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Praxis ESOL 5362 > Language Aquisition > Flashcards

Language Aquisition Flashcards

1
Q

Behaviorism

A

A theory that emphasizes learning through conditioning, reinforcement, and imitation.

Focuses on observable behaviors rather than internal thoughts.

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2
Q

Operant Conditioning.

A

Learning through reinforcement and punishment

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3
Q

Stimulus

A

Any environmental factor that influences behavior.

Can be external or internal.

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4
Q

Response

A

The behavior that follows a stimulus.

Can voluntary or involuntary.

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5
Q

Reinforcement

A

Encouraging desired behavior through rewards (e.g., praise, approval, or treats).

increases the likelihood of a behavior being repeated.

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6
Q

Positive Reinforcement

A

Encouraging behavior by providing rewards

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7
Q

Negative Reinforcement

A

Encouraging behavior by removing unpleasant stimulus

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8
Q

Punishment

A

A consequence that discourages undesirable behavior (e.g., correcting a mispronounced word).

aims to reduce the frequency of the behavior.

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9
Q

Imitation

A

Learning language by copying others

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10
Q

Repetition

A

Strengthening language skills through repeated exposure and practice

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11
Q

Verbal Behaviorism

A

Skinner’s theory that language is a learned behavior controlled by stimuli and consequences.

highlights the role of environmental factors in language acquisition.

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12
Q

Echoic Response

A

A child repeating words or sounds after hearing them (e.g., parent says ‘dog,’ child repeats ‘dog’).

important for language development.

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13
Q

Intraverbal

A

A response to a question or conversation (e.g., ‘What’s your name?’ → ‘Tom’).

demonstrate the ability to engage in dialogue.

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14
Q

Shaping

A

Gradually reinforcing language behavior to develop more complex speech

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15
Q

Extinction in behavioral learning

A

The process where a learned behavior fades when reinforcement is removed.

occurs when the response is no longer rewarded.

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16
Q

Poverty of the Stimulus Argument

A

Chomsky’s critique that children learn language too quickly for it to be based solely on reinforcement.

supports the notion of innate language abilities.

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17
Q

Cognitive Development in language learning

A

The idea that internal mental processes (rather than just external reinforcement) contribute to language learning.

emphasizes the role of thinking and understanding in learning.

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18
Q

Innatism

A

The belief that humans are born with an innate ability to acquire language

This concept suggests that language acquisition is a natural process.

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19
Q

Universal Grammar (UG).

A

The theory that all humans have an inborn ability to learn language

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20
Q

Language Acquisition Device (LAD)

A

A theoretical structure in the brain that enables language learning

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21
Q

Critical Period Hypothesis

A

The idea that language is best learned during early childhood

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22
Q

Nativism

A

The belief that humans are biologically programmed to acquire language

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23
Q

Competence VS Performance.

A

a person’s unconscious knowledge of language, verses how language is actually used in speech

This distinction highlights the difference between theoretical knowledge of language and practical application.

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24
Q

Generative Grammar

A

A system of rules that predicts and explains the structure of all possible sentences in a language

a key concept in Chomsky’s theories of language.

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25
Q

Deep Structure

A

The underlying, abstract structure of a sentence that conveys meaning
is contrasted with surface structure, which is the actual form of the sentence.

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26
Q

Surface Structure

A

The actual spoken or written form of a sentence

what is produced in communication, as opposed to the abstract representation.

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27
Q

Transformational Rules

A

Rules that convert deep structures into surface structures (e.g., changing a statement into a question)

These rules illustrate how different sentence forms can be derived from the same underlying meaning.

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28
Q

Parameter Setting

A

The idea that children adjust their innate grammar to fit the specific rules of the language they are exposed to

This concept suggests that while there is an innate ability, it is also adaptable to different languages.

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29
Q

Poverty of the Stimulus Argument

A

Chomsky’s argument that children acquire language despite insufficient input, suggesting an innate grammatical knowledge

This argument supports the idea that language acquisition cannot solely rely on environmental stimuli.

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30
Q

Social Interaction

A

Language is acquired through communication and interaction with others

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31
Q

Interactionism

A

The theory that language is acquired through social interaction and communication.

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32
Q

Social Constructivism

A

The idea that knowledge, including language, is constructed through social experiences and cultural context.

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33
Q

Zone of Proximal Development (ZPD)

A

The gap between what a learner can do alone and what they can do with support

34
Q

Scaffolding

A

Providing temporary support to help learners develop skills

35
Q

More Knowledgeable Other (MKO)

A

A person who has a higher level of understanding or ability and helps guide the learner within the Zone of proximal Development (ZPD).

