DBpedia – Linked Data Fragments

Matches in DBpedia 2015-10 for { ?s ?p "Second-language acquisition, second-language learning, or L2 acquisition, is the process by which people learn a second language. Second-language acquisition (often abbreviated to SLA) is also the scientific discipline devoted to studying that process. The field of second-language acquisition is a subdiscipline of applied linguistics, but also receives research attention from a variety of other disciplines, such as psychology and education. A central theme in SLA research is that of interlanguage, the idea that the language that learners use is not simply the result of differences between the languages that they already know and the language that they are learning, but that it is a complete language system in its own right, with its own systematic rules. This interlanguage gradually develops as learners are exposed to the target language. The order in which learners acquire features of their new language stays remarkably constant, even for learners with different native languages, and regardless of whether they have had language instruction. However, languages that learners already know can have a significant influence on the process of learning a new one. This influence is known as language transfer. The primary factor driving second-language acquisition appears to be the language input that learners receive. Learners become more advanced the longer they are immersed in the language they are learning, and the more time they spend doing free, voluntary reading. The Monitor Model goes as far as to state that input is all that is required for acquisition. However, subsequent work such as the interaction hypothesis and the comprehensible output hypothesis has suggested that opportunities for output and for interaction may also be necessary for learners to reach more advanced levels. Research on how exactly learners acquire a new language spans a number of different areas. Cognitive approaches to SLA research deal with the processes in the brain that underpin language acquisition, for example how paying attention to language affects the ability to learn it, or how language acquisition is related to short-term and long-term memory. Sociocultural approaches reject the notion that second-language acquisition is a purely psychological phenomenon, and attempt to explain it in its social context. Linguistic approaches consider language separately from other kinds of knowledge, and attempt to use findings from the wider study of linguistics to explain second-language acquisition. There is also a considerable body of research about how second-language acquisition can be affected by individual factors such as age and learning strategies. Finally, classroom research deals with the effect that language instruction has on acquisition."@en }

• Second-language_acquisition abstract "Second-language acquisition, second-language learning, or L2 acquisition, is the process by which people learn a second language. Second-language acquisition (often abbreviated to SLA) is also the scientific discipline devoted to studying that process. The field of second-language acquisition is a subdiscipline of applied linguistics, but also receives research attention from a variety of other disciplines, such as psychology and education. A central theme in SLA research is that of interlanguage, the idea that the language that learners use is not simply the result of differences between the languages that they already know and the language that they are learning, but that it is a complete language system in its own right, with its own systematic rules. This interlanguage gradually develops as learners are exposed to the target language. The order in which learners acquire features of their new language stays remarkably constant, even for learners with different native languages, and regardless of whether they have had language instruction. However, languages that learners already know can have a significant influence on the process of learning a new one. This influence is known as language transfer. The primary factor driving second-language acquisition appears to be the language input that learners receive. Learners become more advanced the longer they are immersed in the language they are learning, and the more time they spend doing free, voluntary reading. The Monitor Model goes as far as to state that input is all that is required for acquisition. However, subsequent work such as the interaction hypothesis and the comprehensible output hypothesis has suggested that opportunities for output and for interaction may also be necessary for learners to reach more advanced levels. Research on how exactly learners acquire a new language spans a number of different areas. Cognitive approaches to SLA research deal with the processes in the brain that underpin language acquisition, for example how paying attention to language affects the ability to learn it, or how language acquisition is related to short-term and long-term memory. Sociocultural approaches reject the notion that second-language acquisition is a purely psychological phenomenon, and attempt to explain it in its social context. Linguistic approaches consider language separately from other kinds of knowledge, and attempt to use findings from the wider study of linguistics to explain second-language acquisition. There is also a considerable body of research about how second-language acquisition can be affected by individual factors such as age and learning strategies. Finally, classroom research deals with the effect that language instruction has on acquisition.".