Chapter 2 Vocabulary for Quiz Flashcards
contrast analysis (Contrastive Analysis Hypothesis)
Theory that assumes errors are the result of transfer of patterns from the learner’s first language. Studies have shown, however, that some of these errors are better explained as a learner’s developing knowledge of the structure of the target language, and other errors are similar to those made by young first-language learners. If CAH were true, then errors would be bi-directional, but this is not always the case.
foreigner talk/teacher talk/motherese
Modified input featuring shorter, simplified sentences and basic vocabulary that is used by adults when speaking to children and by native speakers/teachers when talking to non-native speakers. Motherese is the form used when speaking to babies and features simplified and repetitive speech with exaggerated intonation and rhythm.
error analysis
A response to CAH’s inability to explain many learner errors. Based on the hypothesis that L2 learner language is a rule-governed system. Error analysis provided detailed descriptions of errors, but did not try to predict errors, as CAH tried to do. Error analysis assumes assume that errors reflect the learner’s current understanding of the L2’s rules and patterns and their attempts to generalize them, such as saying “buyed” as a generalization of the regular past-tense verb ending.
language transfer/language interference
Transfer of knowledge and patterns from the first language to the second language. CAH assumes that errors are the result of transfer, but some errors are difficult to trace while others clearly are not related to the first language. Transfer can be a deliberate strategy of a language learner to apply rules they know to a second-language feature that seems similar. Transfer can be positive when both languages have the same forms, but negative (interference) when they do not.
interlanguage
The L2 knowledge that the learner is developing. Interlanguage can have characteristics of the L1, characteristics of the L2, and general characteristics common to many interlanguage systems. Interlanguages change as learners receive more information about the L2.
variable
An element or characteristic that can be measured or defined. Variables can change over time within a group or individual. Common variables include time on task, number of words learned, and scores on tests. Other elements and characteristics must be controlled to avoid influencing the variable being measured or defined.
metaphorical meaning
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cross-linguistic influence
The complex, bi-directional influences that an L1 and L2 (and L3…) have on each other. Languages learned later can influence and interact with languages learned earlier, and vice versa.
cross-sectional study
A study in which the participants are of different ages or stages of development. Contrasts with a longitudinal study in which the same participant or group is studied over an extended period.
narrative
Genre structure that underlies a story. Important because certain types of words are rare in narratives.
focused instruction
Learning that concentrates on a particular aspect of language, such as grammar. Nation’s four strands include meaning-focused input (reading and listening), meaning focused output (writing and speaking), and language-focused learning (grammar and vocabulary).
mitigation
A term used in pragmatics to describe the use of phrases and tone of voice to soften the impact of, or make less direct, a negative or direct statement. For example, instead of saying “No.” to a request, a responder can say “I’ll think about it.”
audiolingual approach
A method of L2 instruction that emphasizes speaking (including pronunciation) and listening over reading and writing. Discouraged the use of L1 in the classroom. Used lots of drills and dialogs. Partly based on behaviorist perspective that language is learned through practice and imitation. Supplanted by the communicative approach.
suprasegmental
The unit that extends across more than one sound segment. In the English sound system, stress, rhythm, and intonation are suprasegmentals that can greatly affect communicability (the ability to function in communicative situations) and intelligibility (speaking with an accent that does not distract the listener). Suprasegmentals are considered more important in the pronunciation classroom than segmentals, which focus on individual sounds.
English as a lingua franca
English is used for communication between speakers of various L1. Goal of learning is intelligibility and communicability; accentedness is less of a concern, especially in the context of World Englishes and its multitude of accents. Very important because most speakers of English are not native speakers. Learners should be made aware of these varieties of English, particularly if their goals are to communicate in international settings.
