View all Google Scholar citations Social Identity Theory argues that an important factor for second language acquisition is the learner's perceived identity in relation to the community of the language being learned, as well as how the community of the target language perceives the learner. Social attitudes such as gender roles and community views toward language learning have also proven critical. [100] there is ongoing debate among generative linguists surrounding whether L2-users have full or partial access to universal grammar. This hypothesis claims that second-language acquisition may impose extra difficulties on children with specific language impairment (SLI), whose language delay extends into their school years due to deficits in verbal memory and processing mechanisms in comparison to children with typical development (TD). [62] Some researchers make the distinction between implicit and explicit language knowledge, and some between declarative and procedural language knowledge. [38] Various hypotheses have been proposed to explain language transfer, but there is no single widely accepted explanation of why it occurs.[40]. Further, while extraversion might be beneficial through its encouragement of learning autonomously, it may also present challenges as learners may find reflective and time-management skills to be difficult.

Some linguists prefer to use cross-linguistic influence to describe this phenomenon. [106] Since older learners would already have an established native language, the language acquisition process is much different for them, than young learners.
According to Long's interaction hypothesis the conditions for acquisition are especially good when interacting in the second language; specifically, conditions are good when a breakdown in communication occurs and learners must negotiate for meaning. There have been attempts made to systematically measure the effectiveness of language teaching practices for every level of language, from phonetics to pragmatics, and for almost every current teaching methodology. SLA can incorporate heritage language learning,[4] but it does not usually incorporate bilingualism. [93], A unique approach to SLA is Sociocultural theory.

It is broad-based and relatively new. Adults who learn a second language differ from children learning their first language in at least three ways: children are still developing their brains whereas adults have mature minds, and adults have at least a first language that orients their thinking and speaking.
Published online by Cambridge University Press: URL: /core/journals/annual-review-of-applied-linguistics. Over time and experience, a child's second language may become his or her strongest. Thus it is more accurate to speak of sequences of acquisition, in which specific grammatical features in a language are acquired before or after certain others but the overall order of acquisition is less rigid. [39], Language transfer often occurs when learners sense a similarity between a feature of a language they already know and a feature of the interlanguage they have developed. The severity of attrition depends on a variety of factors including level of proficiency, age, social factors, and motivation at the time of acquisition.

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