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Articoli di riviste sul tema "Theories of language acquisition"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 25 gennaio 2023

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1

Menezes, Vera. "Second Language Acquisition: Reconciling Theories." Open Journal of Applied Sciences 03, no. 07 (2013): 404–12. http://dx.doi.org/10.4236/ojapps.2013.37050.

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Pangaribuan, Darman. "SECOND LANGUAGE ACQUISITION: RECONCILING THEORIES." Journal of Applied Linguistics 2, no. 2 (July 28, 2022): 61–68. http://dx.doi.org/10.52622/joal.v2i2.80.

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This article makes the case that earlier explanations of SLA shouldn't be discounted. Instead, when combined, they offer a more comprehensive and in-depth understanding of the acquisition process. The ability of second language acquisition (SLA) to naturally adjust to various situations present in both internal and external settings provides evidence in favor of the assertion that SLA is a sophisticated adaptive system. On the basis of this comprehension, frequently debated second language theories, such as behaviorism, will be viewed as explanations for individual components of SLA. Excerpts

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Plunkett, Kim. "Theories of early language acquisition." Trends in Cognitive Sciences 1, no. 4 (July 1997): 146–53. http://dx.doi.org/10.1016/s1364-6613(97)01039-5.

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4

Daftarifard, Parisa, and Servat Shirkhani. "Transfer across Second Language Acquisition Theories." i-manager’s Journal on English Language Teaching 1, no. 3 (September 15, 2011): 1–6. http://dx.doi.org/10.26634/jelt.1.3.1590.

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5

Myles, Florence. "The development of theories of second language acquisition." Language Teaching 43, no. 3 (June 10, 2010): 320–32. http://dx.doi.org/10.1017/s0261444810000078.

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Second language acquisition (SLA) is a relatively new field of enquiry. Before the late 1960s, educators did write about L2 learning, but very much as an adjunct of language teaching pedagogy, underpinned by behaviourism, the then-dominant learning theory in psychology. In this view, the task facing learners of foreign languages was to rote-learn and practise the grammatical patterns and vocabulary of the language to be learnt, in order to form new ‘habits’, that is to create new stimulus–response pairings which would become stronger with reinforcement. In order for the ‘old habits’ of the L1

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Masood, Hafiz Abdul Majid, Rashida Rani, and Safura Fatima. "Language Acquisition Theories, Process and its Stages." Global Language Review VII, no. I (March 30, 2022): 166–79. http://dx.doi.org/10.31703/glr.2022(vii-i).15.

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It has been an interesting field for researchers of language to find out ways to acquire a language efficiently and effectively. The last few decades have been critically important from the viewpoint of enunciation of theories on the acquisition of language. Some pioneers of linguistics have strive to bring forth certain factors which are conducive to accelerating the acquisition of a language. Though in recent decades, the acquisition theories have evolved and have assumed new shapes, however, all of them stand defined against the theoretical frameworks projected by B.F Skinner and Noam Choms

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Atta, Anum. "Theories and Complexity of Second Language Acquisition." Scandic Journal Of Advanced Research And Reviews 2, no. 2 (May 10, 2022): 092–99. http://dx.doi.org/10.55966/sjarr.2022.2.2.0037.

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Skill building hypothesis are always in rivalry with other powerful Second Language Acquisition (SLA) theories for instance the comparison of the most powerful hypothesis – Comprehension Hypothesis against its skill-building rivals – Output and Interaction hypothesis. The output of any target language depends on the editing of the output of the acquired language. This research paper also attempts to argue the explanation of SLA in the light of recognized attempts. The article attempts to take a different perspective that leads to a deeper and broader SLA process. The inherent ability, contribu

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McDonough, Kim. "Theories in Second Language Acquisition: An Introduction." Language and Education 22, no. 2 (January 2008): 181–82. http://dx.doi.org/10.2167/le128.0.

