Achieving Attainment And Second Language Acquisition

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In second language acquisition research, ultimate attainment refers to the outcome of acquisition, interchangeably ultimate attainment is used with the terms final state.

It is found the ability to attain native like phonological skills in second language acquisition begins to decline at the age of 6, and in many individuals before the later age of 12. It is found that native like morphology and syntax is only possible for those under the age of 15 in second language acquisition.
In most general terms second language acquisition (L2A) challenges the similarity to first language acquisition (L1A). It is found that L1A is usually successful with all normal children, but in L2A results can be controversial.

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In Flege, Yeni-Komshian and Liu (1999) individuals were required to live in the US for at least eight years and Birdsong and Flege (2001) approximated at least ten years of residence for L2 ultimate attainment.
Although these estimates are granted, a resident that has lived in a country that is not their origin, may have lived in the country for ten years or more and not been exposed to the language, in other words are isolated from the native speakers. This would therefore mean that the individual will more than likely not have reach the levels of L2 competence they are capable of. This tell us that native likeness can have an impact on the ultimate attainment of L2 acquisition, because like L1 acquisition for children, a certain amount of what they learn is influenced by adult interaction.
The ultimate attainment should be native like in L2 acquisition, at least with respect to core grammar. Universal grammar is a theory which provides restrictions on linguistic representation, it places limitations on grammars, constraining their form and as well how they operate.
It is found from research that L2 learners are subject to universal grammar principles but cannot reset parameters. (Clahsen and Muysken 1989; Liceras et al. 1997; Tsimpli and Roussou).
Where others argue that L1 settings prevail initially with subsequent acquisition of other values. (Schwartz and Sprouse
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