Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Psychology and Language Learning > CHAPTER 2. SECOND LANGUAGE LEARNING > Flashcards

CHAPTER 2. SECOND LANGUAGE LEARNING Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards AP® Psychology flashcards
1
Q

What do the following characteristics refer to?

  • Lack of cognitive and metalinguistics awareness.
  • Suggested innate language acquisition ability (critical period hypothesis)
  • Attitudinal and cultural openness risk-takers.
A

Young Learners Characteristics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What do the following characteristics refer to?

  • More extensive thinking about language.
  • Innate ability lessened rely on problem-solving and metalinguistics ability.
  • Often more inhibited by new language and fear of mistakes.
A

Older learners Characteristics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What do the following characteristics refer to?

  • Often allow silent period until ready to speak.
  • Practice in a fun and safe way; songs, games, play.
  • Exposure in school for hours. (casual and formal)
  • Errors may be corrected more often or remodeled.
A

Learning conditions of young learners

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What do the following characteristics refer to?

  • Forced to speak, real-world or classroom.
  • Practice is not as safe as in the real world.
  • Errors are often overlooked-hard to correct from adult to adult in non-academic settings.
A

Learning conditions of older learners

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What does the following description refer to?

the systematic study of a pair of languages with a view to identifying their structural differences and similarities

A

Contrastive analysis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What does the following description refer to?

–Refers to the differences of grammatical structure, morphology, and pronunciation of the L2 compared to the L1.
–The negative transfer is said to be the obstacle of the students in learning L2,

A

Negative Transfer

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What does the following description refer to?

–Refers to the similarity found in both L1 in L2; be it in the grammatical structure, morphology, or pronunciation.

–These similarities are believed to ease the students in learning the L2

A

Positive Transfer

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What does the following description refer to?

is the systematic study of deviations from target-language norms in the course of second-language acquisition, especially in terms of the learner’s developing interlanguage

A

Error analysis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What does the following description refer to?

Error analysis in SLA was established in the 1960s by Stephen Pit Corder and colleagues

A

characteristics of error analysis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What does the following description refer to?

Error analysis (EA) was an alternative to contrastive analysis, an approach influenced by behaviorism through which applied linguists sought to use the formal distinctions between the learners› first and second languages to predict errors

A

characteristics of error analysis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What does the following description refer to?

Error analysis showed that contrastive analysis was unable to predict a great majority of errors, although it’s more valuable aspects have been incorporated into the study of language transfer

A

Characteristics of error analysis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What does the following description refer to?

A key finding of error analysis has been that many learner errors are produced by learners making faulty inferences about the rules of the new language.

A

characteristics of error analysis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What does the following description refer to?

It was coined by the American linguist, Larry Selinker, in recognition of the fact that L2 Learners construct a linguistic system that draws, in part, on the learner’s L1 but is also from the language target a learner’s interlanguage is, therefore, a unique linguistic system

A

Interlanguage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What does the following description refer to?

The learner constructs a system of abstract linguistic rules which underlies comprehension and production of the L2. This system of rule is viewed as a ‘mental grammar’ and is referred to as an ‘interlanguage’.

A

Interlanguage premises about L2 acquistion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What does the following description refer to?

The learner’s grammar is transitional. Learners change their grammar from one time to another by adding rules, deleting rules, and restructuring the whole system. This results in an interlanguage continuum. That is, learners construct a series of mental grammars of interlanguage as they gradually increase the complexity of their L2 knowledge.

A

Interlanguage premises about L2 acquistion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What does the following description refer to?

The learner’s grammar is likely to fossilize. Selinker suggested that only about five per cent of learners of learners go on to develop the same mental grammar as native speakers. The majority stop some way short. The prevalence of backsliding (i.e. the production of errors representing an early stage of development) is typical of fossilized learners; Fossilization does not occur in L1 acquisition and thus is unique to L2 grammars.

A

Interlanguage premises about L2 acquistion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

What does the following description refer to?

Learners are often more accurate in using plural -s than in using possessive -s’.

A

Grammatical morphemes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

What does the following description refer to?

