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| a language created out of necessity from other languages; reduced syntax, never a mother-tongue |
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| Chomskyan idea that all languages are governed by a fixed number of attributes (see also Language Acquisition Device) |
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| Argument for the Poverty of Stimulus |
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| Chomskyan idea supporting his UG theory by stating that children learn their mother tongue without ever hearing perfect speech (slips of tongue, interruptions, changing one's mind mid-sentence, etc.). |
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| Children learning a language are constantly creating and re-creating a working grammar in their heads, deducing rules from the input they hear. |
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Subject-Verb-Object The teacher gave a test. 75% of the world's language use this structure or SOV, which supports Chomsky's UG theory. |
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| Most non SVO-SOV languages use this word order, and only Yoday uses OSV (Strong with the force you are) |
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| Setting the parameters (UG) |
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| Children are not learning the structure of the language so much as flipping switches in the LAD according to the input they hear. |
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Chomsky's Language Acquisition Device: The idea that there is an innate sense of language and parameters need only be set according to input in order to produce language. |
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Chomsky's Critics Competence vs. Performance |
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| Chomsky differentiates between C and P, concentrating on the C, as P is seldom perfect anyway, and thereby ignoring what people actually say in lieu of assuming what they innately know. |
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Chomsky's Critics Core vs. Peripheral Grammar |
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| Chomsky focuses on Core grammar, ignoring the Peripheral stuff that is odd, or irregular. But who decides what is core!?!?! |
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Chomsky's Critics Grammar as Language |
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| Chomsky considers the grammar tantamount to language, despite there being the possibility that a grammatically correct phrase is nonsense ("Colorless green ideas sleep furiously"). |
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Chomsky's Critics Disregarding meaning, context |
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| Chomsky doesn't take into account the context, meaning and/or circumstance of an utterance in which language is produced, particularly the setting in which a child learns its first language. |
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Bruner's LASS (Language Acquisition Support System) |
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Definition
| Bruner proposes that the environment in which a child learns its first language provides MANY opportunities for the child to recognize, anticipate, mimic and produce language in ritualized and predictable (and emotionally charged) settings - bathtime, mealtime, bedtime, etc. {This plays off of Chomsky's LAD, but allows that the child is not entirely autonomous in the creation of the language and/or grammar) |
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Term
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Definition
Left-frontal lobe, named for Broca, who autopsied people suffering from severe aphasia
and found that the left frontal lobe had been damaged. The damage caused the sufferer seer difficulty in producing language, thereby causing Broca to deduce that the language area was the Left Frontal Lobe. |
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Term
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Definition
| Like Broca's Area, this is a case of aphasia, in the left hemisphere of the brain, but not the frontal lobe. Usually not as sever an impairment, the sufferer may not know s/he is not making sense. |
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| First language-making stage |
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| Second Language-Making stage, diversification of the sounds being produced, involving a selection process (different sounds mean different things) |
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Definition
- 1. Simplified in grammar and meaning
- 2. Shorter sentences - from about 8 words per sentence to four, when speaking to two year olds
- 3. More restricted range of sentence patterns
- 4. Expansion and repetition of sentences
- 5. Slower speech
- 6. Use of special words and sounds
- 7. High pitch
- 8. Large number of questions and utterances with high rising intonation - looking for feedback.
- 9. Embedded in the here and now.
