real thing Flashcards
Subtractive bilingualism and its effect on L2 development
When a learner is deprived from their L1, it results in arrested development of the L1 AND the L2
B.F. Skinner’s behaviourist perspective of language acquisition
Children acquire language by imitating and practicing what they hear until habits of or et language use.
The positive reinforcement corollary to Skinner’s behaviourist perspective Cross-reference this to Vygotsky’s interactionist perspective of language acquisition and the ZPD.
Children’s language is considered to be correct because of positive reinforcement from an interlocutor. /////. Children develop language because of social interaction. In theZPD, the child/learner becomes capable of higher performance because of modified interaction and support from an interlocutor who possesses greater knowledge than the child/learner does.
Continued language acquisition–inference from the behaviourist perspective Cross-reference this to the notion of automaticity.
Continued language acquisition–inference from the behaviourist perspective: Once children understand that their utterance is correct, they will listen to, imitate, and practice new language forms… until these are deemed to be correct to by an interlocutor. Cross-reference this to the notion of automaticity. Automaticity renders acquired information subconscious so that children/learners can focus all of their cognitive resources on new information only.
The dismissal of IQ as a relevant factor in language proficiency
Metalinguistic knowledge is not an accurate predictor of communicative competence… Communicative competence is an essential basis of language competence.
The 5 non-linguistic factors in communicative competence
- Personality
- Social condition
- Attitude
- Learning styles
- Motivation
Dörnyei’s reorientation of Gardner & Lambert’s conception of motivation
Their conception of motivation is process-oriented.
How Dörnyei & Guilloteaux’s MOLT scheme redefined who bears responsibility for motivation
Responsibility is shared between Ss and Ts. The teacher has to motivate his learners and keep them with a desire to learn more.
Long’s interaction hypothesis + subsequent amendment–detailed two-part breakdown on how each of the parties must reach “mutual comprehension”
“Language acquisition can only occur when input ”I” is one step beyond “i+1” the language learner’s current level of competence.”
Learners must negotiate meaning with interlocutors if language acquisitions is to occur.
Krashen’s acquisition/learning hypothesis
Acquisition: Acquiring language represents being exposed to language samples that are understood by the learner with no conscious effort to focus on language form.
Krashen’s monitor hypothesis
The monitor hypothesis in the “monitor model”
Learned language acts as a monitor to the acquired language system
Krashen’s comprehensible input (i + 1) hypothesis–with the “+1” and without it
+1 is a challenge by being one step forward of the in the learner’s acquisition - Comprehension only does not resolve in language acquisition.
Ortega’s 3 principles for language practice in the classroom
- Practice should be interactive (Student and teacher should interact with each other)
- Practice should be meaningful (result in something that the learner can use to accomplish a communicative task in the future
- There should be a focus on task-essential forms.
Circumstantial L2 learning vs. elective L2 learning
Circumstantial L2 learner: Your situation forces you to learn a second language, you need it to survive (immigrants).
Elective L2 learner : Because you want to enhance your personal culture.
Resistance to emulating aspects of idealized native-speaker language–Ohara’s study of five “English-dominant” female students in their fourth year of a Japanese language program at university.
They didn’t want to speak louder to show their Japanese skills because it’s expected for women to talk in a higher voice in Japanese culture to seem more feminine. They didn’t want to do this as they didn’t want to compromise their identity as strong and feminist individuals.
