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PRAXIS ESL > Language Learning and Acquisition > Flashcards

Language Learning and Acquisition Flashcards

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1
Q

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.

A

Language Learning

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2
Q

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

A

Language Acquisition

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3
Q

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

A

Jean Piaget

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4
Q

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

A

Sensorimotor
Preoperational
Concrete Operational
Formal Operational

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5
Q

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

A

Sensorimotor

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6
Q

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

A

Preoperational

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7
Q

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

A

Concrete Operational

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8
Q

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

A

Formal Operational

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9
Q

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

A

Sensorimotor

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10
Q

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

A

Preoperational

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11
Q

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

A

Concrete Operational

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12
Q

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

A

Formal Operational

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13
Q

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

A

Connectionist Theory

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14
Q

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

A

Connectionism

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15
Q

This behavioral psychologist developed the Behaviorist theory.

A

B.F. Skinner

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16
Q

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.

A

Behaviorist Theory

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17
Q

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

A

Linguistic Set

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18
Q

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.

A

Monitor Model

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19
Q

What are the five hypotheses of the Monitor Model?

A 
Acquisition-Learning Hypothesis
Input Hypothesis
Monitor Hypothesis
Natural Order Hypothesis
Affective-Filter Hypothesis
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20
Q

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.

A

Acquisition-Learning Hypothesis

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21
Q

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

A

Input Hypothesis

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22
Q

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.

A

Comprehensible Input

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23
Q

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.

A

Monitor Hypothesis

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24
Q

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

A

Natural Order Hypthesis

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25
Q

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.

A

Affective-Filter Hypothesis

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26
Q

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.

A

Universal Grammar

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27
Q

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.

A

Poverty of Stimulus

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28
Q

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

A

Pre-Stage

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29
Q

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.)

A

Babbling Stage

30
Q

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.

A

One-word Stage

31
Q

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.”)

A

Underextension

32
Q

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.”)

A

Overextension

33
Q

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

A

Two-word Stage

34
Q

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

A

Early Multiword Stage or Telegraphic Stage

35
Q

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

A

Later Multiword Stage

36
Q

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

A

Transfer

37
Q

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

A

Positive Transfer

38
Q

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

A

Cognates

39
Q

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

A

False Cognates

40
Q

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

A

Negative Transfer or Interference

41
Q

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

A

Code-Switching

42
Q

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

A

Silent Period

43
Q

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

A

Interlanguage

44
Q

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.

A

Fossilization

45
Q

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

A

Morpheme Acquisition Order

46
Q

What are the five stages of second-language acquisition?

A 
Preproduction
Early Production
Speech Emergence
Intermediate Fluency
Advanced Fluency
47
Q

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)

A

Preproduction (or silent period)

48
Q

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

A

Early Production

49
Q

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

A

Speech Emergence

50
Q

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

A

Intermediate Fluency

51
Q

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

A

Advanced Fluency

52
Q

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

A

Language Modeling

53
Q

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

A

Scaffolding

54
Q

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

A

Phonemic Awareness

55
Q

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

A

Graphemes

56
Q

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

A

Rhetorical Pattern

57
Q

This type of rhetorical pattern is generally a technique for brainstorming

A

Listing

58
Q

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

A

Chronological Order

59
Q

This type of rhetorical pattern shows why something happened

A

Cause and Effect

60
Q

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

A

Classification

61
Q

This type of rhetorical pattern shows both similarities and differences

A

Compare/Contrast

62
Q

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

A

Problem and Solution

63
Q

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

A

Whole Language

64
Q

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

A

Phonics/Skill-Based Approach

65
Q

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.

A

Language Experience Approach (LEA)

66
Q

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

A

Phonemic Awareness

67
Q

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

A

Emergent Literacy

68
Q

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

A

Early Stage of Literacy Development

69
Q

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

A

Transitional Stage of Literacy Development

70
Q

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

A

Fluency Stage of Literacy Development

71
Q

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

A

Phonological Awareness

PRAXIS ESL (3 decks)

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