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There is widespread consensus among scholars that second language acquisition (SLA) emerged as a distinct field of research from the late 1950s to early 1960s. There is a high level of agreement that the following questions ( a Ç°Ãæ¼Óalso) have possessed the most attention of researchers in this area: (possessed ¸ÄΪ attracted ´Ê»ã´îÅä attract one\'s attention) Is it possible to acquire an additional language in the same sense one acquires a first language? (oneÇ°Ãæ¼Óas ) What is the explanation for the fact adults have (the fact ºóÌí¼Óthat adults ´Ó¾ä£ºÍ¬Î»Óï´Ó¾ä£¬¹Øϵ´ú´Êthat ²»¿ÉÊ¡ÂÔ) more difficulty in acquiring additional languages than children have? What motivates people to acquire additional languages? What is the role of the language teaching in the (languageÇ°ÃæÈ¥µôthe) acquisition of an additional language? What socio-cultural factors, if any, are relevant in studying the learning of additional languages? From a check of the literature of the field it is clear that all (È¥µôthe) the approaches adopted to study the phenomena of SLA so far have one thing in common: The perspective adopted to view the acquiring of an additional language is that of an individual attempts to do(attempts ¸ÄΪattempting ½é´Êºó+Ãû´Ê/¶¯Ãû´Ê¶ÌÓï) so. Whether one labels it “learning” or “acquiring” an additional language, it is an individual accomplishment or what is under(or ¸ÄΪ and Á¬´Ê£º ˳Ӧ¹Øϵ) focus is the cognitive, psychological, and institutional status of an individual. That is, the spotlight is on what mental capabilities are involving, what psychological factors play a role in the learning ( involving ¸ÄΪ involved ·ÇνÓﶯ´Ê£º±»¶¯¹Øϵ£¬ÓùýÈ¥·Ö´Ê) or acquisition, and whether the target language is learnt in the classroom or acquired through social touch with native speakers. (touch ¸ÄΪ interaction ´Ê»ã interaction Ö¸½»Á÷£¬»¥¶¯£»touch ´¥Åö£¬Ö¸ÉíÌå½Ó´¥)

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