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AMBRIDGE, Ben, and Laura WAGNER. "Testable theories of core first language acquisition." Journal of Child Language 48, no. 5 (July 28, 2021): 859–61. http://dx.doi.org/10.1017/s0305000921000581.

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LONG, M. H. "Assessment Strategies for Second Language Acquisition Theories." Applied Linguistics 14, no. 3 (September 1, 1993): 225–49. http://dx.doi.org/10.1093/applin/14.3.225.

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STEMMER, NATHAN. "Empiricist versus Prototype Theories of Language Acquisition." Mind & Language 4, no. 3 (September 1989): 201–21. http://dx.doi.org/10.1111/j.1468-0017.1989.tb00251.x.

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Sutton, Ann. "Language Acquisition Theory and AAC Intervention." Perspectives on Augmentative and Alternative Communication 17, no. 2 (June 2008): 56–61. http://dx.doi.org/10.1044/aac17.2.56.

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Abstract This article presents a reflection on the relationship between language acquisition theories and augmentative and alternative (AAC) intervention, particularly related to grammar. Aspects of the language-learning situation for children needing AAC and of production of language using an AAC system that may pose challenges for acquisition of grammar are discussed. The implications for AAC intervention that can be drawn from several language acquisition theories are explored. It is suggested that establishing clearer or more overt links between theories and intervention is important in or

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Flynn, Suzanne. "Principled Theories of L2 Acquisition." Studies in Second Language Acquisition 7, no. 1 (February 1985): 99–108. http://dx.doi.org/10.1017/s0272263100005192.

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Montrul, Silvina. "Current Issues in Heritage Language Acquisition." Annual Review of Applied Linguistics 30 (March 2010): 3–23. http://dx.doi.org/10.1017/s0267190510000103.

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An increasing trend in many postsecondary foreign language classes in North America is the presence of heritage language learners. Heritage language learners are speakers of ethnolinguistically minority languages who were exposed to the language in the family since childhood and as adults wish to learn, relearn, or improve their current level of linguistic proficiency in their family language. This article discusses the development of the linguistic and grammatical knowledge of heritage language speakers from childhood to adulthood and the conditions under which language learning does or does

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GATHERCOLE, VIRGINIA C. MUELLER, and ENLLI MÔN THOMAS. "Bilingual first-language development: Dominant language takeover, threatened minority language take-up." Bilingualism: Language and Cognition 12, no. 2 (April 2009): 213–37. http://dx.doi.org/10.1017/s1366728909004015.

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This study explores the extent to which bilingual speakers in stable bilingual communities become fully bilingual in their two community languages. Growing evidence shows that in bilingual communities in which one language is very dominant, acquisition of the dominant language may be quite unproblematic across sub-groups, while acquisition of the minority language can be hampered under conditions of reduced input. In Wales, children are exposed to both English and Welsh from an early age, either in the home or at school, or both. The data reported here indicate that regardless of home language

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Hulstijn, Jan H. "Is the Second Language Acquisition discipline disintegrating?" Language Teaching 46, no. 4 (January 25, 2012): 511–17. http://dx.doi.org/10.1017/s0261444811000620.

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After characterizing the study of second language acquisition (SLA) from three viewpoints, I try to answer the question, raised by DeKeyser (2010), of whether the SLA field is disintegrating. In answering this question, I first propose a distinction between SLA as the relatively fundamental academic discipline and SLA as the relatively applied field of language education. Instead of portraying the field in terms of quantitative or laboratory studies on the one hand, and qualitative or anthropological studies on the other, I will look at SLA in terms of theories that differ in their empirical b

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Major, Roy C., Thom Huebner, and Charles A. Ferguson. "Crosscurrents in Second Language Acquisition and Linguistic Theories." Language 69, no. 2 (June 1993): 422. http://dx.doi.org/10.2307/416568.

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Jordan, G. "Explanatory Adequacy and Theories of Second Language Acquisition." Applied Linguistics 25, no. 4 (December 1, 2004): 538–42. http://dx.doi.org/10.1093/applin/25.4.538.

