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71 Cards in this Set
- Front
- Back
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4 Language Components |
Linguistic Neurological Psychological Sociocultural |
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3 Subcomponents of Linguistic Component |
Semantic Component Syntactic Component Phonological Component |
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Semantic Component (Subcomponent) |
The meaning of a word, phrase, or text. |
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Syntactic Component (Subcomponent) |
The arrangement of words and phrases to create well-formed sentences in a language. |
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Phonological Component (Subcomponent) |
The branch of linguistics that deals with systems of sounds (including or excluding phonetics), especially in a particular language. |
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Neurological Component |
From birth-6, languages seem to be acquired most effectively. |
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Psychological Component |
Learning takes place when it is related to the needs and experiences of the learner. |
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Sociocultural Component |
Language reflects a world view and is a key component of culture. |
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Empiricism (Skinner) |
Based on the belief that human learning and animal learning are similar. |
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Criticisms of Empiricism |
Could not explain the language creativity observed in child language learning. Parents rarely correct their children's grammatical errors. |
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Rationalism |
Universal Grammar Monitor Theory Cognitive Theory |
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Universal Grammar (Chomsky) |
Belief that language is innate and human brain is programmed to learn a language. |
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Criticisms of Universal Grammar |
Adults may no longer have access to UG principles UG does not concern with SLA |
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Monitor Theory (Krashen) |
Acquisition-Learning Distinction Natural Order Hypothesis Monitor Hypothesis Input Hypothesis Affective Filter Hypothesis |
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Criticisms of Monitor Theory |
Key concepts are not clearly defined Many restrictions for the Monitor to not work effectively |
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Cognitive Theory |
Believes learning results from internal mental activity rather than something imposed from outside. |
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Criticisms of Cognitive Theory |
Needs to be explored and tested more thoroughly Doesn't explain why certain features from one's L1 can be transferred to L2 acquisition, but not others |
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Connectionalism (Feldman) |
Learning involves adjusting the strengths of mental connections so that an input to be learned can result in a desired outcome. |
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Criticisms of Connectionalism |
New form of behaviorism Offers no explanation of the use of linguistic notions |
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4 Types of Competence in Communicative Competence |
Grammatical Competence Sociolinguistic Competence Discourse Competence Strategic Competence |
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Grammatical Competence |
Competence to use a rule correctly in the interpretation, expression, or negotiation of meaning. |
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Sociolinguistic Competence |
Competence to deal with the social rules of language use |
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Discourse Competence |
Competence to deal with a series of utterances which are connected to convey complete meaning. |
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Strategic Competence |
Competence to deal with the coping strategies used in unfamiliar contexts and when the linguistic knowledge fails. |
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ACTFL |
American Council on the Teaching of Foreign Language |
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4 Interrelated Assessment Criteria (ACTFL) |
Global tasks/functions Context/content Accuracy Text type |
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Global tasks/functions |
What the speaker can do with the language in real world |
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Context/content |
Circumstances or settings in which a person uses language |
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Accuracy |
The acceptability, quality, and precision of the message conveyed |
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Text type |
The quantity and the organizational aspect of speech |
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4 Levels of Proficiency |
Novice Intermediate Advanced Superior |
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2 Models for Building Cross-Cultural Understanding |
Galloway's Model (1984) Harvey's Model (1979) |
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4 Categories of Galloway's Model (1984) |
Convention Connotation Conditioning Comprehension |
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Convention |
To understand how people in a given culture typically behave in common, everyday situations |
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Connotation |
To learn culturally significant meanings that are associated with words as well as the underlying meanings of words determined by their cultural frame of reference |
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Conditioning |
To understand that people act in a manner consistent with their cultural frame of reference |
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Comprehension |
To achieve skills, such as analysis, hypothesis formation, and tolerance of ambiguity |
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Harvey's Model Level 1 |
Begin to be exposed to superficial or visible traits that may be interpreted as odd, bizarre, or exotic |
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Harvey's Model Level 2 |
