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Second language acquisition (SLA) or second language learning is the process by which people learn a second language. That is, it is the process of learning an additional language by someone who has already learned a native language or multiple native languages. Second language acquisition refers to what the learner does; it does not refer to what teachers do.
Second language acquisition can also refer to the scientific study of the second-language learning process. To differentiate this sense from the learning process itself, the terms second language acquisition research and second language acquisition studies are also used. SLA research is a broad-based and relatively new academic field. It is usually seen as a sub-discipline of applied linguistics, and it is closely related to several other disciplines, including sociolinguistics, psychology, neuroscience, and education.
Although the concept is named second language acquisition, it can also incorporate the learning of third, fourth or subsequent languages^[1] as well as heritage language learning.^[2] Bilingualism, on the other hand, is not usually seen to be within the field of second language acquisition. Most SLA researchers see bilingualism as being the end result of learning a language, not the process itself, and see the term as referring to native-like fluency. Writers in fields such as education and psychology, however, often use bilingualism loosely to refer to all forms of multilingualism

Learner language  is the written or spoken language produced by a learner. It is also the main type of data used in second language acquisition research. Much research in second language acquisition is concerned with the internal representations of a language in the mind of the learner, and in how those representations change over time. It is not yet possible to inspect these representations directly with brain scans or similar techniques, so SLA researchers are forced to make inferences about these rules from learners' speech or writing