Term
| Variable progress of language acquisition |
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Definition
| Sometimes incorrect responses can form from overapplication of a new rule |
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Term
| Error analysis vs. contrastive analysis |
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Definition
-Error analysis: seeks to discover and describe differentt kinds of errors in an effort to understand how learners process second language data
-Contrastive analysis: sets out to predict errors |
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Term
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Definition
-Has some characteristics influenced by previously learned languages and second language
-Is systematic and variable |
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Term
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Definition
| Reference to features in a learner's language that may stop changing |
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Term
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Definition
| Where elements of a sentence are left out or where all verbs have the same form regardless of tense |
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Term
| Morpheme acquisition factors |
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Definition
-Salience
-Semantic transparency
-Similarity to a first language form
-Linguistic complexity
-Frequency |
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Term
| Morpheme acquisition--salience |
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Definition
| How easy it is to notice the morpheme |
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Term
| Morpheme acquisition--linguistic complexity |
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Definition
| ex. How many elements you have to keep track of |
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Term
| Morpheme acquisition--semantic transparency |
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Definition
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Term
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Definition
Negative elements typically placed before verb of element being negated
ex. I no like it. |
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Term
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Definition
"No" & "not" may alernate w/ don't. No markings for person/tense.
ex. He don't like it. I don't can sing. |
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Term
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Definition
Place negative element after auxillary verbs
Don't form still not fully analyzed
ex. He was not happy. He don't like rice. |
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Term
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Definition
"Do" marked for tense, person, & number
ex. We didn't have supper. |
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Term
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Definition
Single words, formulae, or sentence fragments
ex. Dog? |
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Term
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Definition
Declarative word order; no inversion
ex. It's a monster in the right corner? |
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Term
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Definition
Fronting, but no inversion
ex. Do you have a shoes on your picture? Where the children are playing? |
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Term
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Definition
Inversion in wh+copula; yes/no questions w/ other auxiliaries
ex. Where is the sun? Is there a fish in the water? |
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Term
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Definition
Inversions in wh-questions w/ both an axiliary & main verb
ex. What's the boy doing? |
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Term
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Definition
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Term
| Possessive determiners stages--stage 1 |
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Definition
No use of his/her. Definite article/your used for all persons/genders/numbers.
ex. The little boy play with the bicycle. This boy cry in the arm of your mother. |
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Term
| Possessive determiners stages--stage 2 |
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Definition
Emergence of his/her with a strong preference to use only one form.
ex. The girl making hisself beautiful. She put the make-up on his hand. |
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Term
| Possessive determiners stages--stage 3 |
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Definition
Differentiaed use of his/her but not when object has natural gender.
ex. The girl fell on her bicycle. She look his father and cry. |
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Term
| Possessive determiners stages--stage 4 |
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Definition
| Error-free use of his/her. |
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Term
| Lexical aspects of past tense acquisition |
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Definition
| Are more readily learned on verbs that refer to something whose end point can be easily determined |
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Term
| Pragmatics acquisition stages--stage 1--pre-basic |
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Definition
Highly context-dependent; no syntax.
ex. Me no blue. Sir. |
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Term
| Pragmatics acquisition stages--stage 2--formulaic |
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Definition
Reliance on unanalyzed formulas and imperatives.
ex. Let's play the game. Don't look. |
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Term
| Pragmatics acquisition stages--stage 3--unpacking |
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Definition
Formulas incorporated into productive language use, shift to conventional indirectness.
ex. Can you pass the pencil please? |
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Term
| Pragmatics acquisition stages--stage 4--Pragmatic expansion |
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Definition
Addition of new forms to repertoire; more complex syntax.
ex. Can I see it so I can copy it? |
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Term
| Pragmatics acquisition stages--stage 5--Fine tuning |
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Definition
Fine tuning of requestive force.
