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Praxis 5362 > Language Acquisition Theories > Flashcards

Language Acquisition Theories Flashcards

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1
Q

Affective filter

A

Emotional influence on learning

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2
Q

Early production

A

Stage of 2L language acquisition, learner is listening and absorbing

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3
Q

Content based ESL

A

Integrates ESL instruction with subject instruction

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4
Q

Communicative approach

A

Language learning comes through having to communicate meaning

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5
Q

Cognitive code

A

Method of teaching ELL grammatical structure, and then practicing.

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6
Q

Audiolingualism

A

Teaching of grammar and vocabulary through repetition and memorizing phrases

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7
Q

Language objective

A

Specific language skill or knowledge that a student should master in a lesson

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8
Q

Nativist theory

A

Noam chomsky idea that language is innate.

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9
Q

Assimilate

A

Replaces most of home culture with new culture

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10
Q

Sheltered instruction observation protocol

SIOP

A

Model used to make grade level content comprehensible while acquiring EL proficiency and developing academic language

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11
Q

Comprehensible input

A

Information that can be understood despite language barriers

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12
Q

CALPS - cognitive academic language proficiency

A

Proficiency in formal, academic language

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13
Q

Language experience approach

LEA

A

Promotes reading, writing and speaking through personal experiences. Resources are learner generated

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14
Q

Monitor hypothesis

A

Stephen Krashen 5 hypotheses of SLA, learners Edit own language performance

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15
Q

Critical period hypothesis

A

Full native competence can be achieved from childhood to adolescence.

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16
Q

Schema

A

Organized way of viewing the world and using it to incorporate new knowledge

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17
Q

Concept attainment model (Bruner)

A

Indirect strategy using structured inquiry process.

Students figure out things of a category chosen by teacher. Compare and contrast examples.

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18
Q

Affective filter response

A

SLA states needs and emotional states affect language acquisition.

19
Q

Sheltered instruction

A

Integrate language and content to make content comprehensible. Pair content objective and language objective.

20
Q

Cognitive and academic language learning approach

CALLA

A

Explicitly teach learning strategies and have students apply them to tasks to increase CALP.

21
Q

Additive approach

A

Lessons/units/examples represent a broader range of cultures and perspectives are added to existing curriculum

22
Q

Acquisition learning hypothesis

A

Stephen Krashen: acquisition occurs subconsciously from natural communication where focus is on meaning

23
Q

Scaffolding

A

Gradually removing aids when teaching new concepts

24
Q

Acculturation

A

One culture takes on some of the traits of another

25
Q

Multi sensory approach

VAKT

A

Info is presented in visual, auditory, kinesthetic a s tactile modalities

26
Q

Notional functional syllabus

A

Organized into notional categories or real life situations, people communicate and broken down into functions or aims of communication

27
Q

Natural approach

A

Krashen based method. Emphasis on low anxiety natural context SLA, goal maximum comprehensible input.

28
Q

Total physical response

TPR

A

Coordination of language and movement. Uses controlled vocabulary

29
Q

ZPD

Zone of proximal development

A

ZPD is the tasks learners can do with guidance.

30
Q

The silent way

A

Teacher is silent, encouraging natural language

31
Q

Grammar-translation or classical approach

A

Teaches grammar as a means to translate text from one language to another.

Taught in native language, requires lots of memorization.

32
Q

Natural order hypothesis

A

Krashen 5 - there is a predictive natural order for language acquisition

33
Q

Speech emergence

A

Stage of SLA where learner speaks more frequently, using more complex language and structure

34
Q

Intermediate fluency

A

Stage of SLA: begins to communicate in more complex sentences

Learner thinks in language now.

35
Q

Constructivist approach

A

Belief that humans construct knowledge and meaning from experienced. Interactive and student centered activities

36
Q

Cummins quadrants

A

Categorization of language tasks based on cognitive demand and amount of context available

Quadrants:
A: relatable context, low cognitive demand
B: less relatable context, low cognitive demand
C: relatable context, high cognitive demand
D: less relatable context, High cognitive demand.

37
Q

Phonics approach

A

Method of teaching reading/writing by developing phonemic awareness (ability to hear, identify and manipulate phonemes)in order to teach sounds and spelling patterns.

38
Q

Silent period or pre-production

A

Stage of SLA: learner takes in new language but doesn’t speak

39
Q

Input hypothesis

A

Krashen 5- language is acquired through comprehensible input

40
Q

Advanced fluency

A

Stage of SLA: learner has reached near native proficiency

41
Q

Suggestopedia

A

Warm, relaxed, pleasant environment ideal for learning. Uses art and music, close teacher student relationship.

42
Q

Metacognition

A

Ability to think about own thoughts process

43
Q

Direct/oral/natural method

A

Immersion in language. Focus on oral communication

44
Q

Total response signals

TRS

A

Cues students can use to indicate they are ready to respond to questions or ready to move on to new material

Praxis 5362 (7 decks)

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