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Hyunsik Min. "Current Trends of Language Acquisition and Culture Theories." Journal of Korean Language Education ll, no. 24 (December 2009): 71–118. http://dx.doi.org/10.17313/jkorle.2009..24.71.

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Włodarska, Katarzyna. "Przyswajanie języka pierwszego - imitacja czy wrodzony dar? Analiza na podstawie wybranych teorii akwizycji języka ojczystego oraz podstawowych systemów językowych." Adeptus, no. 1 (June 10, 2013): 6–25. http://dx.doi.org/10.11649/a.2012.001.

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First language acquisition – imitation or innate gift? Analysis based on selected theories of first language acquisition and basic language systemsThis article deals with a surprising phenomenon typical only for human beings – first language acquisition. Its aim is to answer the question as stated in the title. The author, an English teacher working in a nursery school, looks for the answer using references to theories connected with this topic, and in addition, takes into consideration the speech of children she is in charge of. In order to demonstrate the sophisticated nature of human langua

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Vogt, Paul, and Elena Lieven. "Verifying Theories of Language Acquisition Using Computer Models of Language Evolution." Adaptive Behavior 18, no. 1 (February 2010): 21–35. http://dx.doi.org/10.1177/1059712309350970.

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BOCALE, Paola. "HOW ARE LANGUAGES LEARNED? THEORIES ON THE PROCESS OF FOREIGN LANGUAGE ACQUISITION." Ezikov Svyat volume 18 issue 2, ezs.swu.v18i2 (June 30, 2020): 7–13. http://dx.doi.org/10.37708/ezs.swu.bg.v18i2.1.

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is work discusses theories on teaching, learning and acquiring foreign languages. The input hypothesis has drawn attention to its role and importance in language acquisition. On the other hand, however, empirical research has emphasized the role that output and interaction play in acquiring and improving language skills. In most communicative acts, there are factors that jeopardise the process of communication, such as lack of lexical knowledge and speech too fast for the listener to understand, causing different comprehension problems. These occur between native speakers and non-native speake

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Archibald, John. "Language Learnability: An Overview of the Issues." TESL Canada Journal 11, no. 1 (October 26, 1993): 53. http://dx.doi.org/10.18806/tesl.v11i1.625.

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In this paper, I summarize an approach to language acquisition that has become extremely influential: language learnability. I argue that knowledge of this approach is beneficial to second language teachers. I present the major characteristics of the principles and parameters model of grammar as it has been applied to second language acquisition. The influence of philosophy (theories of mind), psychology (theories of learning), and linguistics (theories of language) is outlined. I conclude by discussing the research and pedagogic implications of this discipline.

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Devaki, V. "Influence of Behaviourist and Cognitivist Theories in Adult Language Acquisition." Elsya : Journal of English Language Studies 3, no. 1 (February 26, 2021): 38–44. http://dx.doi.org/10.31849/elsya.v3i1.5620.

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Linguistics and psychological schools of thought had a great influence on language acquisition theories It is still under discussion whether second language acquisition is easy or effortless for adults to learn or not. In non-teaching environments, children can learn their native language quickly, whereas adults cannot. Many researchers believe that adults can quickly acquire a second language due to their high level of cognition clear, logical thinking and strong self-observation skills, while some linguistics researchers consider that it is difficult for adults to develop a second-language a

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Xu, Fan. "Review and Evaluation on the Sociocultural Theory and Bottleneck Hypothesis." Review of Educational Theory 3, no. 4 (November 4, 2020): 58. http://dx.doi.org/10.30564/ret.v3i4.2404.

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Over the past three decades, a growing number of different theories in second language acquisition field have come out in an effort to provide explanations as to how language learning takes place, to figure out what variables are effective for second language acquisition as well as to offer guidance to mass second language learners and language teachers. Because behind every teaching approach exists certain kind of theory of language acquisition and good theory in turn can help students master language skills in an effective and efficient way.Each theory is considered to have contributed to th

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Shakouri, Nima, and Mehdi Shokouhi. "Theories in Second Language Acquisition Need to be Corroborated." Studies in English Language Teaching 3, no. 1 (March 6, 2015): 73. http://dx.doi.org/10.22158/selt.v3n1p73.

