ALR A2 Chapter 3 - Part 2 (Part 1 in GoConqr) Flashcards
What we have learned above all else from this
research is that the __________ of interference from the first language does not
imply that interference is the most ________ or most crucial factor in adult
second language acquisition.
saliency, relevant
Adults and children both manifest ____________, the result of an attempt to discover the rules of the L2 apart from the
rules of the L1. Thus, L1 is a facilitating factor, and not just an interfering factor.
intralingual errors
Emphasizing the absence of L1 _____________, they claimed that “transfer of L1 syntactic patterns rarely occurs” in child L2 acquisition (1976, p. 72).
interference
They claimed that children learning a second language use a ______________ process, just as they do in their first language.
creative construction
This conclusion was supported by research data collected on the acquisition order of eleven English ___________ in children learning English as a
second language.
morphemes
Support for Dulay and Burt’s order of acquisition hypothesis came from Zobl
and Liceras (1994, p. 161 ), but others argued suspect statistical procedures
( Rosansky, 1976 ) and that 11 English morphemes constitute only a minute portion
of English _________ (Larsen-Freeman, 1976; Roger Andersen, 1978 ).
syntax
Larsen-
Freeman (1976), among others, hinted that ____________ of occurrence in the
child’s input may be an explanation of the consistent findings.
frequency
How do morpheme-order studies shed light on the relevance of age for acquisition? While the ________ of ostensibly universal patterns of acquisition remain a bit of a mystery, the fact that children manifest such an order raises
questions about natural orders for adults.
causes
Bardovi-Harlig (1999b) contended
that a semantic-oriented approach (as opposed to syntactic) had more ___________.
explanatory power
In this vein, oldschneider & DeKeyser (2001, 2005) refined earlier claims about acquisition order by proposing five _____________ of acquisition order across numerous languages:
determinants
Goldschneider and DeKeyser suggested that “teachers could make the [five determinants]
work for them and could potentially increase the rate of __________ by
presenting material . . . in a way that capitalizes on these causes” (2005, p. 63 ).
acquisition
After all these years of research, judging a person’s competence under the best
of conditions (without intervening variables) relies on ____________ from performance
(the actual “________” of language) data.
inference, doing
When we say, “Do you speak English?” or “______________?” we usually
mean “and do you understand it, too?”
Parlez-vous francais
When we say, “Do you speak English?” or “Parlez-vous français?” we usually
mean “and do you _________ it, too?”
understand
Both child and adult second language
learners will normally __________ a distinction before being able to produce it.
hear
Adults are actually better at rote ________, especially beyond a few words, but
may not comprehend the meaning of what has been ___________.
mimicry, mimicked
Adults may be
more inhibited and therefore attempt to speak less willingly than children, but
because of their more __________ cognition, be more willing to attend to longer
passages of written or spoken text.
mature
What happens after puberty to the magic “little black box” (the _____________ or ____)? Does the adult suffer from linguistic “hardening of
the arteries”?
Language Acquisition Device, LAD
Does the LAD “grow up” and outlive its usefulness? We don’t have
complete answers to these questions, but there have been some hints in the
discussion of _____, _____, and _____ factors.
physical, cognitive, affective
If an adult does not acquire a second language successfully, it is probably
because of intervening cognitive or affective variables and not the absence
of ___________.
innate capacities
Some research on child SLA suggests that children’s developing L2 grammars
are indeed constrained by ________________ ( Lakshmanan, 1995 ;
Bhatia & Ritchie, 2009 ).
Universal Grammar
But it is not immediately clear whether this knowledge
is available directly from a truly universal “_____,” or through the
mediation of the first language.
source
Some researchers have concluded that
second language learners have only “___________” to UG ( O’Grady, 1996 ),
while Bley-Vroman (1988) conjectured that adults acquire second language
systems without any reference to UG at all!
partial access
Second language linguistic development in “natural” (__________) contexts
appears in many instances to mirror the L1 acquisition process: learners
induce rules, generalize across a category, overgeneralize, and proceed in
stages of development (more on this in Chapter 9 ).
untutored
Whether one’s memory consists of one
storage system (compound bilingualism) or two (coordinate bilingualism), we
know that language acquisition at any age is also “____________.”
