Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Diploma > Second Language Acquisition, Rod Ellis > Flashcards

Second Language Acquisition, Rod Ellis Flashcards

1
Q

learner language

A

the language used by learners when they are called on to use L2 in speech or writing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

naturalistic learner

A

someone who learns to use the language at the same time as learning to communicate in it (i.e. immersion setting)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

formulas

A

fixed expressions such as How’s it going?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

overuse

A

when a learner uses a form in the wrong functional context

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

item learning

A

when learners learn chunks, unanalysed, such as Can I have…?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

system learning

A

when learners learn a rule of use, analysed, such as can+verbs for possibility, permission etc…

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

mentalist view

A

that learners acquire structures in a certain order because they are pre-programmed to do so.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

error

A

these reflect gaps in the student’s knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

mistake

A

these reflect temporary lapses in performance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

omission

A

leaving out an item that is required for an utterance to be considered grammatical

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

misinformation

A

using one grammatical form in place of another grammatical form

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

misordering

A

putting words in an utterance in the wrong order

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

overgeneralisation

A

for example, using eated, rather than ate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

transfer

A

when learners try to formulate L2 rules using L1 knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

global errors

A

those errors which make the entire utterance nonsensical

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

local errors

A

those errors which affect only one constituent of an utterance, and do not take away from the meaning of the whole

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

propositional simplification

A

a feature of both L1 and L2 learning in children – the omission of the more sophisticated parts of utterances, leaving those like me no blue for I don’t have a blue one

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

acquisition order

A

the theory that learners pick up certain grammatical features in a pre-determined, universal order

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

sequence of acquisition

A

the question of whether learners pick up new forms in a single step or in a gradual process

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

accuracy order

A

the ranking of speech samples based on the correct forms used by the speaker

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

transitional constructions

A

the process by which a feature is acquired, often featuring accuracy, overgeneralisation, and hybrid forms

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

restructuring

A

part of the transitional process, when a learner may actually seem to regress in accuracy, partly due to overgeneralisation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

psycholinguistic context

A

the situation of whether or not learners have had time to prepare their utterances

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

form-function mapping

A

when learners associate one particular form (e.g. no + verb) to a particular function (e.g. negative statements) – these may be quite different from normal target language form-function patterns

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

free variation

A

when learners don’t systematically use form-function mapping

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

fossilization

A

when a learner never reaches the target-language competence stage, and continues to make errors of form/function – this is uniquely a feature of SLA, and does not happen in FLA

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

mentalist (aka nativist) theory

A

by contrast with behaviourist theory, this idea accounts for the workings of the mind in relation to SLA

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Language Acquisition Device

A

a theory related to FLA that states there is a function in the brain directly working to process/trigger language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

interlanguage

A

the ‘mental grammar’ that a learner forms as they progress in their language skill – often a permeable combination of input and L1 concepts, creating a interlanguage continuum

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

learning strategies

A

these are the typical features of interlanguage, such as omission and overgeneralisation, often used because the learner is not yet at the stage at which he can fully use the language

31
Q

backsliding

A

when learners produce errors representing an earlier stage of development – this is a symptom of fossilization

32
Q

stylistic continuum

A

the range of ‘styles’ learners use to interact in L2

33
Q

careful style

A

the choice of language a learner uses when they feel the need to be correct

34
Q

vernacular style

A

the choice of language a learner uses when they feel the need to participate in freer talk

35
Q

convergence

A

when speakers try to bring their styles closer together to add cohesiveness to the situation

36
Q

divergence

A

when speakers actively accentuate the differences between their styles

37
Q

pidginization

A

occurs for L2 speakers when they fail or don’t desire to acculturate to their target language group or social context

38
Q

social distance

A

how close or far an individual is from the target language culture

39
Q

foreigner talk

A

the grammatical or ungrammatical speech patterns employed by native speakers when speaking to L2 speakers – contrast with baseline talk