ex. You could put some blue tack down there. |
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Term
| Structure-based instructional environments |
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Definition
-Language taught to a group of second language learners
-The focus is on language itself, not meaning
-Teacher's goal is to see that students learn vocab & grammar
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Term
| Communicative instructional environments |
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Definition
-Emphasis on interaction, conversation, and language use, not learning about language
-Topics are of general interest to learner |
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Term
| Language translation approach |
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Definition
-Considerable reading & writting
-Grammar rules taught explicitly |
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Term
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Definition
-Little use of 1s language
-Learners expected to learn through repitition & habit formation |
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Term
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Definition
-Explicit correction
-Recasts
-Clarification requests
-Metalinguistic feedback
-Elicitation
-Repetition
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Term
| Corrective feedback--Explicit correction |
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Definition
| Explicit provision of correct form |
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Term
| Corrective feedback--Recasts |
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Definition
| Reformulation of a student's utterance, minus the error |
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Term
| Corrective feedback--Clarification requests |
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Definition
| Indicate to students that utterance has been misunderstood & reformulation is required |
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Term
| Corrective feedback--Metalinguistic feedback |
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Definition
| Comments related to correctness w/o explicitly providing correct form |
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Term
| Corrective feedback--Elicitation |
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Definition
Three steps:
1. Teachers elicit completion of their own utterance
2. Teachers use questions to elicit correct forms
3. Teachers ask students to reformulate utterance |
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Term
| Corrective feedback--Repetition |
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Definition
| Teacher's repetition of erroneous utterance w/ tone of voice indicating incorrectness |
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Term
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Definition
| Acquiring the ability to "fix" a form |
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Term
| Corrective feedback--most vs. least successful |
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Definition
-Recasts least successful
-Clarification, metalinguistic, & repetition most successful |
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Term
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Definition
| -"Genuine" questions favored b/c they generate more complex answers |
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Term
| Open vs. closed questions |
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Definition
Closed--one word responses
Open--more complexs answers using reasoning etc |
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Term
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Definition
| Affects balance between awkwardness and giving enough time to process & respond |
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Term
| Six proposals for classroom teaching |
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Definition
-Get it right from the beginning
-Just listen and read
-Let's talk
-Two for one
-Teach what is teachable
-Get it right at the end |
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Term
| Teaching approaches--Get it right from the beginning |
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Definition
-Errors are always corrected b/c they could become bad habits
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Term
| Teaching approaches--Get it right from the beginning--Research findings |
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Definition
-Learners often unable to communicate effectively in language
-Does not guarantee learners develop high levels of accuracy |
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Term
| Teaching approaches--Just listen and read |
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Definition
-Language acquiition takes place when learners are exposed to comprehensibile input
-Often through listening/reading |
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Term
| Teaching approaches--Just listen and read--research findings |
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Definition
-Learners can make considerable progess if they have sustained exposure to language
-Best used as a beginning course/supplement for more advanced learners
-Appears that comprehensible input alone is not enough |
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Term
| Teaching approaches--Let's talk |
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Definition
-Access to comprehensible input and conversational interactions
-Compelled to negotiate for meaning |
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Term
| Teaching approaches--Let's talk--research findings |
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Definition
-Corrective feedback plays a crucial role in helping learners make connections between form & meaning
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Term
| Teaching approaches--Two for one |
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Definition
-Study subject matter in another language
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Term
| Teaching approaches--Two for one--research findings |
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Definition
-Creates a genuine need to communicate
-Students need several years to use language for academic material
-Must remember focus is still on *language* |
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Term
| Teaching approaches--Teach what is teachable |
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Definition
| -Teach along a developmental path |
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Term
| Teaching approaches--Teach what is teachable--research findings |
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Definition
-Debate as to whether students can stretch beyond what is teachable
-Indirect objects help you learn direct objects |
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Term
| Teaching approaches--Get it right in the end |
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Definition
-Language features will be acquired naturally if learners have adequate exposure to language and a motivation to learn
-Will fail if student's developmental stages not taken into account |
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Term
| Teaching approaches--Get it right in the end--Research findings |
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Definition
-Many features of instruction help
-Effects may not be long-lasting
-May be more effective with some language features than with others |
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Term
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Definition
-The study of words
-Difficult to define "word" (merry-go-round) |
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Term
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Definition
| Someone makes up a name for an object and it sticks |
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Term
| New words--Compound words |
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Definition
-Formed by joining two or more morphemes