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<p><em>Interdisciplinary research is a key thrust for the future</em><em>. The present paper puts forth that most of the theories born in the last three decades are revitalization of old vocabulary; they are more or less assumption-based. Revitalization of old vocabulary should not be at the expense of discordance but corroboration of each other. In fact, the divergent epistemic orientations in SLA give a competitive nature to SLA. Thus, to the present writers, much<strong> </strong></em><em>of the dialogue concerning the strengths and weaknesses

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Bokamba, Eyamba G. "Multilingualism and theories of second language acquisition in Africa." World Englishes 37, no. 3 (September 2018): 432–46. http://dx.doi.org/10.1111/weng.12330.

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Aljumah, Fahad Hamad. "Second Language Acquisition: A Framework and Historical Background on Its Research." English Language Teaching 13, no. 8 (July 31, 2020): 200. http://dx.doi.org/10.5539/elt.v13n8p200.

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Research shows many problems and ambiguities of second language acquisition (SLA), which have made learners and readers worldwide unsatisfied. Therefore, this study attempts to highlight theories and research that have comprehensive explanations of the problems and ambiguities of second language acquisition, which learners of English as a Foreign Language (EFL) face while learning a second or foreign language. After that, the study discusses a framework discussion on second language acquisition (SLA). It discusses the historical background of SLA research on different decades and the most nota

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Sharwood Smith, Michael. "Language acquisition as a side effect of language processing." Language, Interaction and Acquisition 1, no. 2 (December 10, 2010): 171–88. http://dx.doi.org/10.1075/lia.1.2.02smi.

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Researchers in the field of language acquisition may adopt various particular theoretical approaches to the description and explanation of linguistic phenomena. They need this theory to describe the nature of what is or is not undergoing change over time. However linguistic theory normally makes no reference to the time dimension, a dimension crucial to any study of development. Psycholinguists, on the other hand, focus on temporal phenomena but these are normally measured in milliseconds. At the same time, they still need a coherent model of linguistic structure to carry out their investigati

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Jiang, Chiheng. "Critical Period Hypothesis in Language Acquisition." Lecture Notes in Education Psychology and Public Media 1, no. 1 (December 26, 2021): 1–5. http://dx.doi.org/10.54254/lnep.iceipi.2021152.

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Critical period hypothesis, a popular topic of great significance in language acquisition, was initially deprived from first language acquisition, and further applied to second language acquisition though disputes remain. Former researchers have done myriads of empirical study and concluded diverse theories. This paper purports to briefly review former researches of critical period hypothesis in both first language acquisition and second language acquisition, and then try to probe its interrelation with age effect and implicit learning.

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Delbio, A., and M. Ilankumaran. "Theories, Techniques, Methods and Approaches of Second Language Acquisition: a Psychological Perspective." International Journal of Engineering & Technology 7, no. 3.6 (July 4, 2018): 192. http://dx.doi.org/10.14419/ijet.v7i3.6.14968.

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Psychological aspects play an important role in language learning. Motivation is one of the terms used to achieve the language. The theories of second language focus mainly on motivation, nature of motivation, implications of second language acquisition and linguistic process. The theories are practices and used as a teaching method. The instructor can have a clear vision on theories to implement them in the classroom. The learning environment and reinforcement are the important factors in learning psychology. Due to psychological problems and lack of training and guidance, the learners lose h

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Schwegler, Armin. "Herman Wekker (ed.), Creole languages and language acquisition. (Trends in linguistics: Studies and monographs, 86.) Berlin: Mouton de Gruyter, 1996. Pp. vi, 205. Hb DM118.00." Language in Society 28, no. 3 (July 1999): 473–77. http://dx.doi.org/10.1017/s0047404599313063.

