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Second-language acquisition, second-language learning, or L2 (language 2) acquisition, is the process by which people learn a second language. Second-language acquisition (often abbreviated to SLA) is also the scientific discipline devoted to studying that process. The field of second-language acquisition is a subdiscipline of applied linguistics, but also receives research attention from a variety of other disciplines, such as psychology and education. A central theme in SLA research is that of ''interlanguage'', the idea that the language that learners use is not simply the result of differences between the languages that they already know and the language that they are learning, but that it is a complete language system in its own right, with its own systematic rules. This interlanguage gradually develops as learners are exposed to the targeted language. The order in which learners acquire features of their new language stays remarkably constant, even for learners with different native languages, and regardless of whether they have had language instruction. However, languages that learners already know can have a significant influence on the process of learning a new one. This influence is known as ''language transfer''. The primary factor driving SLA appears to be the language input that learners receive. Learners become more advanced the longer they are immersed in the language they are learning, and the more time they spend doing free voluntary reading. Interestingly, the Monitor Model, developed by Stephen Krashen, a linguist, makes a distinction between language acquisition and language learning (acquisition-learning distinction), claiming that acquisition is a subconscious process, where learning is a conscious one. According to this hypothesis, the acquisition process in L2 is the same as L1 (Language 1) acquisition. The learning process is consciously learning and inputting the language being learned. However, this goes as far as to state that input is all that is required for acquisition. Subsequent work, such as the interaction hypothesis and the comprehensible output hypothesis, has suggested that opportunities for output and for interaction may also be necessary for learners to reach more advanced levels. Research on how exactly learners acquire a new language spans a number of different areas. Cognitive approaches to SLA research deal with the processes in the brain that underpin language acquisition, for example how paying attention to language affects the ability to learn it, or how language acquisition is related to short-term and long-term memory. Sociocultural approaches reject the notion that SLA is a purely psychological phenomenon, and attempt to explain it in a social context. Some key social factors that influence SLA are the level of immersion, connection to the L2 community, and gender. Linguistic approaches consider language separately from other kinds of knowledge, and attempt to use findings from the wider study of linguistics to explain SLA.There is also a considerable body of research about how SLA can be affected by individual factors such as age, learning strategies, and affective factors. A commonly discussed topic regarding age in SLA is the critical period hypothesis, which suggests that individuals lose the ability to fully learn a language after a particular age in childhood. Another topic of interest in SLA is the differences between adult and child learners. Learning strategies are commonly categorized as learning or communicative strategies, and are developed to improve their respective acquisition skills. Affective factors are emotional factors that influence an individual's ability to learn a new language. Common affective factors that influence acquisition are anxiety, personality, social attitudes, and motivation. Individuals may also lose a language through a process called second-language attrition. This is often caused by lack of use or exposure to a language over time. The severity of attrition depends on a variety of factors including level of proficiency, age, social factors, and motivation at the time of acquisition. Finally, classroom research deals with the effect that language instruction has on acquisition. == Definitions == ''Second language'' refers to any language learned in addition to a person's first language; although the concept is named ''second''-language acquisition, it can also incorporate the learning of third, fourth, or subsequent languages. Second-language acquisition refers to what learners do; it does not refer to practices in language teaching, although teaching can affect acquisition. The term ''acquisition'' was originally used to emphasize the non-conscious nature of the learning process,〔 made a sharp distinction between ''learning'' and ''acquisition'', using ''learning'' to refer to the conscious aspects of the language learning process and ''acquisition'' to refer to the subconscious aspects. This strict separation of learning and acquisition is widely regarded as an oversimplification by researchers today, but his hypotheses were very influential and the name has stuck.〕 but in recent years ''learning'' and ''acquisition'' have become largely synonymous. SLA can incorporate heritage language learning, but it does not usually incorporate bilingualism. Most SLA researchers see bilingualism as being the end result of learning a language, not the process itself, and see the term as referring to native-like fluency. Writers in fields such as education and psychology, however, often use bilingualism loosely to refer to all forms of multilingualism. SLA is also not to be contrasted with the acquisition of a foreign language; rather, the learning of second languages and the learning of foreign languages involve the same fundamental processes in different situations. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Second-language acquisition」の詳細全文を読む スポンサード リンク
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