36
Q

Private Speech

A

Self-directed speech that helps children think and learn

37
Q

Inner Speech

A

The internal thought process that develops from private speech and helps regulate thinking.

38
Q

Mediation

A

Learning facilitated through tools like language and social interaction

39
Q

Symbolic Mediation

A

The use of symbols (such as words, gestures, and images) to facilitate communication and thought.

40
Q

Dialogue

A

Conversations and interactions that help children learn language and develop cognitive skills.

41
Q

Joint Attention.

A

The shared focus between a child and a caregiver on an object or event, which helps language learning.

42
Q

Imitation

A

The process by which children learn language by observing and copying others’ speech and behaviors.

43
Q

Sociocultural Theory

A

Vygotsky’s broader theory that emphasizes the role of culture, society, and interaction in cognitive development.

44
Q

Communicative Competence

A

The ability to use language effectively in social situations.

45
Q

Contextual Learning.

A

Learning that happens naturally in real-life situations rather than through isolated drills or memorization.

46
Q

Collaborative Learning

A

Learning that occurs through social interaction, group work, and shared experiences.

47
Q

Behaviorism

A

The theory that language is learned through reinforcement and repetition.

48
Q

Phonological development

A

Infants first recognize speech sounds and gradually learn to produce them.

is a critical aspect of early language acquisition.

49
Q

Morphological & syntactic development.

A

involves the acquisition of grammar rules through patterns in speech

This stage is essential for understanding the structure of language.

50
Q

semantic development

A

Vocabulary expands as children associate words with meanings.

This process is vital for effective communication.

51
Q

pragmatic development

A

Children learn to use language appropriately in social contexts.

important for social interactions.

52
Q

Instrumental Motivation

A

Learning a language for practical reasons (e.g., job, education)

focuses on utilitarian goals.

53
Q

Integrative Motivation

A

Learning a language to connect with a culture or community

emphasizes social and cultural connections.

54
Q

Intrinsic Motivation

A

Learning for personal interest or enjoyment

driven by internal satisfaction.

55
Q

Extrinsic Motivation

A

Learning due to external rewards (e.g., grades, job requirements)

relies on outside incentives.

56
Q

Naturalistic Acquisition

A

Happens in immersive settings where learners pick up L2 through real-life interactions (e.g., moving to a new country)

occurs without formal teaching.

57
Q

Affective Filter Hypothesis

A

The idea that emotions like anxiety and motivation influence language acquisition.

58
Q

Interlanguage

A

A transitional language system with elements of both L1 and L2

59
Q

Code switching

A

Alternating between two or more languages and conversation

60
Q

Fossilization

A

The process were incorrect language use becomes fixed in a learners L2

61
Q

Comprehensible input

A

Language that is slightly above a learner’s current level, but still understandable

62
Q

Comprehensible output

A

The concept that language learners need to practice speaking to develop fluency

63
Q

Overgeneralization

A

Applying grammatical rules to broadly ( E.G., “goed” instead of “went”)

64
Q

Babbling stage

A

The stage where infants experiment with sounds

65
Q

Holophrastic stage

A

When a child uses single words to represent to complete thoughts

66
Q

Telegraphic speech

A

Early two word phrases that lack grammatical structure (e.x., “want to cookie “)

67
Q

Overextension

A

Using a word to broadly(E.X.calling all animals “dog “)

68
Q

Underextension

A

Using a word to narrowly (E.X.only calling a family pet “dog “but not other dogs)

69
Q

Silent Period

A

A stage where learners is taken in language, but do not yet speak

70
Q

Transfer

A

Applying rules from L1 to L2, which may result in errors

71
Q

Conversational fluency

A

The ability to communicate in every day social situations

72
Q

Context embedded language

A

Language supported by visual, accuses, gestures, and familiar contexts

73
Q

Playground language

A

Informal language used in social settings

74
Q

Surface fluency

A

The ability to speak a language conversationally, but without academic depth

75
Q

Face-to-face communication

A

Language used in direct social interactions

76
Q

Academic language

A

The language needed for success in school and formal settings

77
Q

Cognitively demanding tasks

A

Language tasks that require deep processing such as writing essays

78
Q

Context reduced language

A

Language that lacks of visual and contextual clues (E.X.textbooks)

79
Q

Higher order thinking skills (HOTS)

A

Skills like analysis, evaluation, and synthesis that require advanced language use

80
Q

Formal register

A

The structured and precise use of language in academic and professional settings

81
Q

Basic interpersonal communication skills (BICS)

A

Every day conversational fluency that students use in social interactions

82
Q

Cognitive academic language proficiency (CALP)

A

The academic language proficiency necessary for students in school, including the ability to read right and comprehend complete text. Follow instructions and engage in critical thinking.

Praxis ESOL 5362 (3 decks)

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