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dc.contributor.authorSilvana de, Biaggi
dc.contributor.authorSamojluk, Cinthya
dc.contributor.authorDr. Wa-Mbaleka, Safary
dc.date.accessioned2021-07-23T06:23:47Z
dc.date.available2021-07-23T06:23:47Z
dc.date.issued2016-04
dc.identifier.urihttps://internationalforum.aiias.edu/images/vol19no01/3Biaggi%20etal.pdf
dc.descriptionFull text Articleen_US
dc.description.abstractSecond language acquisition (SLA) is known as both the process of learning an additional language and the field where issues pertaining to the teaching and learning of a second language (L2) are discussed (Ellis, 2010; Nunan, 2001). The field of SLA has experienced exponential growth over the past 3 decades. As Ellis (2010) states it rightly, SLA is “now an established discipline” (p. 182). This is evident in the growth of SLA research, SLA textbooks, and increase in number of theories, principles, and strategies that are found in the field of SLA. While this tremendous advance has been heavily demonstrated particularly in the United States, growth seems sparing in other countries. In fact, few are higher education institutions that offer Teaching English to Speakers of Other Languages (TESOL) programs where SLA courses should normally be offered. Without proper knowledge and understanding of how L2s are taught and learned, it is quite likely that teaching English to nonnative speakers in these non-English speaking countries is negatively affected. This paper synthesizes important topics pertaining to SLA to help TESOL experts with some fundamental understanding.en_US
dc.subjectSecond language acquisitionen_US
dc.subjectESLen_US
dc.subjectEFLen_US
dc.subjectTESOLen_US
dc.subjectTheoriesen_US
dc.subjectReviewen_US
dc.titleSecond Language Acquisition: A General Overviewen_US
dc.typeArticleen_US


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