Language Learning and Acquisition Flashcards by Ashley Mullins

This term refers to the process of procuring, comprehending, and utilizing language for communicative purposes; comes through direct instruction; students are conscious of the fact that they are learning and gaining knowledge.

Language Learning

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This term refers to the subconscious process in which language is internalized without deliberate intent.

Language Acquisition

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This development psychologist developed a cognitive theory of development that includes 4 stages.

Jean Piaget

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What are the four stages of Piaget’s Cognitive Development Theory?

Sensorimotor
Preoperational
Concrete Operational
Formal Operational

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This stage of Piaget’s Cognitive Development theory generally occurs between 0 and 2 years of age.

Sensorimotor

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This stage of Piaget’s Cognitive Development theory generally occurs between 2 and 7 years of age.

Preoperational

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This stage of Piaget’s Cognitive Development theory generally occurs between 7 and 11 years of age.

Concrete Operational

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This stage of Piaget’s Cognitive Development theory generally occurs from 11+ years of age.

Formal Operational

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During this stage of Piaget’s Cognitive Development theory knowledge is based upon physical interactions and experiences; language is physical, experiment with different sounds; learn to imitate sounds

Sensorimotor

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During this stage of Piaget’s Cognitive Development theory intelligence is progressively demonstrated through symbols; talk constantly with little meaning; thinking aloud; no awareness of other’s viewpoints; high levels of egocentrism

Preoperational

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During this stage of Piaget’s Cognitive Development theory the child demonstrates increased intelligence through logical and organized methods; inductive reasoning; apply specific examples; recognize other’s viewpoints; language refers to specific facts and concrete ideas, not abstract ides

Concrete Operational

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During this stage of Piaget’s Cognitive Development theory child demonstrates intelligence through the logical use of symbols and their relationship to abstract concepts; both inductive and deductive reasoning; developed using language for multiple purposes

Formal Operational

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This theory developed in response to Piaget’s Cognitive Development theory; Language usage is based upon perception of language; repeated linguistic input creates patterns; language acquisition is based on experience; neural mapping is essential to acquisition of language

Connectionist Theory

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This term refers to the belief that language comprehension and production abilities develop through continual engagement with language.

Connectionism

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This behavioral psychologist developed the Behaviorist theory.

B.F. Skinner

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This theory suggests that repeated exposure to stimuli can create learning; the more frequently the behavior is performed, the more quickly it will become habit. This theory suggests that the same holds true with language.

Behaviorist Theory

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This term refers to a group of words and rules that compose an individual’s working knowledge of language

Linguistic Set

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This model refers to a set of five hypotheses developed by researcher Stephen Krashen which propose that there is not fundamental difference in the way that humans acquire first and subsequent languages.

Monitor Model

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What are the five hypotheses of the Monitor Model?

Acquisition-Learning Hypothesis
Input Hypothesis
Monitor Hypothesis
Natural Order Hypothesis
Affective-Filter Hypothesis

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According to this hypothesis of the Monitor Model, the distinction between acquisition and learning is of the upmost importance; learning the rules of language will not allow user to produce output; memorization of rules is not authentic.

Acquisition-Learning Hypothesis

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This hypothesis of the Monitor Model states that comprehensible input is necessary for students who are in the process of acquiring a new language.

Input Hypothesis

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This term refers to language that is just slightly above the student’s current grasp, thereby allowing them the student to utilize his current knowledge while simultaneously gaining exposure to new information.

Comprehensible Input

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According to this hypothesis of the Monitor Model, knowledge that is gained through formal learning is useful in certain settings; allowing students to monitor their own language output and practice self correcting.

Monitor Hypothesis

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This hypothesis of the Monitor Model posits that language is attained in a foreseeable pattern by all learners.

Natural Order Hypthesis

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This hypothesis of the Monitor Model addresses the emotional risks inherent in learning a new language; Krashen argues that language can only occur when comprehensible input reaches the processing facilities of the brain without being filtered.

Affective-Filter Hypothesis

This theory, developed by American linguist Noam Chomsky, states that children are born with the innate ability to understand the human voice and to distinguish between different parts of language.

Universal Grammar

This term refers to the assertion that children are not born with enough exposure to their native languages to explain their ability to understand phonemes, and therefore this exposure cannot account for the sum of their learned language.

Poverty of Stimulus

During this stage of first-language acquisition, infants learn to pay attention to speech, inflection, and rhythm before they begin to speak; crying, sucking, burping coughing, laughing, etc

Pre-Stage

During this stage of first-language acquisition, infants usually play with language by controlling the pitch of their vocalizations to create squeals or growls; change volume; learn to produce sound based on frictions (raspberries/snorts/etc.)

Babbling Stage

This stage of first-language acquisition is characterized by a child's use of a single word to convey a full meaning, usually for 3 purposes: identify action, convey emotion, name something.

One-word Stage

This term refers to when a child's definition of a word is too narrow. (ex: When a child refers to a "stuffed animal" as a "toy.")

Underextension

This term refers to when a child's definition of a word is too broad. (ex. When a child refers to every animal with a tail as a "doggy.")