-Written as one word, two words, or with hyphens |
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Term
| New words--Clippings vs. acronyms |
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Definition
-Clipping: when a word is shortened (math)
-Acronyms: first letters of several words (scuba) |
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Term
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Definition
| Combining two words (brunch, smog, motel) |
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Term
| New words--back formation |
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Definition
| -Nouns peddler & beggar before verbs "peddle" & "beg" b/c teach-teacher |
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Term
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Definition
| Borrowing from another language (boutique) |
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Term
| Teaching morphology--Word recognition view |
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Definition
-Encourage students to identify words w/ phonics
-Looking for words w/in larger words
-Lots of structural analysis |
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Term
| New words--sociolinguistic view |
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Definition
-Engage in structural analysis by develiping rule formation rules like the rule for -er
-Focus, however, is learning language, not using structural analysis |
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Term
| Why is learning suffixes more challenging that learning prefixes? |
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Definition
| Suffixes often have more abstract meaning than prefixes |
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Term
| Difficulty of learning word parts to recognize whole words |
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Definition
| Knowledge is easy to apply on a multiple choice test but harder to apply in reading connected text |
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Term
| Problem w/ combining word parts to determine meaning of whole word |
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Definition
| Meaning of whole word is often more than meaning of its parts (benediction/beneficiate) |
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Term
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Definition
| Students need to see word in context, not just read a dictionary definition |
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Term
| Sociolinguistic view on vocab |
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Definition
| Focus on concept development, not having students learn vocab items |
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Term
| Sociolinguistic view of reading |
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Definition
| Plan activities to help build students build concepts needed as background for reading |
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Term
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Definition
| Learning about something, talking about it, wondering about it, then reading & writing about it. |
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Term
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Definition
-Picking up words from reading is 10x faster than intensive vocab instruction
-However, some vocab instruction is helpful to develop word consciousness |
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Term
| What does knowing a word mean? |
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Definition
-It means having phonological, morphological, syntactic, semantic, and pragmatic info
-Comes from hearing/seeing a word in many contexts |
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Term
| Difficulties of academic language |
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Definition
-Many students who appear to be fluent in English will struggle w/ academic English
-BICS/CALP |
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Term
| Helping students comprehend academic texts |
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Definition
-Activate background knowledge
-Involve students in extensive reading to build vocab
-Preview texts (graphic organizers) |
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Term
| Content-specific words vs. general academic vocabulary |
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Definition
-Content-specific: strongly connected to topic (allophone)
-General academic terms: not restricted to field (hypothesis)
-General academic often underemphasized and more difficult to pick out by context |
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Term
| Academic language--cognate study |
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Definition
| Helping students decipher Latinate academic language (hypothesis) |
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Term
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Definition
-Description of syntactic structure
-Prescriptions for how to use structures and words
-Rhetorically efective use of syntactic structures
-Functional command of sentence structure that enables us to produce language |
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Term
| Grammar as rhetorically effective use of syntactic structures |
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Definition
-Students don't need to be able to label parts of speech
-Do need many opportunities for meaningful writing through careful organization |
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Term
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Definition
| Considering the order of words in a sentence, the categories of the words, the way words are grouped, the functions different constituents have, and the dependencies among the constituents |
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Term
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Definition
| Is much more fluid in other languages than in English |
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Term
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Definition
-a hypothesis about what makes languages easier or harder to learn w/ regard to one's own
-ex. Chinese --> English =/= English --> Chinese
-Tthis has to do w/ the commonality of linguisic features across ALL languages (relative frequency of dist. of a particular syntttactic frequency)
-ex. "th" harder than "i" in "think" for learning English |
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Term
| When something is more marked, it is... |
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Definition
| Rarer among ALL languages |
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Term
| Markedness ex. w/ articles |
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Definition
-Definite articles are easier (the)
-Indefinite are harder (a)
-Indefinite articles, then, are more marked
-Only applies across all world languages |
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Term
| Variability of interlanguage |
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Definition
| -Some features will be shared among learners share L1, but their interlanguages will be different |
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Term
| Interlanguage vs. interference |
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Definition
-Interference - a specific process of applying rules fomr L1 to L2 - does not work perfectly
-Interlanguage: the system that is he product of L1 & L2 interaction - something you construc as an individual based on your knowledge of language - is affected by your own background (literacy, other languages, etc.) |
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Term
| Discourse structure & pragmatics |
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Definition
| Can affect register (eg. US vs. Japanese business letters |
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Term
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Definition
| Avoiding an idiom/phrase/construction by applying a strategy: "I saw a man. The man was tall" instead of "He was tall." |
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