An introduction to second language acquisition research by Diane Larsen-Freeman

By Diane Larsen-Freeman

Knowing how humans examine and fail to profit moment and overseas languages is more and more regarded as a severe social and psycholinguistic factor. moment languages are extremely important to assorted teams of individuals, starting from refugees to school scholars dealing with international language requisites. This booklet offers a synthesis of empirical findings on moment and overseas language studying by means of young children and adults, emphasising the layout and execution of acceptable research.

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For 40 example, is there such a thing as a critical period in an individual's development, beyond which it is very difficult or impossible for anyone to truly master something as complex as a second language? These are but a few of the issues which SLA research should shed some light on in these related disciplines. 3 Development of the field of study of second language acquisition People have been interested in second language acquisition since antiquity, but in modern times much of the research emphasis was in fact placed on language teaching.

Researchers using these methods provide us with a detailed and comprehensive description of subjects' SLA behaviour. Furthermore, such descriptions are psycholinguistically coherent in that they deal with a single subject's development (or only a few subjects' development) over time. Since there are no a priori hypotheses to be tested, researchers' attention is freed to discover any potential factors which could significantly influence the SLA process. In fact, such studies are often referred to as hypothesis-generating, since the scope of researchers' perspectives is not restricted they can look for patterns in naturally occurring data and, once detected, generate hypotheses which might account for them.

At the start of study, Group (a) had been exposed to Spanish for one month, whereas Group (c) had had three months of exposure. Dato collected data four times from each of the three different groups. The data collected at any one time constitute a cross-sectional study, while all the data for a particular group provide a longitudinal view. The data from all three groups offer a basis for cross-checking generalizations on both the outcome at any one time and of the process over time. The third attribute cited above was the alleged lack of generalizability of findings from single-case longitudinal studies.

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