thought acquisition
The L2
learner must sort out new meanings from old, distinguish thoughts and concepts
in one language that are similar but not quite __________ to the L2, or acquire
new systems of _____________.
parallel, conceptualization
Too many language classes are filled with rote practice that centers on surface
forms. Most cognitive psychologists agree that the frequency of stimuli and the number of times spent practicing a form are not as highly important as meaningfulness,
although some research suggests the importance of frequency ( N. Ellis, 2002 ; Gor & Long, 2009 ). All sources are unequivocal in advocating contextualized,
meaningful communication in the L2 as the best possible “__________.”
practice
_____, and how it is processed and acted upon, has emerged as one of the
most fundamental keys to acquisition at any age ( Gor & Long, 2009 ).
Input
The efficiency
of its ___________, along with related [corrective] ___________, may well
prove to be an overriding predictor of successful L2 acquisition in any classroom
setting.
deliverance, feedback
No doubt a study of children’s amazing ________ in acquiring conversational
ability and in perceiving intended meaning will help us find ways of teaching such capacities to second language learners.
dexterity
But we cannot underestimate the
superiority of older children’s and adults’ ability to utilize subtle pragmatic elements of language such as metaphor, humor, “_______” of meaning, double entendres, and nonverbal cues.
shades
In Chapter 2 , we saw that research on language teaching in the modern era
may have been sparked by _____________’s observation of his young nephew’s
first language acquisition.
Francois Gouin
The founder of the __________ method, James Asher
(1977), noted that children, in learning their first language, appear to do a lot
of listening before they speak, and that their listening is accompanied by
___________ (reaching, grabbing, moving, looking, and so forth).
Total Physical Response, physical responses
A typical TPR class utilized the __________ mood, even at more advanced
proficiency levels.
imperative
_____________ were an easy way to get learners to get out
of their seats and to loosen up: “Open the window,” “Pick up the book,”
“Give it to John.”
Commands
______________ were also easily dealt with: “Where is the
book?” “Who is John?” (Students point to the book or to John).
Interrogatives
Like other methods of the twentieth century, TPR had its limitations. It was
especially effective in the beginning levels of language proficiency, but lost its
distinctiveness as learners advanced in their _________.
competence
But today TPR is used
more as a type of classroom ________, which is a more useful way to view it.
Many successful communicative, interactive classrooms utilize TPR activities to
provide both ___________ input and _________ activity.
activity, auditory, physical
One of the claims of Krashen’s (1982) theories of L2 acquisition was that adults
should acquire a second language just as children do: They should be given the
opportunity to “pick up” a language, and shouldn’t be forced to “_______”
grammar in the classroom.
study
major methodological offshoot of Krashen’s work
was the ___________ ( Krashen & Terrell, 1983 ).
Natural Approach
Acting on many of the
claims that Asher made for TPR, Krashen and Terrell felt that learners would
benefit from delaying production until speech “___________,” that learners should
be as relaxed as possible in the classroom, and that a great deal of communication
and “acquisition” should take place, as opposed to analysis.
emerges
The __________ simulated child language acquisition through the
use of TPR activities at the beginning level.
Natural Approach
Everyday language situations were
highlighted: shopping, home and health topics, etc. But in advocating teacher delivered
“____________” (spoken language that is understandable to
the learner or just a little beyond the learner’s level), this method departed from
strictly drawing insights from children’s “natural” acquisition.
comprehensible input
Richards & Rodgers
(2001) noted that the delay of ________ can be pushed too far and that
at an early stage it is important for the teacher to step in and encourage students
to talk. Language learning is, after all, an interactive process.
oral production
We have seen in this chapter that there certainly appear to be some potential
advantages to an early age for SLA, but there is absolutely no evidence that
an adult cannot overcome all of those disadvantages save one, accent, and the
latter is hardly the quintessential criterion for effective __________ communication.
interpersonal
Scovel (1999) says it well: “‘The _________, the better’ is a myth that has
been fueled by media hype and, sometimes, ‘junk science.’ . . . On at least several
planes—literacy, vocabulary, pragmatics, schematic knowledge, and even
syntax—adults have been shown to be superior learners” (p. 1).
younger
Praise for the child’s marvelous ability to learn languages must be mitigated
by recognition of an equally pesky penchant for ________!
forgetting
