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There is widespread consensus among scholars that second language
acquisition (SLA) emerged as a distinct field of research from the late 1950s to
early 1960s.
There is a high level of agreement that the following questions ( a 前面加also)
have possessed the most attention of researchers in this area: (possessed 改为captured)
Is it possible to acquire an additional language in the
same sense one acquires a first language? (one前面加as )
What is the explanation for the fact adults have (fact后面加that)
more difficulty in acquiring additional languages than children have?
What motivates people to acquire additional languages?
What is the role of the language teaching in the (language前面去掉the)
acquisition of an additional language?
What socio-cultural factors, if any, are relevant in studying the
learning of additional languages?
From a check of the literature of the field it is clear that all (去掉the)
the approaches adopted to study the phenomena of SLA so far have
one thing in common: The perspective adopted to view the acquiring
of an additional language is that of an individual attempts to do (attempts改为attempting)
so. Whether one labels it “learning” or “acquiring” an additional
language, it is an individual accomplishment or what is under (or 改为and)
focus is the cognitive, psychological, and institutional status of an
individual. That is, the spotlight is on what mental capabilities are
involving, what psychological factors play a role in the learning (involving改为involved)
or acquisition, and whether the target language is learnt in the
classroom or acquired through social touch with native speakers. (touch改为contact)