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| The idea that a child does not make mistakes, but simply has a different grammar than an adult, as s/he constructs the grammar from the input around them (and the stages are fairly regular across the board). |
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| Examples of children who grew up without any language input and could never be taught to speak, or can only speak limitedly. |
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| Critical Period Hypothesis |
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| Belief that there is a very distinct window in which a child can easily acquire the mother tongue. (Lenneberg's Theory) |
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| Immersion Classrooms of Quebec |
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Definition
| When French was made official, many of these classes were set up to help students learn more naturally. |
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| An experiment in which students in Canada were taught English by reading along with an English-language recording for 30 minutes per day - results were similar to those taught in classroom settings, except the self-tuition group had deeper syntax. |
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Five Hypotheses: 1. Acquisition-Learning Hyp. 2. Natural Order Hyp. 3. Monitor Hyp. 4. Input Hyp. 5. Affective Filter Hyp. |
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Aquisition-Learning Hypothesis (Krashen) |
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Definition
Acquisition is a normal, natural process using the LAD. Learning is a complex, cognitive process, with specific focus on the language, its form and rules. **Only an acquired language can by mastered** |
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Natural Order Hypothesis (Krashen) |
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Definition
L2 learners make mistakes, naturally, that are just like L1 learners. There is a "natural order" in which learners learn/acquire a language and formal or in-, the same rough schedule will be followed. **Learners will make these mistakes in the same rough order, whether they've been taught the grammar or not** |
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Monitor Hypothesis (Krashen) |
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Definition
| Formal Grammar teaching is not entirely pointless - The Monitor is a tiny grammarian in our brain that shouts about mistakes (heard or made)...over-users will become slow and hesitant. Language learners benefit from native input. |
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Input Hypothesis (Krashen) |
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Definition
Silent period exists while learners' get input. INPUT IS THE KEY. The best input is understandable. Duh. But also just above the learner's present capacity. A wide variety of input is best for all learners. |
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Affective Filter Hypothesis (Krashen) |
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Definition
| Affective filter is when negative feelings get in the way of a student's learning. Stress free, enjoyable environments are the most conducive to learning. |
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| Learned vs. Acquired Conundrum... |
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Definition
| Krashen's input theory does not account for what the process of acquisition is AND why is learned info not accessible in the same way as acquired info? |
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| Anderson's Memory Distinction |
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Definition
Short-term memory is working memory, only lasting a few seconds and constant rehearsal is necessary to remain in the head. Long-term memory stores items in inter-locking networks and links must be forged between concepts to strengthen our access to an item. |
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| Anderson's Knowledge Distinction |
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Definition
Declarative Knowledge - Conscious, stored as a series of phrases or images, knowledge about the world. Procedural Knowledge - Unconscious, occurs in routines and procedures that allow us to bring declarative knowledge into use. |
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| Anderson's 3 Stages of Learning |
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Definition
1. Cognitive Stage. 2. Associative Stage. 3. Autonomous Stage. |
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Cognitive Stage (Anderson) |
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Definition
learner receives instruction and focuses on the knowledge, making conscious effort - declarative knowledge. L2 - rules of grammar, lists of vocab. Chunks of useful info. Can describe the rules, but not yet use them skillfully. |
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Associative Stage (Anderson) |
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Definition
Errors in declarative knowledge are detected and eliminated; Connections between different elements of the skill are strengthened. The process of knowledge becoming procedural... The initial declarative knowledge is not lost, but the rules may not need to be consciously applied. |
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Autonomous Stage (Anderson) |
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Definition
Skill becomes virtually automatic and expert level is attained. For complex skills, this stage may take a very long time to reach, and may never be fully attained. |
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| Idea that an L1 will interfere positively (facilitate) or negatively (hinder) L2 learning depending on the relative similarity or difference between them. |
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| Avoidance and Communicative Strategies |
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Avoidance: avoiding situations that would force a learner to use skills not yet firmly acquired. Communicative Strategies: learners will circumlocute to avoid difficulties and uncertainties. |
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Definition
inability of a language learner to move on to a new stage (many causes, known and unknown)
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| founded upon the assumption that an L2 learner is using a system of language which is neither L1 or L2, but a 3rd language, with its own grammar that draws from all sources for hypothesis testing. |
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| Learner uses L1 as a reference/resource |
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Use of an L2 rule in situations where a native speakers would not. Phonetic Grammatical Lexical Discourse |
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| Learner uses language like that of a small child |
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| The use of L1 rules in the L2...could lead to negative of positive effects...but does not indicate actual learning. |
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Presentation in context Attention to form Co-construction of Grammar Extension Activity |
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