Language transfer is the application of linguistic features from one language to another by a bilingual or multilingual speaker. Language transfer may occur across both languages in the acquisition of a simultaneous bilingual, from a mature speaker's first language (L1) to a second language (L2) they are acquiring, or from an L2 back to the L1. Language transfer is most commonly discussed in the context of English language learning and teaching, but it can occur in any situation when someone does not have a native-level command of a language, as when translating into a second language. Language transfer is also a common topic in bilingual child language acquisition as it occurs frequently in bilingual children especially when one language is dominant.
Second-language acquisition (SLA), sometimes called second-language learning—otherwise referred to as L2acquisition, is the process by which people learn a second language. Second-language acquisition is also the scientific discipline devoted to studying that process. The field of second-language acquisition is regarded by some but not everybody as a sub-discipline of applied linguistics but also receives research attention from a variety of other disciplines, such as psychology and education.
Sequential bilingualism occurs when a person becomes bilingual by first learning one language and then another. The process is contrasted with simultaneous bilingualism, in which both languages are learned at the same time.
Language attrition is the process of decreasing proficiency in or losing a language. For first or native language attrition, this process is generally caused by both isolation from speakers of the first language ("L1") and the acquisition and use of a second language ("L2"), which interferes with the correct production and comprehension of the first. Such interference from a second language is likely experienced to some extent by all bilinguals, but is most evident among speakers for whom a language other than their first has started to play an important, if not dominant, role in everyday life; these speakers are more likely to experience language attrition. It is common among immigrants that travel to countries where languages foreign to them are used. Second language attrition can occur from poor learning, practice, and retention of the language after time has passed from learning. This often occurs with bilingual speakers who do not frequently engage with their L2.
The generative approach to second language (L2) acquisition (SLA) is a cognitive based theory of SLA that applies theoretical insights developed from within generative linguistics to investigate how second languages and dialects are acquired and lost by individuals learning naturalistically or with formal instruction in foreign, second language and lingua franca settings. Central to generative linguistics is the concept of Universal Grammar (UG), a part of an innate, biologically endowed language faculty which refers to knowledge alleged to be common to all human languages. UG includes both invariant principles as well as parameters that allow for variation which place limitations on the form and operations of grammar. Subsequently, research within the Generative Second-Language Acquisition (GenSLA) tradition describes and explains SLA by probing the interplay between Universal Grammar, knowledge of one's native language and input from the target language. Research is conducted in syntax, phonology, morphology, phonetics, semantics, and has some relevant applications to pragmatics.
The critical period hypothesis or sensitive period hypothesis claims that there is an ideal time window of brain development to acquire language in a linguistically rich environment, after which further language acquisition becomes much more difficult and effortful. It is the subject of a long-standing debate in linguistics and language acquisition over the extent to which the ability to acquire language is biologically linked to developmental stages of the brain. The critical period hypothesis was first proposed by Montreal neurologist Wilder Penfield and co-author Lamar Roberts in their 1959 book Speech and Brain Mechanisms, and was popularized by Eric Lenneberg in 1967 with Biological Foundations of Language.
Input enhancement (IE) is a concept in second language acquisition. Mike Sharwood Smith coined the term to cover techniques used by researchers to make salient selected features of a language for students such as word order, parts of words that express tense, agreement and number for example, accents, idioms and slang. These techniques aim to draw attention to aspects of a language that have hitherto seemed to have made insufficient impact on the learner. This need not necessarily involve making learners consciously aware of the researcher's or teacher's intentions. Although IE was conceived of as a research tool, the term can also be used to describe techniques deliberately or instinctively used in language teaching and also in the way parents talk to their children as also the way people alter their speech when talking to non-native speakers who seem to have difficulty in communicating. IE may figure as a deliberate strategy in teaching methods but it has always been present implicitly in standard teaching practice.
