Term
| Grammer-Translation Methodology |
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Definition
| memorizing word lists and rules of grammar; translating texts to understand language; carefully structured and controlled; traditionalist |
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Term
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Definition
| studying the building blocks of language (sound units); knowledge of the structure of one language can be transferred to other languages; contrastive analysis; considered to be mostly ineffective for second-language learning |
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Term
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Definition
| "timing, repetition, reward" strategies; extensive drill and practice; pretty decontextualized; ex: "audiolingualism" that emphasizes oral drills; |
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Term
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Definition
| language is not learned solely through a process of memorizing and repeating; the mind contains an active language processor THE LANGUAGE ACQUISITION DEVICE (LAD) that generates rules thru the unconscious acquisition of grammar |
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Term
| Current Ideas that are influencing Language Teaching today: (3 big ideas) |
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Definition
1. the focus is on LEARNING, not TEACHING
2. learning is maximized when it matches the processes that take place naturally in the brain;
3. thematic integration across content areas unifies the processes of reading, writing, speaking, listening, etc. |
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Term
| The "TRANSFORMATIONAL GRAMMAR" model |
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Definition
| language rules are "internalized" unconsciously through exposure to a natural language environment |
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Term
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Definition
| a "monitor" (internal editing device) gradually acquires and applies a sense of correct language usage; includes 5 hypothesis: |
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Term
| Krashen's Monitor Model: the "Acquisition-Learning Hypothesis" |
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Definition
| separates the learning (formal knowledge about rules, etc.) from the acquisition (gaining the intuitive feel for the language and "real communication". Implication for educators: a place for both in the classroom . . . (p. 54) |
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Term
| Krashen's Monitor Model: the Natural Order Hypothesis |
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Definition
| there is a natural order of acquisition of morphemes; supports the idea of a gradual/natural learning of syntax rules, etc. |
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Term
| The Upshot of Krashen's theories: |
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Definition
| "The notion that language is best learned through conscious study of grammatical rules has been replaced by the realization that a "natural" language-rich environment facilitates acquisition" |
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Term
| Krashen's Monitor Model: "the input hypothesis" |
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Definition
| "inputs" experienced by the language learner must be "comprehensible" (implication for teachers: use a variety of techniques/modalities including visual, kinesthetic, etc.; i+1 formula; |
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Term
| Krashen' Monitor Model: the Affective Filter Hypothesis |
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Definition
| a positive affective (emotional) context increases input; non-threatening environment promotes learning; high anxiety = low learning |
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Term
| Cummins - Theory of CUP (common underlying proficiency) |
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Definition
| his counter-theory to the notion that language skills don't transfer from native to 2nd language; he asserts that 2nd and 1st lang. have a shared foundation; competency in the 1st lang. provides the basis for competency in 2nd. |
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Term
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Definition
| BICS = basic interpersonal communication skills; CALP = cognitive academic language proficiency; BICS is 'context embedded'; CALP is 'context reduced' |
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Term
| Cummins - BICS v. CALP implications |
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Definition
| both language domains are crucial for ELL; EL students my have strong BICS but undeveloped CALP; CALP takes 5 to 7 years for non-native speakers. CALP is learned almost exclusively in schools. |
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Term
| Cummins: The 5 Cs of CALP |
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Definition
| Communication; Conceptualization; Critical Thinking; Context; Culture |
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Term
| Communicative Competence involves . . . |
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Definition
Grammatical Competence
Sociolinguistic Competence
Discourse Competence
Strategic Competence -- correcting breakdowns in communication |
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Term
| Educational Strategies involving Communicative Competence (6) |
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Definition
1. repetition in short-term memory
2. formulaic expressions (Hey, how's it goin'?)
3. verbal attention getters (Hey, I think . . .)
4. monitoring (correcting one's own errors)
5. appealing for assistance
6. requesting clarification |
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Term
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Definition
| a "meaning-centered" approach to 2nd lang. learning; language modes (speaking, writing, reading, etc.) interact and are interdependent; language is social; supports a 'constructivist' philosophy of learning |
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Term
| "top-down" vs. "bottom-up" approaches to 2nd language learning |
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Definition
| top-down (aka 'meaning-centered') focuses on how learning construct meaning from interaction in social settings; "bottom-up" focuses on "decoding skills" first (identifying sounds, words, patterns). |
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Term
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Definition
| the study of how humans use signs (symbols, icons, indexes) to make meaning; |
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Term
| 4 stages of first language acquisition |
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Definition
1. babbling (6 mo. to 1 yr.)
2. holophrastic (child uses one word to convey a whole sentence)
3. two-word (about 2 yrs)
4. telegraphic (stringing more than two words together) |
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Term
| Cummins "Quadrant" concept of what contributes to ease or difficulty of language acquisition |
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Definition
Quadrant upper-left: Context Embedded BICS(Easiest)
- face-to-face communication
Quadrant upper-right: Context Reduced BICS (Easier)
- telephone
Quadrant lower-left: Context Embedded CALP (Difficult)
- science experiment in class
Quadrant lower-right: Context Reduced CALP (Most Difficult)
- science lecture |
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Term
| Natural Order Hypothesis of learning L2 (4 stages) |
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Definition
1. silent/receptive stage - reacting to commands
2. early production stage - 1-2 word phrases/answers
3. speech emergence stage - phrases/simple sentences/questions
4. intermediate language proficiency stage - longer sentences, state opinions;
*see SOLOM |
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Term
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Definition
| awareness of language sounds (having a good ear); considered a good predictor of early reading success; a focus in ELD strategies; |
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Term
| Contextual Factors in Second Language Acquisition |
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Definition
- personal motivation
- personality
-peer influences
- home support
- language status
- learning styles
- role models |
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Term
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Definition
1. Listening (receptive)
2. Reading (receptive)
3. Speaking (expressive)
4. Writing (expressive) |
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