Quiz 3 and 4 Reviewer Flashcards
Learners acquire language when exposed to input slightly above their current proficiency level (i+1).
Comprehensible Input (Krashen’s Input Hypothesis)
Interaction facilitates language learning by allowing learners to negotiate meaning, receive feedback, and produce language.
Interaction and Output (Long’s Interaction Hypothesis and Swain’s Output Hypothesis)
Learners need to notice linguistic features in input to acquire them effectively.
Focus on Form
Language is inseparable from its cultural and pragmatic context.
Cultural Context and Pragmatics
Motivation, anxiety, and confidence influence language acquisition.
Affective Factors (Krashen’s Affective Filter Hypothesis)
Language is best learned through meaningful tasks that mirror real-life use.
Task-Based Learning
Language acquisition is enhanced when learners engage multiple senses and modes of input/output.
Multimodal Learning
Frequent exposure to and use of language items help consolidate learning.
Repetition and Recycling
Learners benefit from exposure to language used in real-world contexts.
Authentic and Meaningful Input
Learners differ in their cognitive styles, motivation, and aptitude for language learning.
Individual Differences
Timely and appropriate feedback aids language acquisition.
Corrective Feedback
Technology can enhance language learning through interactivity, accessibility, and multimodality.
Use of Technology
These principles [of SLA] can guide the development of _____, _____, and _____ materials that enhance learners’ language proficiency.
engaging; effective; pedagogically sound
_____ is a procedure that involves the value or potential value of a set of learning materials. It involves making judgments about the effect of the materials on the people using them.
Materials evaluation
Conducted during the development or implementation of learning materials to identify strengths, weaknesses, and areas for improvement.
Formative Evaluation
Conducted after the implementation of learning materials to determine their overall effectiveness and impact.
Summative Evaluation
Performed before the use of learning materials to assess learners’ prior knowledge, skills, and needs.
Diagnostic Evaluation
Focuses on how the learning materials are delivered and used in practice.
Process/Implementation Evaluation
Examines learning materials’ long-term effects and broader impacts on learners, educators, or institutions.
Impact Evaluation
Compares different learning materials or approaches to determine which is more effective.
Comparative Evaluation
Measures the effectiveness of materials based on predefined criteria or standards.
Criterion-Referenced Evaluation
Focuses on learners’ experiences, engagement, and satisfaction with the materials.
Learner-Centered Evaluation
Evaluate the appropriateness of learning materials in specific educational or cultural contexts.
Contextual Evaluation
Evaluate the cost-effectiveness of the learning materials in relation to their impact.
Cost-Benefit Analysis