Overextension

This stage of first-language acquisition occurs around the second year of child's life. Vocab acquisition rates typically begin at one to three words per week; develop simple semantic relationships

Two-word Stage

During this stage of first-language acquisition, children are mostly understood by their parents and caregivers; begin using elements of grammar and repeating longer sentences

Early Multiword Stage or Telegraphic Stage

During this stage of first-language acquisition, children generally average about 4-6 words per sentence and can learn as many as 20 vocab words a day

Later Multiword Stage

This term refers to when one applies knowledge of a first language onto another.

Transfer

This occurs when students find similarities between their native language and English and use those similarities to aid their learning.

Positive Transfer

This terms refers to words that are visually similar (ex: English "comprehend" and Spanish "comprender")

Cognates

This term refers to words that appear similar but are different in meaning

False Cognates

This occurs when student incorrectly apply rules from their native language to their learning of English.

Negative Transfer or Interference

This term refers to when language learners mix words from their native language in with the language they are learning when they have forgotten a term or do not know how to express themselves in the second language

Code-Switching

During this phase in second-language acquisition, students are either unwilling or unable to communicate in their new language; must be given time to listen to others

Silent Period

This term refers to the learner's present understanding of the language he or she is learning; rule based system that develops over time and tends to blend aspects of the first language and second

Interlanguage

This term refers to the point in second-language acquisition in which a learner's growth freezes in place and further linguistic development becomes highly unlikely.

Fossilization

This term refers to the pattern in which the knowledge of morphemes is gained as people acquire language.

Morpheme Acquisition Order

What are the five stages of second-language acquisition?

``` Preproduction Early Production Speech Emergence Intermediate Fluency Advanced Fluency ```

During this stage of second-language acquisition, learners may have up to 500 words in receptive vocab but refrain from speaking; responds to visual cues; communicate comprehension; parroting (repeating back)

Preproduction (or silent period)

During this stage of second-language acquisition, learners have 1,000 word receptive/active vocab; produce 1-3 word phrases; can respond to statements and questions; enjoy engaging in musical games/word plays

Early Production

During this stage of second-language acquisition, learners know about 3,000 words; can chunk simple words/phrases into sentences - may/may not be grammatically correct; respond to models; more likely to participate in conversation with native English speakers; understand simple readings with graphics

Speech Emergence

During this stage of second-language acquisition, learners know about 6,000 words; more complex sentences; self correct errors; ask questions for clarification; communicate well but learning gaps in vocab; comfortable in groups with low academic language

Intermediate Fluency

During this stage of second-language acquisition, learners have achieved cognitive language proficiency; demonstrate near native ability

Advanced Fluency

This term refers to providing accurate examples of speech and language for language learners; both formally and informally

Language Modeling

This instructional technique can come in many forms, including asking questions, offering contextual details, and providing visual cues and aids

Scaffolding

This term refers to a learner's ability to identify and use various phonemes to aid them in their understanding of spoken English, allowing them to see how sounds work together to form words

Phonemic Awareness

This term refers to the symbols that are used to represent phonemes; single or groups of letters that represent a single sound.

Graphemes

This term refers to the type of organization used in a written piece

Rhetorical Pattern

This type of rhetorical pattern is generally a technique for brainstorming

Listing

This type of rhetorical pattern is used to describe or explain events in the order in which they occur

Chronological Order

This type of rhetorical pattern shows why something happened

Cause and Effect

This type of rhetorical pattern is used to group information into predetermined categories

Classification

This type of rhetorical pattern shows both similarities and differences

Compare/Contrast

This type of rhetorical pattern is when a writer begins by presenting a problem and the causes that have led up to it, followed by a solution

Problem and Solution

In this approach to literacy development, supporters believe learners should start at the top and work their way down, meaning that language should be considered in its complete form prior to being broken down into smaller pieces; language intended for interaction

Whole Language

In this approach to literacy development, the focus is on transferring students' literacy skills independently; individual skills are targeted and practiced each day; develop through rehearsal and review

Phonics/Skill-Based Approach

In this approach to literacy development, the focus is on using learner's prior knowledge and experiences to generate specific lessons thats are designed to enhance the learning of each individual student. Experiences are then written down by student or teachers, and the resulting text is used as reading material.

Language Experience Approach (LEA)

This term refers to the knowledge that words are made of specific sounds; helps learners separate words into individual sounds, which then aids them in their ability to transfer those sounds to their corresponding printed letters

Phonemic Awareness

This stage of literacy development usually refers to the competencies that are developed in early childhood and preschool; listening is a key component

Emergent Literacy

This stage of literacy development is characterized by the learner's use of multiple strategies to predict and understand words; close attention to visual cues; benefit from discussions

Early Stage of Literacy Development

This stage of literacy development is characterized by a steady reading pace and an understanding of multiple strategies that can be used to decode difficult texts; able to provide oral summaries

Transitional Stage of Literacy Development

This stage of literacy development is characterized by the students ability to maintain meaning throughout longer and more complex texts; they have an understanding of how different kind of texts work, their purposes; discussions often reflect both summary and evaluation

Fluency Stage of Literacy Development

This term refers to the understanding that language is made up of sounds, syllables, rhythms, words, and patterns

Phonological Awareness