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64 Cards in this Set
- Front
- Back
Distinctions between types of L2: |
1. Second language: official or societally dominant language needed for education and employment (i.e. for basic uses for immigrants & minority groups). |
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Stimulus-Response Theory |
- widely held vie by middle of 20th century |
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poverty-of-the-stimulus argument |
children often hear incomplete or ungrammatical utterances along with grammatical input, yet somehow filter the language so that the ungrammatical input is not incorporated into their L1 system. |
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The underlying knowledge of language is called ... |
Linguistic competence |
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actual production of language is called... |
Linguistic performance |
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Sounds that make a difference in the identity of words are called ... |
phonemes |
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What is the initial state of language development for L1 and L2 respectively? |
L1 involves innate capacity |
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What is a necessary condition for language learning (L1 or L2)? |
social interaction necessary for L1 |
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Linguistics have taken an internal and/or external focus to the study of language acquisition. What is the difference between the two? |
Internal focus - tries to account for speakers' internalized, underlying knowledge of language |
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How is language systematic, symbolic, and social? |
a. Regular patterns of language - created according to rules which speakers are unconscious of. |
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Definition for morphology |
word structure |
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synonym for syntax |
grammar |
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Contrastive Analysis theory central figure |
Lado |
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Error Analysis theory central figure |
Corder |
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Interlanguage central figure |
Selinker |
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Morpheme order studies central figures |
Dulay and Burt |
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Monitor model central figure |
Krashen |
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Universal Grammar central figure |
Chomsky |
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Which theory scales linguistic performance and competence? |
Chomsky's Universal Grammar |
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Primary purpose of language according to Functionalist perspective |
communication |
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Development level: Nominal Utterance Organization (NUO) |
- naming subjects and objects |
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Development level: Infinite Utterance Organization (IUO) |
- add verbs to utterances but without grammatical morphemes to convey tense, person or number |
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Development level: Finite Utterance Organization (FUO) |
Continue interlanguage development beyond IUO level to add grammatical morphemes to verbs. |
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Lado's Contrastative Analysis Hypothesis |
Palomas blancas vs white doves |
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Stimulus-Response-Reinforcement |
learners respond to the stimulus (linguistic input) and reinforcement strengthens (habituates) the response. |
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Lado's Contrastative Analysis Hypothesis |
Spanish "ire" vs English "I will go" |
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Lado's Contrastative Analysis Hypothesis |
agua vs water |
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Lado's Contrastative Analysis Hypothesis |
pierna, pata, and etapa vs leg |
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Lado's Contrastative Analysis Hypothesis |
asistir "To attend" vs assist |
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L1 morpheme acquisition order |
1 progressive -ing (he is talking) |
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L2 morpheme acquisition order |
1 articles |
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learning processes |
studies the stages and sequences of language acquisition, addressing how acquisition happens. |
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neurolinguistics |
studies how the location and organization of language might differ in the heads of monolingual versus multilingual speakers, addresssing what is added and changed in people's brains when they learn another language. |
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learner differences |
considers aptitude in learning, how learning is linked to age and sex, and addresses why some second language learners are more successful than others. |
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broca's area is responsible for the ability to __________ whereas Wernicke's area is responsible for processing ___________. |
Broca's - speak |
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situation that illustrates coordinate bilingualism |
speaks two languages but can't switch between them. |
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situation that illustrates subordinate bilingualism |
When learning something new in L2, memorizes literal L1 translation to compare to L1 meaning and structure |
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situation that illustrates compound bilingualism |
Speaks two languages fluently and often mixes the two |
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According to the Information Processing framework, what must learners do to make input available for processing? |
learners must notice or pay attention to input to make it available for processing. |
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Swain contends that __________ is necessary for successful L2 learning because it helps develop automaticity through practice and because it helps learners notice gaps in their own language. |
output |
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connectionism |
approach to learning that focuses on the increasing strength of associations between stimuli and response, considering learning a change in the strength of these associations. |
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Complexity theory |
Considers second language acquisition a system of interconnected language components and stages of learner language. |
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_______ motivation involves emotional or affective reasons for learning an L2, such as an intention to participate or integrate in the L2 speech community. _______ motivation involves a purely practical reason for learning, such as better job opportunities or passing required courses in school. |
integrative; instrumental |
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Sociocultural theory |
interaction is necessary for (and a cause of) language acquisition and all learning processes |
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Zone of Proximal Development |
an area of potential development where the learner achieves more through interaction with a teacher or a more advanced learner |
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Acculturaion model |
identifies group factors that are likely to create social distance between learner and target groups and ultimately inhibit desire of the learner group to maintain its lifestyle. |
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___________ bilingualism is where members of a dominant group learn the language of a minority without threat to their L1 competence or their ethnic identity. |
additive |
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___________ learning is instructed learning, usually occurring in schools. |
formal |
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Interpersonal competence vs academic competence |
interpersonal - encompasses knowledge required of learners who will use the L2 mostly in face-to-face contact with other speakers |
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Receptive activities such as ______ and _______ function primarily in processing input. The ability for productive activities, such as ________ and _________, usually follows the development of receptive ability |
listening and reading |
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Types of cohesion: |
Reference: |
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Bottom-up processing: list one way that processing involves each of the following levels of language: |
Vocabulary: recognizing words and meaning |
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List at least one way content, context, and culture help with top-down processing |
Content knowledge: background knowledge on the topic is being read about or listened to; new information is perceived and interpreted in relation to this base |
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List 3 conditions under which beginning L2 learners are most likely to be capable of making sense of auditory input |
- they know in advance what the speaker is talking about |
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Which issue does the Critical Period Hypothesis deal with? |
Effects of age on language acquisition |
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What is interlanguage? |
Learner language |
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Which hypothesis addresses the role of the learner's mental or emotional state? |
Effective |
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What does the Markedness Differential Hypothesis state? |
Unmarked sentences are mot common and easier to learn |
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Who is the central figure associated with the Monitor Model? |
Krashen |
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Who coined the term interlanguage? |
Selinker |
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Which aspect of language is mentioned in the following sentence? |
syntax |
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Scaffolding |
term that describes either verbal guidance teachers provide to learners or verbal collaboration of peers designed to help learners perform specific tasks which would be too difficult for any one individually |
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Accomodation theory |
speakers alter their style of speech to sound more like who they are talking to |
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Modified variety of speech L1 speakers use with L2 speakers |
foreigner talk |