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Sla > Colloquium 1 > Flashcards

Colloquium 1 Flashcards

1
Q

First language

A

L1

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2
Q

Second language

A

L2

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3
Q

Native language

A

NL

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4
Q

Non-native language

A

NNL

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5
Q

Target language

A

TL

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6
Q

Native speaker

A

NS

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7
Q

Non-native speaker

A

NNS

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8
Q

L1 speaker

A

L1er

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9
Q

L2 learner/speaker

A

L2er

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10
Q

Simultaneous bilingual

A

2L1er

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11
Q

First language acquisition

A

L1A/FLA

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12
Q

(Child/adult) second language acquisition

A

L2A, SLA

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13
Q

Children who acquire more than one language from birth

A

Simultaneous/early bilinguals

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14
Q

Those who learn another language later in life

A

Consecutive/sequential/late bilinguals

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15
Q

Acronym for the discipline studying second language acquisition

A

SLA

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16
Q

Discipline studying language teaching

A

Language pedagogy

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17
Q

SLA about language teaching is if

A

Language teaching affects the course if acquisition

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18
Q

Relevance od SLA

A

-linguistics (language behaviour and human mind)
-language pedagogy (methodologies and reasonable expectations)
-cross cultural communication
-language policy and language planning (programmes and education)

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19
Q

Milestones od vocal/linguistic development

A
  1. Crying
  2. Cooing (6-8 weeks)
  3. Babbling (6-8 months) - constonant-vowel sounds
  4. Holophrastic stage (12-18 months) - protowords, one word utterances: gone, dada, teddy
  5. Telegraphic speech (12-24 months) - 50 word vocabulary, simple sentences ( mommy play, baby fall down, more car, there potty - they lack function words and grammatical morphemes.
  6. Emergence of function words and grammatical morphemes (24-36 months)
  7. Filling in the missing grammatical elements, asking questions, adapting speech to babies or adults (3 1/2 - 4 years)
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20
Q

Start of FLA

A

Before the baby is born

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21
Q

Hearing subtle phonetic differences very early

A

Auditory discrimination
- bilingual environments - retaining the auditory discrimination ability longer
- lost by the age of one
Human speaker important

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22
Q

Different stages of developments that bort L1 and L2 learners pass through

A

Developmental sequences/stages

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23
Q

Developmental sequences related to

A
  1. Cognitive development
  2. Gradual mastery of the linguistic elements for expressing ideas present in children’s cognitive understanding
24
Q

Grammatical morpheme in order of acquisition

A

1 Present progressive
2 Plural - s
3 Irregular past forms
4 Possessive -s
5 Copula
6 Articles the and a
7 Regular past -ed
8 Third person singular simple present -s
9 Auxiliary be

  • no satisfactory explanation for the sequence - the order is determined by interaction of factors - frequency of morpheme usage, cognitive complexity of meanings, difficulty perceiving or pronouncing the morphemes
25
Q

What is the wug test

A

An example of elicited production test with nonce words
- language is not just a list of memorised words
- language develops systematically
And goes beyond things they hear

26
Q

Negation - stages of acquisition

A

Stage 1 no alone of first word in the utterance
Stage 2 utterances become longer and no appears before verbs, also using don’t
Stage 3 adding other forms of negative (can’t and don’t) without tense/person agreement
Stage 4 negative element with a correct form of auxiliary verb (do, be) but not without difficulties - have no more cookies

27
Q

By what age have do children generally master the basic structures of language

A

Age 4
They and 3year olds learn several new words per day and begin to acquire less frequent and more complex linguistic structures

28
Q

What is metalinguistic awareness and when is it begining to form

A

3- 4 year olds (preschool children) begin to develope mla
The ability to treat language separate from the meaning it conveys (defining a word, say what sounds make up a word and give judgements about cake the eat or drink the chair) - boosted by learning to read, discovery of ambiguity

29
Q

In school years

A

-Acquisition of different registers
Learning the standard variety
Reading variety of text types

30
Q

Stimulus-response theory

A

Stimulus of praise and approval provokes response of more and better imitation
(The behaviourist perspective/Skinner)
- importance of the environment

31
Q

The logical problem of language acquisition
- poverty of the stimulus argument

A

Chomsky
The phenomenon that children seem to know more about the structure of their first language than they could have deducted from input
The base of the argument that language is innate/inborn

