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Definition
| acquisition is natural; learning is consciously acquiring grammatical rules and skills |
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| moving from your current linguistic level to the next one |
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| language skills above our level that we try to learn or read to get to the next level |
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| inhibits output of acquired linguistics skills; is an "editor" to grammar |
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| emotions, feelings, stress, motivation, self-confidence, attitudes associated with picking up with second language |
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Term
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Definition
1. -ing
2. plural -s
(Easiest)
3. singular -s
4. possessive -s |
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Term
| Advantages and criticisms of Krashen's ideas |
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Definition
Advantages- helps separate formal skills from communication skills; helps split users into different categories (i.e. monitor over-, under- and optimal users); affective filer includes psychological factors in language learning
Disadvantages- i+1- input is never really defined and there's no way to determine the sufficient amount of input for the learner |
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| List of grammar features discovered for UG |
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Definition
mim-mem repetition (building muscle memory)
backward buildup
substitution
transformation
translation
description of the rules |
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Definition
| features of L1 prevent your from learning features of L2 |
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Definition
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| Proactive vs. Retroactive transfer |
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Definition
Proactive- features of L1 assist you in learning L2
Retroactive- difficulty after learning L2 features, then going back to L1 |
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Definition
| shows the order in which children learn morphemes |
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Definition
| when the speaker uses simple words and grammar because they're not confident or proficient in L2 |
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| 4 Hypotheses about access to UG for SLA learners |
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Definition
Full transfer/full access
Minimal trees hypothesis
Valueless features
Full access/no transfer |
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| Parameters for SLA verified with data |
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Definition
1. PBD - principle branching direction
2. pronoun drop |
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Term
| Grammatical acceptability judgements as a testing procedure |
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Definition
| Does it sound grammatically correct - percentage of speakers who think it does and does not |
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Term
| Strengths and criticisms of the UG approach for SLA |
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Definition
Strengths- explains why children have speedy acquisition; they have an innate ability despite insufficient input
Criticisms- evidence about the transfer is mixed; has a narrow view for SLA |
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Term
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Definition
| learning one general rule and thinking it's applied to everything; "look at all those mouses" |
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Definition
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| avoid using complex linguistic features |
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strong- all the evidence is there to make a judgment; helps you learn the differences between the 2 languages
weak- only have little evidence to make the judgment |
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Term
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Definition
1. Correspondence
2. Coalescing
3. Absent
4. New
5. Differentiation
6. Reinterpretation |
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| Fossilization of an individual FL accent |
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Definition
| the earlier the better chance of having a native accent |
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Term
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Definition
| regressing in interlanguage state |
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Definition
| blocks of jello; temporary backsliding |
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Term
| pre-systematic error vs. post-systematic error |
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Definition
post-systematic- backslide back into your early errors (Don't/Can't + VERB)
pre-systematic- Don't/Can't + VERB; doesn't work but it sounds like it does |
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Term
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Definition
Level 1- No + Verb
Level 2- No + Verb/Can no + Verb
Level 3- No + Verb/Can no/Cannot
Level 4- Don't + Verb/Cannot/Can't |
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Term
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Definition
level one- all nouns take masculine ending
level two- some take feminine ending
level three- nouns get assigned a gender |
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| Advantages of Selinker's ideas |
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Definition
| empirically based; based on counting morphemes to come up with interlanguage levels; helps teachers figure out levels of class |
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| Criticisms of the IL Hypothesis |
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Definition
| Cannot be applied to individuals |
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Definition
| model consisting of social and affective variables; based on idea that learners must adapt to TL culture in order to be successful |
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Definition
| either limits or fosters L2 learning |
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Definition
| extent to which one group is dominant over the other; extent to which one group integrates |
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| Acculturation: connection to SLA |
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Definition
| if learners acculturate, they will learn; if not, they won't |
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Definition
| involves the application of accomplished skills and restructuring them |
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Term
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Definition
