CTEL: Test 1- Domain 006/007/008

Question 1

Commonalities between first and second language acquisition (4)

Answer 1

• furthered when learner is immersed in a stimulating environment
• build on prior knowledge
• vocabulary intensive
• time consuming

Question 2

Steps that both L1 and L2 language acquisition follow (5)

Answer 2

1. silent period - where they know about 500 words but are uncomfortable with speech
2. private speech - 1000 words, but speaks in 2 word chunks
3. lexical chunks - knows about 3000 words, communicates in short phrases/sentences
4. formulaic speech - 6000 words, can make complex statements
5. experimental/simplified speech: fluent

Question 3

Differences in learning L2 (5)

Answer 3

• L2 is totally motivation dependent
• neurologically, the brain is more suited to develop language at a younger age (lateralization)
• psychomotor (hard to pronounce)
• affective considerations
• critical period

Question 4

Simultaneous bilingualism - important information

Answer 4

• grammar and vocabulary errors are temporary

- native speakers sometimes develop phonemic awareness later (“r” in spanish and “th” in english)

Question 5

Simultaneous bilingualism - by age 5, speakers can..

Answer 5

use complex sentences, have mastered 90% of sound systems, can use prepositions correctly, make joes, and modify speech

Question 6

Sequential bilinualism

Answer 6

occurs when a person becomes bilingual by first learning one language and then another. The process is contrasted with simultaneous bilingualism, in which both languages are learned at the same time.

There is variation in the period in which learning must take place for bilingualism to be considered simultaneous. Generally, the term sequential bilingualism applies only if the child is approximately three years old before being introduced to the second language

Question 7

Interactionist model of language acquisition

Answer 7

face to face interaction is key to second language acquisition

Question 8

constructivist model of language acquisition

Answer 8

complex, challenging learning environments help students take responsibility for constructing their own knowledge

Question 9

Key elements of constructivist learning

Answer 9

1. encouragement of student autonomy and initiative
2. expectation that student responses will drive lesson content and instructional strategies
3. learning experiences provoke discussion
4. focus on concept understanding rather than concept explanation
5. emphasis on critical thinking

Question 10

Promoting students knowledge construction 4 requirements that must be met

Answer 10

• instructional objectives are clear
• complex problems force teachers to become learners
• students are exposed to lots of representations
• teaches conflict resolution skills

Question 11

social constructionist theory

Answer 11

Vygotsky

teaching must consider the ZPD

Question 12

Using social interaction to learn english - activities

Answer 12

Practice reader’s theatre, develop questions for a community survey, plan an exhibition of art

Question 13

Selinker’s interlanguage hypothesis

Answer 13

learner’s language should be viewed as creative, with rules unique to itself and not just a borrowed form of the target language

Question 14

In second language learning, learners use 4 different kinds of knowledge:

Answer 14

1. knowledge about second language
2. competence in their native language
3. ability to use the function of language
4. general world knowledge

Question 15

Krashen’s monitor model flaws

Answer 15

1. the distinction between learning and acquisition is vague and difficult to prove
2. error monitor cannot always be used due to rapid verbal exchanges
3. monitors are difficult to observe
4. no way to tell what “comprehensible input” looks like

Question 16

Components of CALP

Answer 16

1. communication
2. Conceptualization
3. critical thinking
4. context
5. culture

Question 17

Many of the skills that are part of CALP are refinements of

Answer 17

BICS

Question 18

Cognitive and social strategies learners use in developing additional language (10)

Answer 18

repetition, formulaic expression, elaboration, self monitoring, appeals for assistance, requests for clarification, code switching, role playing

Question 19

Factors affecting second language acquisition (research based) (6)

Answer 19

• prior knowledge
• cognition/learning styles
• positive and negative language transfer
• age
• disabilities
• lack of formal school experience

Question 20

4 categories of learning styles

Answer 20

cognitive, affective, incentive, physiological

Question 21

To assess L2 proficiency levels you can use

Answer 21

Student Oral Language Matrix

Question 22

5 levels of scaffolding

Answer 22

1. modeling
2. shared (work together)
3. interactive
4. guided
5. independent practice

Question 23

Collier’s research suggests that (regarding comprehensible input/output)…

Answer 23

Class that are highly interactive and emphasize student problem solving and discovery provide the setting where language acquisition to take place simultaneously with academic and cognitive development

Question 24

Collaborative interaction in which meaning is negotiated with peers is central to the language acquisition process, for both..

Answer 24

written and oral development

Question 25

EL Feedback should include 6 things…

Answer 25

1. illustrate what the result of the students actions were
2. contain information that shows what the student is doing right
3. be immediate
4. be specific to student utterances
5. be focused and note excessive
6. be separate from evaluation

Question 26

Krashen defines comprehensible input as

Answer 26

i + 1 - input that is just beyond the learner’s present ability

Question 27

4 ways to build on L1 in the classroom

Answer 27

1. giving instructions
2. explaining concepts
3. vocabulary/meanings
4. grammar points