Second Language Acquisition ( Sla ) Theory

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Theoretical Framework
The literature review of this research study is based on second language acquisition (SLA) theory. In this section I address a number of studies that have been conducted on vocabulary acquisition and share results of studies that are related to the topic. This is the framework I use for establishing the importance of the study and a benchmark of comparing results with other findings.

Literature Review
Vocabulary Acquisition History
Since the early 1980s, research on second language vocabulary has taken a prominent role in the field of second language acquisition (SLA). Previously, learning a language was heavily based on learning grammar rules, which learners have to follow and understand in order to use correct grammatical sentences. As a result, that has led to a neglect of learning vocabulary as there was an assumption that vocabulary can be learned through communication and can take care of itself (Meara, 1980; Maiguaschca, 1993).
A number of researchers (e.g., Carter & McCarthy, 1988; McCarthy, 1990; Nation, 2010; Nation & Laufer 2012; Schmitt, 2010) argue that vocabulary acquisition is the basic foundation of language learning because words are the building blocks of communication and without them, learners will not be able to express themselves and communicate by using a target language. This has led to the emergence of a growing body of research intended to discover and describe second language (L2) learners’ strategies for learning a target
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