1. Second Language Aquisition

Question 1

Input hypothesis

Answer 1

“comprehensible input” containing past-tense forms whileher “affective filter is kept low”

natural order hypothesis
learning-acquisition hypothesis ( subconsciously)-> natural communication

Question 2

Interaction hypothesis 과정

Answer 2

어떤방법으로 input을 comprehensible하게 만들 것인가
“modified interaction” makes input comprehensible.

그래서, two-way task가 중요
Incomprehensible input (high marks) ->communication breakdown (high marks?) -> meaning negotiation-> T's interactional modification( good grades, A's and B 's)-> comprehensible input 

Interactional structure is modified for the input to be comprehensible

Question 3

Negotiation of meaning기출 선지

1. 의미협상을 통해 L2 학습자들은 comprehensible input을 갖는다
2. 의미협상은 제2언어학습자들의 이해를 촉진시킨다
3. 의미협상을통해 학습자들은 자신의 언어사용에 대한 피드백을 받는다.
4. 의미협상은 L2 학습자들이 그들의 output을 수정하고 조절하도록 촉발시킨다.

Answer 3

1. Meaning negotiation helps L2 learners to obtain comprehensible input
2. Meaning negotiation facilitates L2 learners’ comprehension
3. Meaning negotiation provides learners with feedback on their own use of L2.( output 측면)
4. Meaning negotiation prompts L2 learners to adjust and modify their output. ( output 측면)

Question 4

Output hypothesis 기출선지

1. 학생은 pushed output을 할 수 있는 기회를 받는다
2. 학생은 교사의 피드백 이후에 스스로 에러를고쳐
3. output hypothesis의 관점에서 보면 학생의 아웃풋이 그녀의 과거시제 규칙의 습득을 보여준다

Answer 4

1. The S is provided with an opportunity for “pushed output”
2. The S make “self-repair” following the T’s feedback.
3. From the perspective of output hypothesis, the S’s output reflects her acquisition of past-tense rules through pushed output.

Question 5

학생이 교사의 피드백을 uptake 하지 못 했을 때 (기출)

교사는 학생의 잠재적 발달 수준을 뛰어 넘는 도움을 제공한다.

Answer 5

The T offers assistance beyond “the S’s zone of proximal development.

Question 6

Clarification request

Answer 6

Clarification request indicates ( to Ss) either “that their utterance has been misunderstood by T” or “that the utterance is ill-formed in some way that a repetition or a reformulation is required.”

e.g.) pardon? I’m confused. Lost whose book?

Question 7

positive evidence

Answer 7

positive evidence: well-formed sentences to which learners are exposed.

Question 8

negative evidence

Answer 8

information that is provided to Ss concerning the incorrectness of an utterance.

Question 9

Output hypothesis 과정

Answer 9

Ss’ erroneous utterance -> T’s “negative” feedback ( pusing의 과정) -> Ss notice the gap in her linguistic kn

• > modify her output ( pushed output/ modified output)
• > She learns s/t new about the lg.

Question 10

Output의 기능 3가지

Answer 10

1. noticing fuction : Ss encounter gaps btw what they want to say and what they are able to say, so they notice what they do not know or know partially in the lg.
2. hypothesis-testing fuction : By trying out lg, the S test the hypothesis and receive feedback from an interlocuter.
3. Metalinguistic fuction : Ss reflect on the lg they learn and thereby the output enables them to control and internalize linguistic kn

Question 11

Pushed output

Answer 11

Ss reformulate their utterance as a result of other’s negative feedback

Output that reflects what learners can produce when they are pushed to use the target lg “accurately” and “concisely”

Question 12

Modified output

Answer 12

modified from the initial utterance

Question 13

Comprehensible output

Answer 13

lg produced by the learner that can be understood by other speakers

Question 14

recast

Answer 14

T’s “reformulation” of all or part of a Ss utterance minus the error.

Reformulate an ill-formed utterance in an unobtrusive way.

contain a targetlike alternative to the learner’s ill-formed output. (기출선지)

Question 15

Lg competence (4)

Answer 15

1. grammatical competence: sentence level grammar
2. discourse competence : cohesion/ coherence
   - the ability to connect sentences into discourse and to form a meaningful whole
3. illocutionary competence : sending and receiving intended meanings
4. socio-linguistic competence
   appropriateness of the attitude
   choice of style or register
   formality
   cultural aspects

Question 16

Speech acts

Answer 16

Ss should learn the appropriate ways to accomplish their goals when they are speaking.

e.g.) thanking, requesting information, complimenting

different forms can be used to accomplish the same speech act
(culture마다 다르고, role-play를 통해 연습가능)

Question 17

말하기 가르칠 때 교사는 뭘 고려해야할까

Ss should learn the appropriate ways to accomplish their goals when they are speaking.

