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10 Mei 2012

Evidence for The Systematic Nature of The Stages of Foreign Language Acquisition

Evidence for the systematic nature
Evidence for The Systematic Nature of The stages of Foreign Language Acquisition - Bukti untuk sifat sistematis dari tahap penguasaan bahasa asing.
Second language acquisition or second language learning is the process by which people learn a second language. Second-language acquisition (often abbreviated to SLA) is also the name of the scientific discipline devoted to studying that process. Second language refers to any language learned in addition to a person's first language; although the concept is named second language acquisition, it can also incorporate the learning of third, fourth or subsequent languages.[1] Second-language acquisition refers to what learners do; it does not refer to practices in language teaching.
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, cognitive psychology, and education. To separate the academic discipline from the learning process itself, the terms second-language acquisition research,second-language studies, and second-language acquisition studies are also used. SLA research began as an interdisciplinary field, and because of this it is difficult to identify a precise starting date. However, it does appear to have developed a great deal since the mid-1960s.[2] The term acquisition was originally used to emphasize the subconscious nature of the learning process,[3] but in recent years learning and acquisition have become largely synonymous.
Second-language acquisition can incorporate heritage language learning,[4] but it does not usually incorporate bilingualism. Most SLA researchers see bilingualism as being the end result of learning a language, not the process itself, and see the term as referring to native-like fluency. Writers in fields such as education and psychology, however, often use bilingualism loosely to refer to all forms ofmultilingualism.[5] Second-language acquisition 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 situations.[6].

There has been much debate about exactly how language is learned, and many issues are still unresolved. There have been many theories of second-language acquisition that have been proposed, but none has been accepted as an overarching theory by all SLA researchers. Due to the interdisciplinary nature of the field of second-language acquisition, this is not expected to happen in the foreseeable future.

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Sequences of acquisition

In the 1970s there were several studies that investigated the order in which learners acquired different grammatical structures.[20]These studies showed that there was little change in this order among learners with different first languages. Furthermore, it showed that the order was the same for adults as well as children, and that it did not even change if the learner had language lessons. This proved that there were factors other than language transfer involved in learning second languages, and was a strong confirmation of the concept of interlanguage.
However, the studies did not find that the orders were exactly the same. Although there were remarkable similarities in the order in which all learners learned second-language grammar, there were still some differences among individuals and among learners with different first languages. It is also difficult to tell when exactly a grammatical structure has been learned, as learners may use structures correctly in some situations but not in others. Thus it is more accurate to speak of sequences of acquisition, where particular grammatical features in a language have a fixed sequence of development, but the overall order of acquisition is less rigid.

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Evidence for the systematic nature of the stages of foreign language acquisition

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