| skills are capacity limited and temporary; these are the skills that you start off with |
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Definition
| intending to learn; i.e. studying for a final |
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Definition
| not focused on learning; it just occurs |
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Definition
| old components are reorganizaed and integrated to produce a new, more efficient procedure |
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Definition
| talking around a subject to get to a main point |
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Definition
| purposely avoiding difficult features of L2 when speaking |
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Definition
| applying rules to everything when it doesn't need to be |
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| learning through social interaction |
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Term
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Definition
1. Left or Right brained
2. Audio or visual learner
3. tolerance for ambiguity
4. Language aptitude
5. introversion/extroversion |
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Term
| 12 NS-NNS interaction strategies |
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Definition
1. simplified language
2. exaggerated volume and intonation
3. breaking terms into simpler ones
4. syntax - breaking down clauses
5. or-choice question
6. semantic repetition
7. topic change
8. unintentional topic shift
9. topic silence
10. topic fronting
11. decomposition
12. marked use of a question
13. lexical switch
14. expansion |
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Term
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Definition
simplified speech
exaggerated volume and intonation
breaking words into simpler terms |
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Term
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Definition
| different languages receive different value in the marketplace; example of Hong Kong - English regarded as most prestigious, even over Cantonese |
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Definition
| assumption that human activity is mediated by symbolic artifacts |
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Definition
| we socialize through language and socialize to use languages |
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| object-regulation and example |
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Definition
first stage; child's thoughts regulated by environment and objects
Ex:naming things (i.e. chair, table) |
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Definition
different levels of implicit and explicit mediation (i.e. parents, siblings, teachers)
Ex: speech acts to control another's behavior |
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Definition
| final stage; ability to accomplish activities with minimal or no support |
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| Zone of Proximal Development |
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Definition
| difference between what a learner can do with and without help |
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Term
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Definition
| private speech is a precursor for inner speech; private speech in the L2 is evidence or language development |
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Definition
| working collaboratively to build on a conversation |
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Term
| What is worthwhile about sociocultural research |
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Definition
| concentrates on the 'how'; dialogues show success; good at codifying |
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Term
| Criticism of sociocultural research |
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Definition
| difficult to replicate studies; most of these are case studies |
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Term
| Critical period hypothesis |
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Definition
| The CPH states that there is a limited developmental period during which it is possible to acquire a language, be it L1 or L2, to normal, nativelike levels. Once this window of opportunity has passes, however, the ability to learn language declines |
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Term
| Lateralization and plasticity |
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Definition
| Plasticity is where a part of the brain picks up the functions of another part (often due to injury); this is apparently lost after around 12 or 13. Lateralization is where at puberty, brain functions become focused at either the left or right side of the brain. Functions get separated. |
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| Newport and Johnson- age of arrival, length of residence, fluency |
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Definition
| Study was designed to assess differences in syntax acquisition and was based on ages of arrival (3-39). They found that the age of arrival was linearly related to their performance on the test up until puberty. Afterward, there is no clear correlation with age of arrival (although post-pubescent learners performed poorly). |
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Term
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Definition
| speaker has difficulty expressing what they want; often gets frustrated with themselves because they’re aware of their inability to properly articulate |
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Term
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Definition
| speaker has difficulty using the right words (anomia); results in non-fluent sounding speech; Wernickes’ aphasiacs also have trouble with follow-up questions because they don’t clearly understand what they’ve said |
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Term
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Definition
| An acquired language disorder, it is characterized by intact auditory comprehension, fluent (yet paraphasic) speech production, but poor speech repetition. Patients will display frequent errors during spontaneous speech, substituting or transposing sounds. They will also be aware of their errors, and will show significant difficulty correcting them.[1] Conduction aphasia usually is the result of damage to the left brain hemisphere, such as by stroke. |
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| 5 Neurological tests that can be done on healthy subjects |
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Definition
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Term
| Hypotheses- empirical or rational? |
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Definition
Empirical= neurolinguistics, error analysis, grammar translation, morpheme order studies
Rational= universal grammar**, Krashen's input hypothesis, interaction hypothesis |
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