Answer 17

cultural norms 다름 in intercultural communication

pragmatic competence, sociolinguistic competence
. cultural kn of lg use in context 가르쳐야

이런거 안가르치면
misunderstandings or inappropriate behavior in cross-cultural situations.

Question 18

Overgeneralization

Answer 18

the process of generalizing a particular rule or item in the 2nd lg, irrespective of the native lg beyond conventional rules or boundaries

(childs - children)
(intralingual transfer)

Question 19

Interlanguage

Answer 19

systemabtic, variable, dynamic

presystematic - emergent- systematic- stabilization

Question 20

Negative transfer

다른 표현/
예시

Answer 20

Interlingual transfer

e.g.) I saw an exam

all these are attributable to negative interlingual transfer.

Question 21

display Q

Answer 21

T tries to elicit information and she already knows answer to the questions
–> display Qs are useful to elicit desired grammatical, phonological, or discourse patterns from a S.

Question 22

referential Q

Answer 22

T doesn’t know the answer to the question.
Ss are able to communicate “genuinely” and personalize the “questions”.
T can engage Ss with more “communicative authenticity”

Question 23

Uptake

Answer 23

a S’s verbal reaction to the feedback

Question 24

The Zone of Proximal development

Answer 24

Ss cannot acquire a lg form until they are developmentally ready. (교사의 feedback noticing 못함)

T’s attempt to teach irregular past tense didn’t
bc the S did not yet reached the developmental stage of acquiring it.

Question 25

Types of Error correction feedback (6)

Answer 25

1. clarification request 2. metalinguistic feedback 3. elictation 4. explicit correction 5. repetition 6. recast

Question 26

metalinguistic feedback

Answer 26

provide info related to the well-formedness of the Ss' utterance (remember the present perfect tense?)

Question 27

elictation

Answer 27

def. Ts elicit completion of Ss' own utterance. | prompt S to self-correct (what does?)

Question 28

explicit correction

Answer 28

a clear indication to S that the form is incorrect | indicate 해주고 correct form 제공

Question 29

repetition

Answer 29

T repeats the ill-formed part of the Ss' utterance usually with a change in intonation e.g.) 민지, I go to Grandma's house? (T) Oh..eh.. I will go to Grandma's house (S) The T's repetition helped her Ss "self-correct" their errors.

Question 30

global error

Answer 30

it hinders communication (mosquitoes eat me -> bite me) -> Ss need to receive immediate feedback from the T

Question 31

local error

Answer 31

minor error/ hearer can make an accurate guess about the intended meaning -> recast 써도 무방

Question 32

T's corrective feedback 관련 기출 선지 | 1. 교사는 학생의 에러에 대하여 implicit negative feedback 준다 2. 학생은 교사의 corrective feedback에 바로 반응한다. uptake 3.

Answer 32

1. The T gives implicit negative feedback on the S's errors | 2. The S immediately responds to the T's corrective feedabck

Question 33

implicit corrective feedback

Answer 33

NOT explicitly indicate that an error has occurred / so that it does not embarrass the learner and disrupt the flow of ongoing communication

Question 34

explicit corrective feedback

Answer 34

disrupt the flow of ongoing communication | 하지만 global error나, repeated error에 관해서는 사용해야함.

Question 35

Focus on Meaning 의 입장지닌 수업 (12년 15) | form에 전혀 신경 X

Answer 35

1. The T believes that "interactions" with others are essential in second language learning 2. The T tries to improve students' fluency 3. The student may filter out comprehensible input bc her "affective filter is up" in Teacher A's classes. 4. The S wants "planning time" to activate her language knowledge before doing interactive activities. T rarely interrupt or stop to correct Ss' grammar * 너무 meaning에만 초점 두면 안된다. Focus-on-form 해서 때때로 form에도 주의 기울여야 한다.

Question 36

Contrastive Analysis Hypothesis

Answer 36

L1 interference negative transfer interlingual transfer The source of lg error is a difference in L1 and L2 ->identifying similarities and differences of grammatical points btw their native lg and English

Question 37

Behaviorism

Answer 37

rote learning of isolated units of grammar

Question 38

Focus on Form

Answer 38

for communicative lg use -> grammatical points in "communicative context" lg items above the sentence level Ss can develop their ability to use the forms appropriately for particular situations. Teacher B believes "contexualized lg use" faciliates grammar acquisition