40
Q

negotiation of meaning

A

the interactants in a conversation partake in this when the learner signals a lack of understanding

41
Q

input hypothesis

A

Krashen’s idea that acquisition takes place when the learner understands something that is at their current level plus one step

42
Q

negative evidence

A

when an interlocutor indicates they have not understood and may, or may not, model the correct target language

43
Q

interaction hypothesis

A

the idea that comprehensible input is important, as per the input hypothesis, but that it is more effective when modified through the negotiation of meaning

44
Q

zone of proximal development

A

novices learn through interaction with more knowledgable others – children then learn how to control a concept without the assistance of others

45
Q

psycholinguistics

A

the study of the mental structures and processes involved in the acquisition and use of language

46
Q

L1 transfer

A

the influence the learners’ L1 exerts over the acquiistion of an L2

47
Q

negative transfer

A

when the learner’s L1 causes error in the L2

48
Q

positive transfer

A

when certain rules in the learner’s L1 makes errors of a certain type impossible or unlikely in the L2

49
Q

contrastive analysis

A

comparisons of the L1 and L2, drawn up in list form, used to make decisions about teaching material

50
Q

speech acts

A

requests, apologies, refusals, etc…

51
Q

cross-linguistic influence

A

an alternative term for the effects of L1, as opposed to transfer, which has negative, los making, connotations

52
Q

noticing

A

attending consciously to linguistic features in the input

53
Q

implicit knowledge

A

knowing rules without awareness of what they consist of

54
Q

explicit knowledge

A

knowledge about the language, i.e. the rules and form

55
Q

noticing the gap

A

when a learner realises the difference between the input and their own interlanguage level output

56
Q

operating principles

A

strategies used by children in L1 acquisition to extract and segment linguistic information from input

57
Q

multi-dimensional model

A

a theory of acquisition in which certain features are learned sequentially, whereas others are more or less random

58
Q

processing constraints

A

these govern when it is possible for a learner to move on from one stage to another

59
Q

reduction strategy

A

when a learner deals with difficulty by switching to a different topic

60
Q

achievement strategy

A

when a learner tries to overcome difficulty by using other words or L1 words to maintain their original communicative goal

61
Q

Universal Grammar

A

Chomsky’s theory about language being governed by highly abstract principles that provide parameters given particular settings in different languages (kind of like a graphic equaliser)

62
Q

poverty of stimulus

A

the lack of exposure to language which helps prove the UG theory

63
Q

critical period hypothesis

A

the idea that there is an ideal period for language acquisition, enabling native speaker level

64
Q

unmarked structures

A

these are ‘natural’ or ‘basic’, and are common in the world’s languages and require only minimal evidence for acquisition

65
Q

marked structures

A

these lie outside of UG, for example, having arisen out of historical accident

66
Q

instrumental motivation

A

a specific goal based reason for learning a language (e.g. passing an exam, getting a better job)

67
Q

integrative motivation

A

the reason for learning a language based on social situations, whether positive or negative

68
Q

resultative motivation

A

the idea that successful learning breeds motivation

69
Q

intrinsic motivation

A

the idea that some students find that actual learning of the language, or the tasks related to it, interesting

70
Q

cognitive learning strategies

A

those strategies that are involved in the analysis, synthesis, or transformation of learning strategies, e.g. recombination

71
Q

metacognitive learning strategies

A

those strategies that involve planning, monitoring and evaluating learning, e.g. selective attention to a particular aspect of the input

72
Q

social/affective learning strategies

A

those strategies which concern the ways in which learners choose to interact with other speakers

73
Q

teachability hypothesis

A

Manfred Pienemann’s theory which suggests that teaching will only result in acquisition if their interlanguage is close to a point in which the structure is ‘ready’ to be acquired in a natural setting

74
Q

input flooding

A

the practice of exposing learners to huge amounts of positive input over a short term period, with the resultant improvement (though not necessarily, acquisition) of potentially difficult forms

Diploma (22 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions