By William C. Ritchie, Tej K. Bhatia
A complete reference resource, guide of moment Language Acquisition discusses the learn, idea, and purposes particular to moment language acquisition.
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Extra info for Handbook of Second Language Acquisition
In particular, if the object of inquiry is the L2 user’s competence, then his or her greater capacity for self-monitoring may interfere with the tapping of tacit grammatical knowledge of the L2 in some cases-a difficulty that Ll researchers are less likely to encounter. On the other hand, in the usual case, subjects in SLA experiments are adults, and elicitation techniques used in the study of adult native grammars (in particular, acceptability judgments) can also be used in the study of L2 grammatical competence, though with certain precautions.
What is the nature of the L2 learner’s capacity for attaining the cognitive structures and abilities referred to in (7)? Here we may distinguish the following two subquestions: a. What is the nature of the L2 learner’s overall cupacity for language acquisition? b. How is that capacity deployed in real time to determine the course of SLA? There are thus three central cognitive or behavioral problems in the study of SLA: the problems of (a) the cognitive structures and abilities that underlie L2 use, (b) the relevant linguistic input, and (c) the capacity for language acquisition.
However, the more advanced age of the L2 learner makes it possible for him or her to direct such modifications in native-speaking interlocutors through negotiation of meaning. Long argues on the basis of a wide variety of empirical studies that although comprehensibility of input is necessary for SLA, it is not sufficient for full acquisition of the L2. He then examines the research literature on attention and noticing in SLA and concludes that although noticing is facilitative in SLA, it is neither necessary nor sufficient.