Language Aquisition Flashcards
Behaviorism
A theory that emphasizes learning through conditioning, reinforcement, and imitation.
Focuses on observable behaviors rather than internal thoughts.
Operant Conditioning.
Learning through reinforcement and punishment
Stimulus
Any environmental factor that influences behavior.
Can be external or internal.
Response
The behavior that follows a stimulus.
Can voluntary or involuntary.
Reinforcement
Encouraging desired behavior through rewards (e.g., praise, approval, or treats).
increases the likelihood of a behavior being repeated.
Positive Reinforcement
Encouraging behavior by providing rewards
Negative Reinforcement
Encouraging behavior by removing unpleasant stimulus
Punishment
A consequence that discourages undesirable behavior (e.g., correcting a mispronounced word).
aims to reduce the frequency of the behavior.
Imitation
Learning language by copying others
Repetition
Strengthening language skills through repeated exposure and practice
Verbal Behaviorism
Skinner’s theory that language is a learned behavior controlled by stimuli and consequences.
highlights the role of environmental factors in language acquisition.
Echoic Response
A child repeating words or sounds after hearing them (e.g., parent says ‘dog,’ child repeats ‘dog’).
important for language development.
Intraverbal
A response to a question or conversation (e.g., ‘What’s your name?’ → ‘Tom’).
demonstrate the ability to engage in dialogue.
Shaping
Gradually reinforcing language behavior to develop more complex speech
Extinction in behavioral learning
The process where a learned behavior fades when reinforcement is removed.
occurs when the response is no longer rewarded.
Poverty of the Stimulus Argument
Chomsky’s critique that children learn language too quickly for it to be based solely on reinforcement.
supports the notion of innate language abilities.
Cognitive Development in language learning
The idea that internal mental processes (rather than just external reinforcement) contribute to language learning.
emphasizes the role of thinking and understanding in learning.
Innatism
The belief that humans are born with an innate ability to acquire language
This concept suggests that language acquisition is a natural process.
Universal Grammar (UG).
The theory that all humans have an inborn ability to learn language
Language Acquisition Device (LAD)
A theoretical structure in the brain that enables language learning
Critical Period Hypothesis
The idea that language is best learned during early childhood
Nativism
The belief that humans are biologically programmed to acquire language
Competence VS Performance.
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.
Generative Grammar
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.
Deep Structure
The underlying, abstract structure of a sentence that conveys meaning
is contrasted with surface structure, which is the actual form of the sentence.
Surface Structure
The actual spoken or written form of a sentence
what is produced in communication, as opposed to the abstract representation.
Transformational Rules
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.
Parameter Setting
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.
Poverty of the Stimulus Argument
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.
Social Interaction
Language is acquired through communication and interaction with others
Interactionism
The theory that language is acquired through social interaction and communication.
Social Constructivism
The idea that knowledge, including language, is constructed through social experiences and cultural context.
Zone of Proximal Development (ZPD)
The gap between what a learner can do alone and what they can do with support
Scaffolding
Providing temporary support to help learners develop skills
More Knowledgeable Other (MKO)
A person who has a higher level of understanding or ability and helps guide the learner within the Zone of proximal Development (ZPD).
Private Speech
Self-directed speech that helps children think and learn
Inner Speech
The internal thought process that develops from private speech and helps regulate thinking.
Mediation
Learning facilitated through tools like language and social interaction
Symbolic Mediation
The use of symbols (such as words, gestures, and images) to facilitate communication and thought.
Dialogue
Conversations and interactions that help children learn language and develop cognitive skills.
Joint Attention.
The shared focus between a child and a caregiver on an object or event, which helps language learning.
Imitation
The process by which children learn language by observing and copying others’ speech and behaviors.
Sociocultural Theory
Vygotsky’s broader theory that emphasizes the role of culture, society, and interaction in cognitive development.
Communicative Competence
The ability to use language effectively in social situations.
Contextual Learning.
Learning that happens naturally in real-life situations rather than through isolated drills or memorization.
Collaborative Learning
Learning that occurs through social interaction, group work, and shared experiences.
Behaviorism
The theory that language is learned through reinforcement and repetition.
Phonological development
Infants first recognize speech sounds and gradually learn to produce them.
is a critical aspect of early language acquisition.
Morphological & syntactic development.
involves the acquisition of grammar rules through patterns in speech
This stage is essential for understanding the structure of language.
semantic development
Vocabulary expands as children associate words with meanings.
This process is vital for effective communication.
pragmatic development
Children learn to use language appropriately in social contexts.
important for social interactions.
Instrumental Motivation
Learning a language for practical reasons (e.g., job, education)
focuses on utilitarian goals.
Integrative Motivation
Learning a language to connect with a culture or community
emphasizes social and cultural connections.
Intrinsic Motivation
Learning for personal interest or enjoyment
driven by internal satisfaction.
Extrinsic Motivation
Learning due to external rewards (e.g., grades, job requirements)
relies on outside incentives.
Naturalistic Acquisition
Happens in immersive settings where learners pick up L2 through real-life interactions (e.g., moving to a new country)
occurs without formal teaching.
Affective Filter Hypothesis
The idea that emotions like anxiety and motivation influence language acquisition.
Interlanguage
A transitional language system with elements of both L1 and L2
Code switching
Alternating between two or more languages and conversation
Fossilization
The process were incorrect language use becomes fixed in a learners L2
Comprehensible input
Language that is slightly above a learner’s current level, but still understandable
Comprehensible output
The concept that language learners need to practice speaking to develop fluency
Overgeneralization
Applying grammatical rules to broadly ( E.G., “goed” instead of “went”)
Babbling stage
The stage where infants experiment with sounds
Holophrastic stage
When a child uses single words to represent to complete thoughts
Telegraphic speech
Early two word phrases that lack grammatical structure (e.x., “want to cookie “)
Overextension
Using a word to broadly(E.X.calling all animals “dog “)
Underextension
Using a word to narrowly (E.X.only calling a family pet “dog “but not other dogs)
Silent Period
A stage where learners is taken in language, but do not yet speak
Transfer
Applying rules from L1 to L2, which may result in errors
Conversational fluency
The ability to communicate in every day social situations
Context embedded language
Language supported by visual, accuses, gestures, and familiar contexts
Playground language
Informal language used in social settings
Surface fluency
The ability to speak a language conversationally, but without academic depth
Face-to-face communication
Language used in direct social interactions
Academic language
The language needed for success in school and formal settings
Cognitively demanding tasks
Language tasks that require deep processing such as writing essays
Context reduced language
Language that lacks of visual and contextual clues (E.X.textbooks)
Higher order thinking skills (HOTS)
Skills like analysis, evaluation, and synthesis that require advanced language use
Formal register
The structured and precise use of language in academic and professional settings
Basic interpersonal communication skills (BICS)
Every day conversational fluency that students use in social interactions
Cognitive academic language proficiency (CALP)
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.