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This slender, neatly typeset volume contains a selection of the papers presented at an international three-day workshop on creole languages and language acquisition, held at the University of Leiden in 1990. Entitled “The logical problem of language acquisition,” the workshop set out to investigate the acquisition of parts of the grammar by children and adults. The purpose of the Leiden gathering was to bring together linguists from essentially two fields (language acquisition theory and pidgin/creole studies) in order to “solve the ‘logical problem of language acquisition’ from as many perspe

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MEISEL, JÜRGEN M. "Bilingual language acquisition and theories of diachronic change: Bilingualism as cause and effect of grammatical change." Bilingualism: Language and Cognition 14, no. 2 (November 2, 2010): 121–45. http://dx.doi.org/10.1017/s1366728910000143.

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Children acquiring their first languages are frequently regarded as the principal agents of diachronic change. The causes and the precise nature of the processes of change are, however, far from clear. The following discussion focuses on possible changes of core properties of grammars which, in terms of the theory of Universal Grammar, can be characterized as reflecting different settings of parameters. In such cases, learners develop grammatical competences differing from those of speakers of the previous generation who provided the primary data serving as input for the developmental processe

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Khalifa, Mohamed Fathy. "Contrastive Analysis, Error Analysis, Markedness Theory, Universal Grammar and Monitor Theory and their Contributions to Second Language Learning." International Journal of Linguistics 10, no. 1 (January 14, 2018): 12. http://dx.doi.org/10.5296/ijl.v10i1.12479.

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Theories of second language acquisition (SLA) play an important role in second language (L2) learning. These theories can help both language teachers and their students to understand L2 language learning process. There are various theories and approaches of SLA which try to explain how L2 learning takes place. Each theory accounts for L2 acquisition from a different perspective. This paper describes and compares five theories of L2 acquisition: Contrastive Analysis (CA), Error Analysis (EA), Markedness Theory, Universal Grammar (UG) and Monitor Theory, explains their contributions to L2 learni

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Upadhayaya, Krishna Kumari. "Book Review: How Languages Are Learned." Journal of Education and Research 12, no. 2 (September 30, 2022): 112–16. http://dx.doi.org/10.51474/jer.v12i2.628.

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The book “How Languages Are Learned” introduces major theories of first and second language acquisition and their application in real classroom situations. It discusses early, foundational research studies on language acquisition and some latest research in the area. First published in 1993, it went through four editions by 2013. This shows the popularity of the book.

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Carroll, Susanne, and Jürgen M. Meisel. "Universals and Second Language Acquisition." Studies in Second Language Acquisition 12, no. 2 (June 1990): 201–8. http://dx.doi.org/10.1017/s0272263100009086.

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On the basis of a critical analysis of the articles in this issue, we argue for a shift in emphasis in the investigation of universals in second language acquisition (SLA). To construct a psycholinguistically plausible theory of acquisition, research must proceed simultaneously on a number of different fronts: the elaboration of (a) a theory of computation consistent with human biology, (b) a theory of structural universals and variation, (c) a theory of meaning, and (d) a theory of pragmatics which must tie in with both a theory of cognitive development and a theory of sociocultural knowledge

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Safitri, Loli. "CHILDREN LANGUAGE ACQUISITION PROCESS." LET: Linguistics, Literature and English Teaching Journal 10, no. 2 (December 31, 2020): 157. http://dx.doi.org/10.18592/let.v10i2.4042.

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This research discusses a case study of children in acquiring their first language at age 18 months old in Bukittinggi. The process deals with some stages namely cooing, babbling, holophrastic, the two-word stage, telegraphic stage, and multiword stage. The purpose of this study is focused on how the children learn the language in the real life. To find out the answer of the problem in this research, the researcher uses the related theories, they are Lyons (1981), Varshney (2003), Chomsky (2009), Bolinger (2002), Gleason (1998), Steinberg (2003), Fromkin (1983), Bolinger (2002) and Steinberg (

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Liceras, Juana M., and John Grinstead. "Introduction. Language acquisition and cognitive science at the crossroads." Probus 28, no. 1 (January 1, 2016): 1–7. http://dx.doi.org/10.1515/probus-2016-0001.