Learners are often more accurate in using -ing than in using -ed past.

A

Grammatical morphemes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

What does the following description refer to?

The learner’s L1 has some effect on the accuracy order of grammatical morphemes; however, it is not entirely determined by the learner’s L1. There are some strong patterns of similarity among learners of different L1 backgrounds.

A

Grammatical morphemes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

What does the following description refer to?

The acquisition of negative sentences by second language learners follows a path that looks nearly identical to the stages for first language acquisition.

A

Negation on Second Language Learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

What does the following description refer to?

The negative element (usually ‘no’ or ‘not’) is typically placed before the verb or the element being negated. Often, it occurs as the first word in the sentence because the subject is not there.

No bicycle.
I no like it.
Not my friend

A

Stage 1 of Negation of Second Language Learning

22
Q

What does the following description refer to?

At this stage, ‘no’ and ‘not’ may alternate with ‘don’t’. However, ‘don’t’ is not marked for person, number, or tense and it
may even be used before modals like ‘can’ and ‘should’.
He don’t like it.
I don’t can sing.

A

Stage 2 of Negation of Second Language Learning

23
Q

What does the following description refer to?

Learners begin to place the negative element after auxiliary verbs like ‘are’, ‘is’, and ‘can’. But at this stage, the ‘don’t’
form is still not fully analysed.
You can not go there.
He was not happy.
She don’t like rice
A

Stage 3 of Negation (Grammatical Morphemes)

24
Q

What does the following description refer to?

In this stage, ‘do’ is marked for tense, person, and number, and most interlanguage sentences appear to be just like those
of the target language.
It doesn’t work. We didn’t have supper.

A

Stage 4 of Negation of Second Language Learning

25
Q

What does the following description refer to?

Single words, formulae, or sentence fragments.
Dog?
Four children?
What’s that?

A

Stage 1 of Question on Second Language Learning

26
Q

What does the following description refer to?

Declarative word order, no inversion, no fronting.
It’s a monster in the right corner?
The boys throw the shoes?

A

Stage 2 of Questions on Second Language Learning

27
Q

What does the following description refer to?

Fronting: do-fronting, wh-fronting without inversion, other fronting.

Do you have a shoes on your picture?
Where the children are playing?
Does in this picture there is four astronauts?
Is the picture has two planets on top?

A

Stage 3 of questions on Second Language Learning

28
Q

What does the following description refer to?

Inversion in wh- + copula; yes/no questions with other auxiliaries.
Where is the sun?
Is there a fish in the water?

A

Stage 4 of questions on Second Language Learning

29
Q

What does the following description refer to?

Inversion in wh- questions with both an auxiliary and a main verb.
How do you say ‘proche’?
What’s the boy doing?

A

Stage 5 of questions on Second Language Learning

30
Q

What does the following description refer to?

Complex questions.
question tag: It’s better, isn’t it?
negative question: Why can’t you go?
embedded question: Can you tell me what the date is today?

A

Stage 6 of questions on Second Language Learning

31
Q

What does the following description refer to?

Subject (‘The girl who was sick went home’)
• Direct object (‘The story that/which I read was long’)
• Indirect object (‘The man who[m] I gave the present to was absent’)
• Object of preposition (‘I found the book that John was talking about’)
• Possessive (‘I know the woman whose father is visiting’)
• Object of comparison (‘The person that Susan is taller than is Mary’)

A

Relative Clauses

32
Q

What does the following description refer to?

No use of ‘his’ and ‘her’. Definite article or ‘your’ used for all persons, genders, and numbers.
The little boy play with the bicycle.
He have band-aid on the arm, the leg, the stomach.
This boy cry in the arm of your mother.
There is one girl talk with your dad.

A

Stage 1 Pre - Emergence - Possessive determiners

33
Q

What does the following description refer to?

Emergence of ‘his’ and/or ‘her’, with a strong preference to use only one of the forms.
The mother is dressing her little boy, and she put her clothes, her pant, her coat, and then she finish.
The girl making hisself beautiful. She put the make-up on his hand, on his head, and his father is surprise

A

Stage 2 Emergence - Possessive determiners

34
Q

What does the following description refer to?

