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This concept is based on the observation that all children acquire their first language in a fixed, universal order, regardless of the specific grammatical structure of the language they learn. Linguistic research has largely confirmed that this phenomenon is true for first-language learners; order of acquisition for second-language learners is ...
Language transfer (also known as L1 interference, linguistic interference, and crosslinguistic influence) is most commonly discussed in the context of English language learning and teaching, but it can occur in any situation when someone does not have a native-level command of a language, as when translating into a second language.
Krashen also posits a distinction between “acquisition” and “learning.” [4] According to Krashen, L2 acquisition is a subconscious process of incidentally “picking up” a language, as children do when becoming proficient in their first languages. Language learning, on the other hand, is studying, consciously and intentionally, the ...
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Writers in fields such as education and psychology, however, often use bilingualism loosely to refer to all forms of multilingualism. [3] SLA is also not to be contrasted with the acquisition of a foreign language ; rather, the learning of second languages and the learning of foreign languages involve the same fundamental processes in different ...
Language attrition is the process of decreasing proficiency in or losing a language. For first or native language attrition, this process is generally caused by both isolation from speakers of the first language ("L1") and the acquisition and use of a second language ("L2"), which interferes with the correct production and comprehension of the first.
The L1 can be enhanced by the use of an L2 - Cook mentions that "extensive research into bilingual development shows overall that L2 user children have more precocious metalinguistic skills than their monolingual pairs" (Cook 2003: 13). The L1 can be harmed by the use of an L2 - He also brings up the risk of L1 language attrition from the L2.
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 ...