Search results
Results From The WOW.Com Content Network
The main purpose of theories of second-language acquisition (SLA) is to shed light on how people who already know one language learn a second language.The field of second-language acquisition involves various contributions, such as linguistics, sociolinguistics, psychology, cognitive science, neuroscience, and education.
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 order to illustrate how pedagogical content knowledge operates in reference to a specific knowledge domain, we can turn to the field of second language teaching. In this field, pedagogical content knowledge can be considered a "developmental construct" [ 14 ] initiated in pre-service teacher education programs and continued through in ...
The questions collected data on participants’ English fluency, affective factors influence in their SLA, and the preferred method of feedback from their instructor. The main findings displayed how affective factors (e.g. motivation, self-confidence, and anxiety) may advance the acquisition of English as a second language. [ 10 ]
According to the behaviourist theories prevailing at the time, language learning was a question of habit formation, and this could be reinforced or impeded by existing habits. Therefore, the difficulty in mastering certain structures in a second language (L2) depended on the difference between the learners' mother language (L1) and the language ...
"What do you mean?") or provide a comprehension check (e.g. "Do you know what I mean?"). Negotiation strategies such as clarification requests, confirmation checks, recasts (rephrasing an incorrect sentence with the correct structure), and comprehension checks are considered implicit feedback, while corrections and metalinguistic explanations ...
For example, if we acquire the rules of language in a linear order (1, 2, 3...), then i represents the last rule or language form learned, and i+1 is the next structure that should be learned. [4] It must be stressed, however, that just any input is not sufficient; the input received must be comprehensible. [ 3 ]
Processability Theory is now a mature theory of grammatical development of learners' interlanguage. It is cognitively founded (hence applicable to any language), formal and explicit (hence empirically testable), and extended, having not only formulated and tested hypotheses about morphology, syntax and discourse-pragmatics, but having also paved the way for further developments at the ...