Second Language Acquisition 'Interlanguage and explicit knowledge' Literature review

Second Language Acquisition Inter wrangle and explicit knowledge ( part) of the project - literary works review ensampleFirst of all, the project looked at the Second Language Acquisition (SLA), the notion of competence as well as a detailed description of koine and explicit knowledge. Furthermore, the collected data was analyzed and the results of the research were provided, in particular TLU results of the occurred errors were explored to identify the gaps and variability in the speakers implicit knowledge. Last tho not least, the study looked at the set errors made by the L2 speaker and explored to what extent those errors were consistent or whether, they showed any patterns to the variability. Lastly, the implicit and explicit knowledge were compared and the implications for SLA were researched. Literature review on SLA, Inter spoken communication, Explicit/Implicit cognition (this part needs to be corrected, all that is highlighted, especially in red). 16Second Language Acq uisition (SLA) Second language acquisition (SLA)process refers to the way that6someone acquires one ora few foreignorsecondlanguages. Scholars who study second language acquisition look at theprocess ofacquisition in aclassroom setting and in the context of natural environment where learners use the language in a routine conversational interaction (Carter and Nunan, 2001 87). The notion of communicative competence in the second language acquisition, tends to include sociolinguistic and grammatical competences, insofar as the abilities in a second language (L2) to evoke using language in socially and linguistically appropriate ways (Brown, 2006 195). Figure 1 Components of Language Competence credit Brown (2006 195). Figure 1 shows the subcategories of language competence which are the common paths to be followed when analyzing the learners ability to use the language. Interlanguage The orientation course of the interlanguage was derived from the Corders (1967) Error Analysis Appr oach and was proposed by Selinker (1972).It represents a separate linguistic system based on the observable output which results from a learners attempted production of a Target Language(TL)norm(Palotti, 2010 160). According to Corders Error Analysis Approach, the influence of the first language (L1) on the L2 could not be denied and the L1 can be taken as the starting point to predict the language errors made by the L2 learner (DeBot et al. 2005 34). Selinker identified four major sources for transfer that might shape the interlanguages structure. These include transfer of strategy, transfer of communication, transfer of training as well as transfer of other languages that the learner has already acquired or ones native language (Brown 2006 225). These transfers are the major sources for analyzing L2 learners interlanguage characteristics. Implicit and Explicit Knowledge There are two types of knowledge that have been identified in the second language acquisition (SLA) which lend i tself to this research. The implicit knowledge refers to a knowledge that the learner is generally not consciously aware of whereas, explicit knowledge refers to a declarative knowledge of the language that the learner can describe if necessary and is usually aware of (Littlemore 2009 63). The major differences between explicit and implicit knowledge are identified by Ellis consist of (2009 16) ? Implicit and explicit knowledge occupy different access mechanisms and implicit know