Lee & VanPatten Ch. 3

Question 1

Input is to language acquisition what (.) is to a (.)

Answer 1

gas

car

Question 2

The most important aspect of input is that it has to be (.)

Answer 2

comprehensible

Question 3

Features of language, be the grammar, vocabulary, pronunciation, or something else, can only make their way into the learners mental representation of the language system if they have been (..) to some kind of (.) meaning.

Answer 3

linked

real world

Question 4

Another important feature of input is that it has to be (.) . In another words, the language that the learner is listening, (or reading, if we are talking about written language) must contain some (.) to which the learner is supposed to (.) . Thus (.-.) input has some communicative intent

Answer 4

meaning bearing
message
attend
meaning-bearing

Question 5

In first language acquisition typically an adult (.) the mistakes that children make in a way to give a full adult version of the language with the same idea

Answer 5

rephrase

Question 6

In 1983, Hatch came up with a list of characteristics of simplified input in second language situation he examines simplified input in terms of five general categories: (name them)

Answer 6

rate of speech
vocabulary
syntax
discourse
speech setting

Question 7

What matters most is that simplified input provide learners with language that is, overall, (.) to (.)

Answer 7

easier

process

Question 8

Difference between input and intake. Whereas input is the language the learner is (.) to, intake is the language that the learner actually (.) to and that gets processed in working memory in some way

Answer 8

exposed

attends

Question 9

It is sufficient to understand that comprehensible, meaning bearing input is necessary for successful second language acquisition but that’s not all if…

Answer 9

it does not become intake

Question 10

In each interchange, the learner causes the speaker to (.) utterances. Interaction, then, may (.) the availability of comprehensible input, because (.) pushes the learner to indicate what he does and does not understand. This, in turn, can cause the interlocutor to (.) her input.

Answer 10

modify
enhance
interaction
modify

Question 11

Successful languages instructors that use the target language a lot in the classroom are good at (.) their speech by using (.-.) means to present meaning-bearing input. Input-giving instructors tend to put learners into (..).

Answer 11

simplifying
non-linguistic
familiar situations

Question 12

“Believe that your child can understand more than he or she can (.), And seek above all, to (.).” (Brown, 1977).

Answer 12

say

communicate

Question 13

The concept of (.) is what language teachers referred to when they insist that a new word ultimately be associated directly with its (.) and not with a translation

Answer 13

binding

meaning