The Competition Model is a psycholinguistic theory of language acquisition and sentence processing, developed by Elizabeth Bates and Brian MacWhinney (1982). The claim in MacWhinney, Bates, and Kliegl (1984) is that "the forms of natural languages are created, governed, constrained, acquired, and used in the service of communicative functions." Furthermore, the model holds that processing is based on an online competition between these communicative functions or motives. The model focuses on competition during sentence processing, crosslinguistic competition in bilingualism, and the role of competition in language acquisition. It is an emergentist theory of language acquisition and processing, serving as an alternative to strict innatist and empiricist theories. According to the Competition Model, patterns in language arise from Darwinian competition and selection on a variety of time/process scales including phylogenetic, ontogenetic, social diffusion, and synchronic scales.
Martha Young-Scholten is a linguist specialising in the phonology and syntax of second language acquisition (SLA).
The Modular Online Growth and Use of Language (MOGUL) project is the cover term name for any research on language carried out using the Modular Cognition Framework (MCF).
Crosslinguistic influence (CLI) refers to the different ways in which one language can affect another within an individual speaker. It typically involves two languages that can affect one another in a bilingual speaker. An example of CLI is the influence of Korean on a Korean native speaker who is learning Japanese or French. Less typically, it could also refer to an interaction between different dialects in the mind of a monolingual speaker. CLI can be observed across subsystems of languages including pragmatics, semantics, syntax, morphology, phonology, phonetics, and orthography. Discussed further in this article are particular subcategories of CLI—transfer, attrition, the complementarity principle, and additional theories.
Second-language attrition is the decline of second-language skills, which occurs whenever the learner uses the second language to an insufficient degree or due to environmental changes the language use is limited and another language is becoming the dominant one.
Vivian James Cook was a British linguist who was Emeritus Professor of Applied Linguistics at Newcastle University. He was known for his work on second-language acquisition and second-language teaching, and for writing textbooks and popular books about linguistics. He worked on a number of topics such as bilingualism, EFL, first-language acquisition, second-language teaching, linguistics, and the English writing system. He published more than 20 books and 100 papers. He was founder and first President of the European Second Language Association (EuroSLA), and co-founder of the Oxford University Press journal Writing Systems Research. He died in December 2021, at the age of 81.
The following outline is provided as an overview of and topical guide to second-language acquisition:
Antonella Sorace,FBA, FRSE, FRSA, Professor of Developmental Linguistics, University of Edinburgh, since 2002; Founding Director, Bilingualism Matters, since 2008) is an experimental linguist and academic, specializing in bilingualism across the lifespan. Since 2002, she has been Professor of Developmental Linguistics at the University of Edinburgh. She a Fellow of British Academy, a Fellow of the Royal Society of Edinburgh and a Fellow of the Royal Society for the encouragement of Arts, Manufactures and Commerce.
Marit Kristine Richardsen Westergaard is a Norwegian linguist, known for her work on child language acquisition and multilingualism.
Complex dynamic systems theory in the field of linguistics is a perspective and approach to the study of second, third and additional language acquisition. The general term complex dynamic systems theory was recommended by Kees de Bot to refer to both complexity theory and dynamic systems theory.
Cornelis Kees de Bot is a Dutch linguist. He is currently the chair of applied linguistics at the University of Groningen, Netherlands, and at the University of Pannonia. He is known for his work on second language development and the use of dynamical systems theory to study second language development.
Wander Marius Lowie is a Dutch linguist. He is currently a professor of applied linguistics at the Department of Applied Linguistics at the University of Groningen, Netherlands. He is known for his work on Complex Dynamic Systems Theory.
The Modular Cognition Framework (MCF) is an open-ended theoretical framework for research into the way the mind is organized. It draws on the common ground shared by contemporary research in the various areas that are collectively known as cognitive science and is designed to be applicable to all these fields of research. It was established, by Michael Sharwood Smith and John Truscott in the first decade of the 21st century with a particular focus on language cognition when it was known as the MOGUL framework.
