Quotes About Acquisition

To take something from a person and keep it for oneself: that is robbery. To take something from one person and then turn it over to another in exchange for as much money as you can get: that is business. Robbery is so much more stupid, since it is satisfied with a single, frequently dangerous profit; whereas in business it can be doubled without danger.

Humans had evolved from hierarchical life, dominating, often killing other life. Oankali had evolved from acquisitive life, collecting and combining with other life. To kill was not simply wasteful to the Oankali. It was as unacceptable as slicing off their own healthy limbs.

Mengele's greatest passion. He collected

The main part of intellectual education is not the acquisition of facts but learning how to make facts live.

The only thing that compounds faster than interest is learning.

It proved easier to buy the farm to get the mineral rights than to buy the coal rights alone.

You can buy education, but wisdom is a gift that can never be bought.

Like all collectors, I exist in a perpetual state of want that bears no reasonable relationship to the quantity of unread books mounting up on my shelves.

The odd thing about people who had many books was how they always wanted more.

If she tried anything, she would be sorry. Adam was mine. She had thrown him away, thrown Jesse away—and I had snatched them up. Finders keepers.

A beer doesn't have to be difficult to acquire, but damned if that doesn't make everything taste better.

And just like with any kind of skill, it can be learned.

Looking at it doesn't make me happy," Jax said. "No more than looking at my dinner makes me full. I want it. I want to have it for my own.

El objetivo de sus cacerías era poseer todo cuanto el mundo le pudiera ofrecer … y la única condición que ponía era que fuesen nuevos.

the features of the language that are most frequent are not always learned first. For example, virtually every English sentence has one or more articles ('a' or 'the'), but even advanced learners have difficulty using these forms correctly in all contexts. Finally, although the learner's first language does have an influence, many aspects of these developmental stages are similar among learners from different first language backgrounds.

What enables a child not only to learn words, but to put them together in meaningful sentences? What pushes children to go on developing complex grammatical language even though their early simple communication is successful for most purposes? Does child language develop similarly around the world? How do bilingual children acquire more than one language?

certain other aspects of language—for example, individual vocabulary items—can be taught at any time. Learners' acquisition of these variational features appears to depend on factors such as motivation, the learners' sense of identity, language aptitude, and the quality of instruction, including how learners' identities and cultures are acknowledged in the classroom.

Richard Schmidt (1990, 2001) proposed the noticing hypothesis, suggesting that nothing is learned unless it has been 'noticed'. Noticing does not itself result in acquisition, but it is the essential starting point. From this perspective, comprehensible input does not lead to growth in language knowledge unless the learner becomes aware of a particular language feature.

For usage-based theorists, acquisition of language, while impressive, is not the only remarkable feat accomplished by the child. They compare it to other cognitive and perceptual learning, including learning to 'see'. That is, the visual abilities that we take for granted, for example, focusing on and interpreting objects in our visual field, are actually learned through experience.

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input flood could help them add something new to their interlanguage, but did not lead them to get rid of an error based on their first language.

research has shown that older children and adolescents progress more rapidly than younger children particularly in the early stages of learning. The knowledge and skills that older learners are able to acquire in a relatively short period of time will satisfy the needs of many learners whose goal is to use the language for everyday communication, to succeed on foreign language examinations, or to read texts for an academic course rather than to speak with native-like pronunciation.

Another way in which younger and older learners may differ is in the amount of time they can actually spend learning a second language. We know that first language learners spend thousands of hours in contact with the language or languages spoken around them. Young second language learners may also be exposed to their second language for many hours every day—in the classroom, on the playground, or in front of the television.

Bonnie Schwartz (1993), for example, concludes that instruction and feedback change only superficial aspects of language performance and do not affect the underlying systematic knowledge of the new language. She argues that language acquisition is based on the availability of natural language in the learner's environment. Interaction with speakers of that language is sufficient to trigger the acquisition of the underlying structure of the language.