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AbstractThe articles compiled in this volume provide an account of current research in “core” areas in the field of language acquisition (primary, secondary and bilingual) and suggest new avenues of research and ways of approaching the relationship between the theories and methodologies. Within the framework of cognitive sciences, specifically linguistics and psycholinguistics, the articles investigate language acquisition from four different dimensions: processing and lexical access, the prosody–pragmatics interface, the discourse–syntax interface and language impairment (so-called specific l

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BEHRENS, Heike. "Constructivist Approaches to First Language Acquisition." Journal of Child Language 48, no. 5 (August 12, 2021): 959–83. http://dx.doi.org/10.1017/s0305000921000556.

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AbstractConstructivist approaches to language acquisition predict that form-function mappings are derived from distributional patterns in the input, and their contextual embedding. This requires a detailed analysis of the input, and the integration of information from different contingencies. Regarding the acquisition of morphology, it is shown which types of information leads to the induction of (lexical) categories, and to paradigm building. Regarding the acquisition of word order, it is shown how languages with fixed or variable word order profit from stable syntactic hyperschemas, but requ

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Roy, Subhadip. "Analyzing Language Acquisition by a Child’s Brain." International Journal of English Learning & Teaching Skills 3, no. 2 (January 1, 2021): 2086–96. http://dx.doi.org/10.15864/ijelts.3212.

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This paper tries to reflect on theories and experimental findings examining language learning, comprehension, and genesis by children. It peeks into child psychology probing innate linguistic intelligence: how infants find the words within the acoustic stream that serves as input to language learning. This paper also investigates how children acquire the ability to interpret the relationships between chunks of speech and their meanings and sometimes, in a rare case, even create a new language when none of the existing ones are compatible. This paper digs deep into the budding stages of a child

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Hulstijn, Jan H. "Raadsels van tweedetaalverwerving." Dutch Journal of Applied Linguistics 1, no. 1 (August 31, 2012): 150–59. http://dx.doi.org/10.1075/dujal.1.1.11hul.

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This paper predicts that the study of second language acquisition, as a young discipline of scientific inquiry in its own right, faces a bright future, but only if its scholarly community critically re-examines some notions and assumptions that have too long been taken for granted. First, it is time to reconsider familiar dichotomies, such as second versus foreign language and natural versus instructed language learning. Furthermore, it is worth checking whether and to what extent the puzzling phenomena to be explained by language acquisition theories do really exist (such as uniformity and su

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Li, Aike, and Brechtje Post. "L2 ACQUISITION OF PROSODIC PROPERTIES OF SPEECH RHYTHM." Studies in Second Language Acquisition 36, no. 2 (May 20, 2014): 223–55. http://dx.doi.org/10.1017/s0272263113000752.

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This study examines the development of speech rhythm in second language (L2) learners of typologically different first languages (L1s) at different levels of proficiency. An empirical investigation of durational variation in L2 English productions by L1 Mandarin learners and L1 German learners compared to native control values in English and the learners’ L1s showed that the L1 groups followed comparable developmental paths in their acquisition of vocalic variability and accentual lengthening. However, the two L1 groups diverged in the proportion of vocalic materials in their L2 utterances, ex

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Alimohammadirokni, Mohammad. "Contributions of Grand Linguistic Theories to Second Language Acquisition Research and Pedagogy." International Journal of English Linguistics 5, no. 6 (November 30, 2015): 95. http://dx.doi.org/10.5539/ijel.v5n6p95.

