I spent around a decade as a dedicated professional in the area of second-language acquisition of adults.<p>I haven't read through this in its entirety yet (I'm cooking dinner). I'll go ahead a post this to keep the thread warm.<p>At first glance it seems to be very comprehensive. In my experience having relied on many of these approaches and observations has been the primary fulcrum of successful acquisition. although some specific conclusions i must reject outright, for now; that SLA is slowed by speaking the target language rings of absolute blasphemy.
I spent around a decade as a dedicated professional in the area of second-language acquisition of adults.<p>I haven't read through this in its entirety yet (I'm cooking dinner). I'll go ahead a post this to keep the thread warm.<p>At first glance it seems to be very comprehensive. In my experience having relied on many of these approaches and observations has been the primary fulcrum of successful acquisition. Of particular importance are the early stages of the process, as it is when many so called 'affective filters' are staked out. I prefer the term 'autonomous emotional responses' upon spontaneous exposure and SLA activity engagement. I would branch out to argue other formative phenomenon are formed and entrenched in the early stages, such as the learner's wide-view expectations of scope and acquisition-velocity. the last but arguably most important early-stage developmental phenomenon is the primordial formation of the neuro-circuitry' used when engaged in second-language use and acquisition.<p>That last one can be paraphrased as "habits like on the fly translation from mother-tongue vs direct and spontaneous production." Essentially refers tp mental habits (neuronal tracks) in the computational aspects of pre-cognition (see neuroanatomy broca area) that can reactivate the language-activation instinct, or, if mal-formed, harness acquisition and effective production, requiring it to pass through 3x more executive function filters.<p>It is of my professional opinion that mal-formed pre-cognitive mental habits can restrict reactivation of the language-acquisition instinct many times over. The textual and rule-based learning approaches further hinder learner success due to the increased cognitive-load of translating and juggling a bajillion rules.<p>Learners with this profile fail to organize their ideas effectively when speaking; reading comprehension is compromised; accent, tone, mannerisms, and 'modes of expression' remain quintessentially foreign to native speakers; and (most importantly) overall acquisition-velocity remains largely stagnant despite constant and long term study.<p>You can find in the article the following criteria. It is an <i>excellent</i> set of axioms for the early phases of learner's SLA journey.<p>The article stipulates the following:<p>Note: For reading to help L2 acquisition, it must<p>be 98% comprehended<p>restrict vocabulary load to learners’ levels<p>be interesting in and of itself<p>recycle vocabulary<p>All of these are inextricable elements of early phases. My requirements also include the need to be 60% verbal, with 30% anchoring vocabulary through textual artifacts.<p>I'll keep reading and adding notes for those interested in the subject. Meanwhile I'll post something a few days ago on a (more lovable) internet forum: