LPA1 - Language Production, Theory, and Aquisition

Question 1

How Language Is Aquired

Answer 1

• in the past, teachers asked students to memorize vocabulary and drills.
• descriptive, as opposed to prescriptive, studies of languages are more helpful in learning

Question 2

Why might a young child hear a word and not learn it?

Answer 2

In language words must be used frequently and with necessity.

Question 3

How does TPR in the classroom increase or accelerate learning of new constructions?

Answer 3

The words are spoken and the motions learned so that children can replicate the language organically.

Question 4

Overgeneralization Errors

Answer 4

• also known as overregularization
• application of a principle of regular change to a word that changes irregularly
• example: comed instead of came, tooths instead of teeth

Question 5

Usage-Based Approach

Answer 5

• uses a smaller set of cognitive processes like categorization, analogy, and chunking

Question 6

Five Hypotheses of Krashen’s Theory of Second Language Acquisition

Answer 6

• Aquisition-Learning: most important and widely known, acquisition is sub conscious and focuses on communication, learning is formal instruction to acquire language rules
• Monitor: the role of conscious learning is to monitor the acquisition and edit it for clarity
• Input: comprehensible input is secondary language that cannot be reproduced by the learner but can be understood. Context, explanation, rewording, use of visual cues, and meaning negotiation.
• Affective Filter: motivation, self-confidence, anxiety and personal traits play a role in secondary language acquisition.
• Natural Order: there is a natural order to how grammar is learned, but Kranshen rejects grammatical sequencing to acquire language

Question 7

BICS and CALP

Answer 7

• Basic Interpersonal Communication Skills
• Cognitive Academic Language Proficiency
• introduced by Jim Cummings

Question 8

Talk Moves (5 Talk Moves)

Answer 8

• discussion strategies to promote equitable participation in a rigorous classroom learning environment
• Revoicing (So, do you mean…?)
• Paraphrasing (Can you repeat what he just said in your own words?)
• Agree or Disagree. Why?
• Prompt Further Participation (Would anyone like to add on?)
• Using Wait Time (Take your time, we will wait.)

Question 9

Communicative Language Teaching (CTL)

Answer 9

• allow students to develop communication competence

Question 10

Pronunciation

Answer 10

• Auditory, cognitive and physical processes which take place below the conscious level

Question 11

Allophones (Non-Distinctive Features of Phonemes)

Answer 11

• predictable phonetic features that do not affect meaning in a given language
• may affect meaning in other languages
• nasal vs non-nasal, aspirated vs unaspirated, syllabic vs non-syllabic

Question 12

Minimal Pairs

Answer 12

• two words that vary only by a single sound
• sounds which may confuse English learners
• vowel: sit and seat
• consonant: berry and very
• initial consonant: fast and past
• final consonant: back and bag

Question 13

Language Variants

Answer 13

• variations of one language which ELs must learn to navigate different parts of their world

Question 14

Dialect

Answer 14

• particular form of a language specific to a region or social group

Question 15

Pidgin (Tok Pisin)

Answer 15

• grammatically simplified form of a language, used for communication between two people who do not share a language
• limited vocabulary

Question 16

Creole

Answer 16

• a mother tongue formed from the contact of two languages through an earlier pidgin stage

Question 17

Prestige Variety of Language

Answer 17

• prestige is how much value is placed on certain dialects within a community
• language or dialect families which are generally considered by society to be the most correct or superior