Over the past three decades a number of
different theories of second language acquisition have been formed in an effort
to provide explanations as to how language learning takes place, to identify
the variables responsible for second language acquisition and to offer guidance
to second language teachers. Each theory accounts for language acquisition from
a different perspective so some criteria are needed in order to classify and
evaluate each theory.
Learning is a formal process, a conscious study in which students can accumulate information and transform it into knowledge due to intellectual effort. On the other hand, acquiring has to do with natural exposure, developing aptitudes through natural, unconscious and intuitive assimilation. This way, acquiring is much more related to children than learning, once proficiency is not linked to the knowledge we have internalized, it is so to the abilities we develop in practice in consequence of the concrete experiences he have.
In fact, Second Language Acquisition (SLA) is the kind of object that is related to many others and because of this I do not have complete domain about it. To be sincere, even the oldest researches and researchers are not a hundred per cent sure about this process once it is related to human beings and it is in constant modifications.
Nowadays it is clear that the differences and similarities can not be seen in a so reduced way. Learners can transfer from a language to another in order to increase vocabulary, grammar constructions and spontaneous speaking even when these connections lead them to errors.
A second language acquisition is not a uniform or predictable phenomenon. There is no single way in which learners can acquire knowledge of a second language, just it is a product of many factors.
These factors are all about the learner and also their learning, a universe full of complexity and diversity.
In fact, Second Language Acquisition (SLA) is the kind of object that is related to many others and because of this I do not have complete domain about it. To be sincere, even the oldest researches and researchers are not a hundred per cent sure about this process once it is related to human beings and it is in constant modifications.
Nowadays it is clear that the differences and similarities can not be seen in a so reduced way. Learners can transfer from a language to another in order to increase vocabulary, grammar constructions and spontaneous speaking even when these connections lead them to errors.
A second language acquisition is not a uniform or predictable phenomenon. There is no single way in which learners can acquire knowledge of a second language, just it is a product of many factors.
These factors are all about the learner and also their learning, a universe full of complexity and diversity.
In order to understand a little more about this topic, you can see the following link. This is a comparative diagram about some theories in relationship with a second language acquisition:
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