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For the other, he creates a theory of language as a system in and for itself which arises from the association of concepts and words or expressions. Thus, language is a dual system of interactive sub-systems: a conceptual system and a system of linguistic forms.
The main purpose of theories of second-language acquisition (SLA) is to shed light on how people who already know one language learn a second language. The field of second-language acquisition involves various contributions, such as linguistics, sociolinguistics, psychology, cognitive science, neuroscience, and education.
The proponents of these theories argue that general cognitive processes subserve language acquisition and that the result of these processes is language-specific phenomena, such as word learning and grammar acquisition. The findings of many empirical studies support the predictions of these theories, suggesting that language acquisition is a ...
Language learning involves formal instruction and, according to Krashen, is less effective than acquisition. Learning in this sense is conception or conceptualisation: instead of learning a language itself, students learn an abstract, conceptual model of a language, a "theory" about a language (a grammar). Monitor hypothesis
Innateness hypothesis. In linguistics, the innateness hypothesis, also known as the nativist hypothesis, holds that humans are born with at least some knowledge of linguistic structure. On this hypothesis, language acquisition involves filling in the details of an innate blueprint rather than being an entirely inductive process.
The interaction hypothesis is a theory of second-language acquisition which states that the development of language proficiency is promoted by face-to-face interaction and communication. [1] Its main focus is on the role of input, interaction, and output in second language acquisition. [2] It posits that the level of language that a learner is ...
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