历年英语专八改错真题.pdfVIP

历年英语专八改错真题 历年专八短文改错试题 2014 年英语专八改错真题答案 There is widespread consensus among s cholars that second language acquisition (SLA) emerged as a distinct field of rese arch from the late 1950s to early 1960s. There is a high level of agreement that t he following questions ( a 前面加 also) have possessed the most attention of re searchers in this area: (possessed 改 为 captured) Is it possible to acquire an additional lan guage in the same sense one acquires a first language? (one 前面加 as ) What is the explanation for the fact adul ts have (fact 后面加 that) more difficulty in acquiring additional lan guages than children have? What motiva tes people to acquire additional languag es? What is the role of the language teachin g in the (language 前面去掉 the) acquisition of an additional language? What socio-cultural factors, if any, are re levant in studying the learning of additio nal languages? From a check of the literature of the field it is clear that all (去掉 the) the approaches adopted to study the phe nomena of SLA so far have one thing in c ommon: The perspective adopted to vie w the acquiring of an additional language is that of an in dividual attempts to do (attempts 改 为 attempting) so. Whether one labels it “learning” or “acquiring” an additional language, it is an individual accomplishm ent or what is under (or 改为 and) focus is the cognitive, psychological, and institutional status of an individual. Tha t is, the spotlight is on what mental capa bilities are involving, what psychological factors play a role in the learning (involving 改为 involved) or acquisition, and whether the target la nguage is learnt in the classroom or acquire