Begin to learn both significant and subtle traits and may find the culture bearers behavior irrational, frustrating, irritating, or nonsensical. |
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Harvey's Model Level 3 |
Begin to accept the culture at an intellectual level, be able to explain the culture and see things in terms of the target culture's frame of reference |
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Harvey's Model Level 4 |
Begin to see the culture from the viewpoint of the insider, achieve empathy, and understand how the culture bearer feels |
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Strategies for Teaching Culture |
Lecture Native Informants Audiotaped Interviews |
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Common Teaching Techniques |
Culture Capsules Culture Assimilators Culture mini-dramas |
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Analytical Approach to the L2 Goal |
Language is the object of study |
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Experimental Approach to the L2 Goal |
Language learned through communication |
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3 Types of Background Knowledge |
Linguistic info of the target culture Knowledge of the world based on prior experience Knowledge of discourse structure |
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Schema Theory |
Believes background knowledge can help listeners or readers construct meaning and facilitate comprehension |
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Schema |
One's previously acquired knowledge and experience of a situation |
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Scripts |
Predetermined, stereotyped sequence of actions that defines a well-known situation |
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3 Purposes of Assessment |
Administrative (Certification) Instructional (Diagnostic) Research (Evaluation) |
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4 Types of Language Tests |
Proficiency Tests Diagnostic Tests Achievement Tests Aptitude Tests |
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Proficiency Tests |
To measure one's global competence in language, not limited to any one course, curriculum, or single skill in the language |
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Diagnostic Tests |
To diagnose a particular aspect of a particular language and may serve as placement tests |
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Achievement Tests |
Limited to particular material covered in a curriculum within a particular time frame |
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Aptitude Tests |
Given to the test-takers prior to any exposure to the second language in order to predict a person's future success in language learning |
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3 Principles for Test Design |
Practicality Reliability Validity |
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Practicality |
To measure whether a test is within the means of financial limitations, time constraints, or has ease of admin, scoring, and interpretation |
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Reliability |
To measure the degree to which a test gives consistent rules |
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Validity |
To measure the degree to which the test actually measures what it is intended to measure |
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Grammar Translation Method Background Info |
Originally used to teach Latin and Greek Primary purpose was to enable students to explore the depths of great literature Main teaching techniques are extensive analysis of the grammar of the target language and doing translation exercises |
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Grammar Translation Method Main Characteristics |
Students first learn the rules of grammar and use bilingual lists of vocab before reading Grammar is used deductively by long and elaborate explanations |
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Direct Method Background Info |
Reflects a Rationalist Perspective Based on the way children learn their native language; language is learned through the direct association of words and phrases with objects and actions |
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Direct Method Main Characteristics |
Learning starts with the here and now, utilizing classroom objects and simple actions, and gradually include common situations and settings Use pictures to avoid translation which is strictly forbidden in the classroom |
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Audiolingual Method Background Info |
Based on 2 parallel schools of thought in psychology and linguistics Believes language is primarily an oral phenomenon |
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Audiolingual Method Main Characteristics |
Understanding of the spoken language must be developed prior to speaking When the target language is internalized, speaking will emerge naturally |
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Cognitive-Code Method Background Info |
Believes that learners must understand and analyze the rules of the language to build their competence |
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Cognitive-Code Method Main Characteristics |
Goal is to develop native speakers' abilities in students so that they can generate their own language adequately in unfamiliar situations |
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Communicative Language Learning (Method) Background Info |
British scholars realized that although structures and vocab in language teaching are important, students may only know the rules of language usage, but may not be able to use the language |
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Communicative Language Learning (Method) Main Characteristics |
Goal is to achieve communicative competence by means of meaningful communication in context |
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Humanistic Approach (Method) Background Info |
Belief that language acquisition requires learners to use their thinking process to formulate hypotheses, test hypotheses, and discover rules |
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Humanistic Approach (Method) Main Characteristics |
Avoidance of repeated modeling of utterances by the teacher Learners may hear a given word only once and the teacher remains essentially silent |
