2014年英語(yǔ)專(zhuān)八考試改錯(cuò)題型答案（周玉亮版）

2014年英語(yǔ)專(zhuān)八考試改錯(cuò)題型部分答案(周玉亮版)

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 前面加also)

have possessed the most attention of researchers in this area: (possessed 改為captured)

Is it possible to acquire an additional language in the

same sense one acquires a first language? (one前面加as )

What is the explanation for the fact adults have (fact后面加that)

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 (language前面去掉the)

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 (去掉the)

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改為attempting)

so. Whether one labels it “learning” or “acquiring” an additional

language, it is an individual accomplishment or what is under (or 改為and)

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改為involved)

or acquisition, and whether the target language is learnt in the

classroom or acquired through social touch with native speakers. (touch改為contact)

2014年英語(yǔ)專(zhuān)八真題改錯(cuò)原文：