Differentiated use of ‘his’ and ‘her’ but not when the object possessed has natural gender.
The girl fell on her bicycle. She look his father and cry.
The dad put her little girl on his shoulder, and after, on his back.

A

Stage 3 - Post emergence - Possessive determiners

35
Q

What does the following description refer to?

Learners with very limited language may simply refer to events in the order in which they occurred or mention a time or place to show that event occurred in the past.
e.g. My son come. He work in restaurant. He don’t like his boss.

A

Reference to past

36
Q

What does the following description refer to?

Later, learners start to attach a grammatical morpheme which shows that the verb is marked for the past. After they begin marking past tense on verbs, learners may still make errors such as overgeneralization of the regular -ed ending.

John worked in the bank. He rided a bicycle.

A

Reference to past

37
Q

What does the following description refer to?

Learners are more likely to mark past tense on some verbs (action verbs) than on others (state verbs). For example, learners seem to mark past tense more easily in the sentences “I broke the vase” and “He fixed the car.” than in the sentences “She seemed happy last week” or “My father belonged to a club”.

A

reference to past

38
Q

What does the following description refer to?

Learners seem to find it easier to mark past tense when referring to completed events than when referring to states and activities which may last for extended periods without a clear end-point.

e.g. He stays there for a week. I want to know how he learns English

A

Reference to past

39
Q

What does the following description refer to?

_______ is taken as an essential matter at the moment of teaching a second language in a classroom which is present in all the skills of the language (reading, writing, speaking and listening). One of the reasons is that students need to develop their knowledge in the context of second language learning

A

Vocabulary

40
Q

What does the following description refer to?

___________ is a subfield of linguistics that has been defined as “the study of language from the point of view of users, especially of the choices they make, the constraints they encounter in using language in social interaction and the effects their use of language has on other participants in the act of communication” (

A

Pragmatics

41
Q

What does the following description refer to?

The study of how sounds are organized and used in natural languages and the way sounds function in languages, including phonemes, syllable structure, stress, accent, intonation, and which sounds are distinctive chapters within a language; The way sounds function within a given language.

A

Phonology

42
Q

What does the following description refer to?

Individual speech sounds such as stress, pith, tone, and intonation.

A

Segments

43
Q

What does the following description refer to?

chapters of linguistic structure that consists of a syllabic element and any segments associated with it.

A

Syllables

44
Q

What does the following description refer to?

chapters of phonological structure that make up segments

A

Features

45
Q

What does the following description refer to?

Pragmatics is the study of how language is used in context to express such things as directness, politeness, and deference.
Even if learners acquire a vocabulary of 5,000 words and a good knowledge of the syntax and morphology of the target language, they can still encounter difficulty in using language.

A

Pragmatics

46
Q

What does the following description refer to?

Highly context-dependent,no syntax, no relational goals.

Me no blue.
Sir

A

Stage 1: Pre-Basic

47
Q

What does the following description refer to?

Reliance on unanalyzed formulas and imperatives.

Let’s play the game.
Let’s eat breakfast.
Don’t look

A

Stage 2: Formulaic

48
Q

What does the following description refer to?

Formulas incorporated into productive language use, shift to conventional indirectness.

Can you pass the pencil please?
Can you do another one for me?

A

Stage 3: Unpacking

49
Q

What does the following description refer to?

Addition of new forms to repertoire, increased use of mitigation, more complex syntax.

Could I have another chocolate because my children—I have five children.
Can I see it so I can copy it?

A

Stage 4: Pragmatic expansion

50
Q

What does the following description refer to?

Fine tuning of requestive force to participants, goals, and contexts.

You could put some Blu Tack down there.
Is there any more white?

A

Stage 5: Fine tuning

51
Q

What do the following items refer to?

Relative clauses
Reference to past
Negation
Grammatical morphemes
Possessive determiners
Questions
A

The 6 features that second language learners tend to develop in stages

Psychology and Language Learning (7 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions