization that feature four basic principles: 1) language is essentially speech; 2) mastery of structures forms the core of the learning process; 3) structures possess the characteristic of a logical sequence, hence the language structures are graded; and, 4) full grading of structures is a basic requirement.