The Theory Of Learner-Interal Factors In Second Language Acquisition

While the majority of SLA research has been devoted to language learning in a natural setting, there have also been efforts made to investigate second-language acquisition in the classroom. This kind of research has a significant overlap with language education, but it is always empirical, based on data and statistics, and it is mainly concerned with the effect that instruction has on the learner, rather than what the teacher does. A review of SLA theories and their explanations for age-related differences is necessary before considering empirical studies. Research explores these ideas and hypotheses, but results are varied: some demonstrate pre-pubescent children acquire language easily, and some that older learners have the advantage, and yet others focus on existence of a CP for SLA.SLA research began as an interdisciplinary field, and because of this, it is difficult to identify a precise starting date. Empirical research has attempted to account for variables detailed by SLA theories and provide an insight into L2 learning processes, which can be applied in educational environments. The study of learner-internal factor in SLA is primarily concerned with the question: How do learners gain competence in the target language? In other words, given effective input and instruction, with what internal resources do learners process this input to produce a rule-governed inter language. Key words: acquisition, factor, mechanism, critical period, L1 & L2