32
Q

Innatism

A

LA is based on internal, language specific cognitive abilities

33
Q

Innatist perspective:

A

Basic structure of LA is inborn (language acquisition device or universal grammar)
- LA is the triggering of what the child already knows (by input)

34
Q

According to innatists children acquire language through hypothesis testing guided by

A

Universal grammar/lad

35
Q

What is critical period hypothesis

A

There is a specific and limited time period when languages can be learned through LAD ( evidence from wild child studies, deaf signers and international adoptees

36
Q

Interactionist perspective

A

Vigotsky - language tied to social interaction acquired through dialogue
Piaget - L development tied to cognitive development acquired through interaction with the world
Emphasis on the development and not the end state
Hypothesis that: LANGUAGE LEARNING IS BASED ON THE SAME COGNITIVE PROCESS AS ANY OTHER KNOWLEDGE OR SKILL - RESULT OF INTERACTION BETWEEN INTERNAL CHARACTERISTICS AND EXTERNAL ENVIRONMENT

37
Q

Child-directed speech
Infant-directed speech
Caretaker speech
Motherese
Parentese

A

A modified way in which adults speak to little children
Equivalent in SLA - foreigner talk/teacher talk

38
Q

Connectionism/usage based perspectives

A

LA result of exposure to input - INPUT FREQUENCY
No dedicated language a acquisition device
Child’s language behaviour looks rule governed but it reflects the ability to learn language in chunks and formulas
Brain makes connections between things that go together - NETWORK OF ASSOCIATIONS

39
Q

Children who learn more than one language from birth

A

Simultaneous/early bilinguals

40
Q

Those who learn another language later may be called

A

Sequential/late/consecutive bilinguals

41
Q

Code switching

A

One aspect of bilingual language use; the use of words or phrases from more than one language within the conversation
- reflects the absence of a particular vocabulary word or expression but can also be intentional

42
Q

Two varieties of language children learn at school

A
  1. BICS (BASIC INTERPERSONAL COMMUNICATION SKILLS)
  2. CALP (COGNITIVE ACADEMIC LANGUAGE PROFICIENCY
43
Q

Subtractive bilingualism

A

The loss of one language on the way to learning another - negative consequences to self-esteem, family relationship and academic learning

44
Q

Additive bilingualism

A

The maintenance of the home language while the L2 is being learned - creates opportunities for cognitive and affective development in a language they understood

45
Q

Bilingual acquisition
Issues of

A

Age of first exposure
End point
Ability

46
Q

Types of bilinguals

A

1 Simultaneous
2 Consecutive (successive, sequential)
3 Early bilingual - early in childhood
4 Late bilingual - later than childhood
5 Balanced b. - mastery of two languages equivalent
6 Dominant b. - use and proficiency greater in one of the
7 Productive b. - s/b that speaks understands and possibly writes one or more languages
8 Receptive (passive) b. - understans a L2 in written or/and spoken form but does not speak or write it
9 Additive b. - someone whose two languages combine
10 Subtractive b. - second L acquired at the expense of the aptitudes of the L1
11 Horizontal b. - bilingual in two distinct languages which have a similar or equal status
12 Vertical b. - bilingual in a standard language and a distinct but related language or dialect

47
Q

Selective attention

A

Cognitive advantage of bilingualism that is manifested in tasks that require it

48
Q

Benefits of bilingualism

A

Communicative
Cultural/economic
Linguistic (metalinguistic awareness, reading readiness)
Cognitive (selective attention tasks)

49
Q

Heritage language

A

Language which was first for an individual with respect to the order of acquisition but has not been completely acquired because of the switch to another dominant language

50
Q

________ do not acquire the heritage language completely because they do not continue to use it as much in the language environment

A

Heritage speakers

51
Q

Third language acquisition is also known as

A

Multilingualism/sla(bilingualism)?

52
Q

Cross-linguistic influence

A

Mixing and merging of various languages known and being learned also multidimensional impact of different languages on one another

53
Q

Interlanguage transfer

A

A special instance of crosslinguistic influence
The influence of one L2 over another
Eg tu as main Fax bekommen

54
Q

Children’s ability to create networks of association in the process of FLA is emphasised by

A

Usage-based theorists/connectionist

55
Q

Wh- words order of acquisition

A
  • predictable order in which they emerge
  • stages
56
Q

Fossilisation

A

Permanent cessation of learning in spite of further exposure to TL

Sla (1 decks)

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