Definitions Flashcards
(16 cards)
CAH
Contrastive Analysis Hypothesis
L2 // L1, instructor as central figure, error free production, memorize voc through drills and practice
ALM
Audio-lingual method
Behaviorism, focuses on output and reinforcement
Instructor is central
Error free production
Drills, sentence pattern, practice, memorization (no analysis of language)
Pavlov
Language learning = habit formation
Army method, students were mostly mature/motivated and the method was successful
SLA
Second language acquisition = ppl who already know another language
Theoretical importance = how language is represented in the mind and if there is a difference between the way language is processed vs. other info
Practical importance = understanding how language is learned will lead to effective teaching practices
IDV
Individual difference variatio
Age, gender, cognition, birth order, personality, learning styles
CLT
Communicative language teaching
Focuses on communication and interaction as the primary goal of learning a language
Real life interactions, meaningful tasks, fluency and authentic language use instead of focusing on grammar.
Even taking classes on other topics in L2
Comprehensible input
I+1
Krashen’s monitor theory posited that a L2 was mainly unconsciously acquired through exposure to comprehensible input rather than leaned through explicit exercises
Focus on meaning, not form
Affective filter could affect learning
Classes should supply meaningful language exposure always including elements just beyond current learner’s ability (I+1)
CPH
Critical period hypothesis
A person needs to learn the L2 before puberty
However recent studies show that the younger learners do well in a context where there is a lot of exposure, whereas in a classroom setting without other exposure adult learners have the advantage
UG
Universal grammar, Chomsky
Innate ability to learn language
Celce-Murcia
Formal grammar instruction is especially necessary for learners who do not have access to native speakers
Krashen
Focus on comprehensible input
Message > form
Grammar is peripheral and indirectly acquired, not explicitly taught
Alexander
We teach grammar because students seek explicit grammar instruction
Grammar is language and will always be the center of attention
Integral part of the language learning process
Understanding grammar gives confidence
Birdsong
Testing the CPH
Age and second language acquisition
Their study examined Spanish speaking immigrants learning English. Found that while younger learners achieve higher proficiency, adults could still attain near native competence, challenging the strict version of CPH.
Suggests that age related decline in language learning ability is gradual rather than absolute and that factors such as exposure and individual cognitive abilities play a significant role.
King and Mackey
Birth order may affect how children learn a second language
Different learning styles and intelligence (spacial, visual, linguistic, musical…)
Definition of SLA by Schmitt
SLA focuses on the dev and use of a language by children and adults who already know at least one other language
Has theoretical and practical importance:
Theoretical: related to our understanding of how language is represented in the mind and whether there is a difference between the way language is acquired vs other kinds of information
Practical: arises from the assumption that understand how language is learned will lead to more effective teaching practices.
Schmitt ch10
Teachers can modify their learning tasks to bring out the best out of different learners with different learning styles by using explicit and implicit methods, visual, audio, kinesthetic,…
Schmitt ch14
Speaking and pronunciation; the difference between explicit and implicit