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<p>Research on second language acquisition (SLA) and use has always been enriched by linguistic schools and theories. The purpose of the present paper is give readers a snapshot of contributions grand linguistic theories have made to L2 acquisition research and pedagogy. The grand linguistic theories chosen for review in the present study include <em>Structural Linguistics</em>, <em>Nativism</em>, <em>Functional Linguistics</em>, and <em>Cognitive Linguistics</em>. These four linguistics theories have been, and some of them are, paid much m

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Genesee, Fred. "Bilingual first language acquisition: exploring the limits of the language faculty." Annual Review of Applied Linguistics 21 (January 2001): 153–68. http://dx.doi.org/10.1017/s0267190501000095.

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Most general theories of language acquisition are based on studies of children who acquire one language. A general theory of language acquisition must ultimately accommodate the facts about children who acquire two languages simultaneously during infancy. This chapter reviews current research in three domains of bilingual acquisition: pragmatic features of bilingual code-mixing, grammatical constraints on child bilingual code-mixing, and bilingual syntactic development. It examines the implications of findings from these domains for our understanding of the limits of the mental faculty to acqu

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Carroll, Susanne E. "Re-assembling formal features in second language acquisition: beyond minimalism." Second Language Research 25, no. 2 (April 2009): 245–53. http://dx.doi.org/10.1177/0267658308100286.

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In this commentary, Lardiere's discussion of features is compared with the use of features in constraint-based theories, and it is argued that constraint-based theories might offer a more elegant account of second language acquisition (SLA). Further evidence is reported to question the accuracy of Chierchia's (1998) Nominal Mapping Parameter.

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Jacobs, Bob. "Dis-integrating Perspectives of Language Acquisition." Studies in Second Language Acquisition 17, no. 1 (March 1995): 65–71. http://dx.doi.org/10.1017/s0272263100013760.

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I wish to warn young men against the invincible attraction of theories which simplify and unify seductively. Ruled by the [reticularist] theory, we who were active in histology then saw networks everywhere [italics added].… This [reticularist theory] was admirably convenient, since it did away with all need for the analytical effort involved in determining in each case the course through the gray matter followed by the nervous impulse. It has rightly been said that the reticular hypothesis, by dint of pretending to explain everything easily and simply, explains absolutely nothing; and, what is

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Deng, Fei, and Qin Zou. "A Study on Whether the Adults’ Second Language Acquisition Is Easy or Not—From the Perspective of Children’s Native Language Acquisition." Theory and Practice in Language Studies 6, no. 4 (April 5, 2016): 776. http://dx.doi.org/10.17507/tpls.0604.15.

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Children acquire their native language easily in the non teaching conditions with their excellent language skills, while adults are unable to do it. “Whether the adults’ second language acquisition is easy or not” is always debated. This essay is from the perspective of children’s native language acquisition, through the systematic review of relevant theories, to explore “whether the adults’ second language acquisition is easy or not”. And on this basis, the native language acquisition gives enlightenment to the adults’ second language acquisition.

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Bialystok, Ellen. "The Competence of Processing: Classifying Theories of Second Language Acquisition." TESOL Quarterly 24, no. 4 (1990): 635. http://dx.doi.org/10.2307/3587112.

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Hancin-Bhatt, Barbara, and Alan Juffs. "Learnability and the Lexicon: Theories and Second Language Acquisition Research." Language 74, no. 2 (June 1998): 423. http://dx.doi.org/10.2307/417915.

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Gregg, Kevin R. "The state of emergentism in second language acquisition." Second Language Research 19, no. 2 (April 2003): 95–128. http://dx.doi.org/10.1191/0267658303sr213oa.

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‘Emergentism’ is the name that has recently been given to a general approach to cognition that stresses the interaction between organism and environment and that denies the existence of pre-determined, domain-specific faculties or capacities. Emergentism thus offers itself as an alternative to modular, ‘special nativist’ theories of the mind, such as theories of Universal Grammar (UG). In language acquisition, emergentists claim that simple learning mechanisms, of the kind attested elsewhere in cognition, are sufficient to bring about the emergence of complex language representations. In this

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