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second language acquisition 二语习得
Preface:
In the past 30–40 years, the field of second language acquisition has developed into an independent and autonomous discipline, complete with its own research agenda.
What is particularly noteworthy about the field of second language acquisition is its interdisciplinary character. Second language research is concerned with the general question: How are second languages learned? Scholars approach the field from a wide range of backgrounds: sociology, psychology, education, and linguistics, to name a few. This has both positive and negative effects on the field. The advantage is that through the multiplicity of perspectives, we are able to see a richer picture of acquisition, a picture that appears to be more representative of the phenomenon of acquisition in that learning a second language undoubtedly involves factors relating to sociology, psychology, education, and linguistics. On the other hand, multiple perspectives on what purports to be a single discipline bring confusion, because it is frequently the case that scholars approaching second language acquisition from different (often opposing and seemingly incompatible) frameworks are not able to talk to one another. This is so because each perspective brings with it its own way of approaching data and its own research methodology.
1 INTRODUCTION
The study of second language acquisition
What is the scope of SLA? What does the study of SLA consist of? It is the study of how second languages are learned. In other words, it is the study of the acquisition of a non-primary language; that is, the acquisition of a language beyond the native language. It is the study of how learners create a new language system with only limited exposure to a second language. It is the study of what is learned of a second language and what is not learned; it is the study of why most second language learners do not achieve the same degree of knowledge and proficiency in a second language as they do in their native language; it is
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