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SELF-STUDY > TEACHING IN ENGLISH > Flashcards

TEACHING IN ENGLISH Flashcards

1
Q

20th Century Controversy Theorist

A
  1. B.F Skinner (1959)
  2. Noam Chomsky (1959)
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2
Q

Theorist who believe in Nature in Language Development

A

Noam Chomsky (1959)

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3
Q

Theorist who believe in Nurture in Language Development

A

B.F. Skinner (1957)

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4
Q

Environment and Experience

A

B.F. Skinner (1957)

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5
Q

Genetics and Biology

A

Noam Chomsky (1959)

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6
Q

Language could be learned primarily imitating caregivers’
speech.

A

B.F. Skinner (1957)

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7
Q

We must have some innate predisposition.

A

Noam Chomsky (1959)

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8
Q

What evidence supports the idea of a
universal grammar, and how does it explain the
rapid and seemingly effortless language
acquisition in early childhood?

A

Nature-Oriented Questions

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9
Q

To what extent do individuals possess innate
language abilities that facilitate learning, and
how might these abilities vary across
individuals?

A

Nature- Oriented Questions

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10
Q

What evidence supports or challenge the
notion that there is an optimal time frame for
language acquisition?

A

Nature-Oriented Questions

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11
Q

How does the linguistic environment, including
exposure to different languages and types of
language input, influence language
development?

A

Nurture-Oriented Questions

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12
Q

To what extent do cultural and social factors
impact language development?

A

Nurture-Oriented Questions

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13
Q

How does growing up in a bilingual or
multilingual environment affect language
development?

A

Nurture-Oriented Questions

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14
Q

What role do educational interventions and
language enrichment programs play in
fostering language development?

A

Nurture- Oriented Questions

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15
Q

There is a fixed span of years during which
language learning can take place naturally and
effortlessly, and after which it is not possible to
be completely successful.

A

CRITICAL PERIOD HYPOTHESIS

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16
Q

Children are advantaged but adults may acquire a native
accent.

A

Pronunciation

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17
Q

Adults have initial advantage but will be overtaken by
children.

A

Grammar (15 yrs)

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18
Q

If a second language is acquired early in life, it is
represented in the same location and used the
same way as a first language.

A

BILINGUALISM

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19
Q

____ acquisition in childhood might also proceed
differently and have a more variable outcome
than _______ acquisition because the ___________
are different and highly variable.

A
  1. L1
  2. L2
  3. Input condition
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20
Q

Although virtually all children successfully
master a first language, there are enormous
individual differences in the success of L2
acquisition, such as the view that the human
_________ but that we
are left to rely on our differing memories and
analytic abilities for L2 acquisition.

A

Genome guarantees L1 acquisition

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21
Q

ADDITIVE BILINGUALISM

A

NATIVE LANGUAGE (+)
TARGET LANGUAGE (+)

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22
Q

SUBTRACTIVE BILINGUALISM

A

NATIVE LANGUAGE (-)
TARGET LANGUAGE (+)

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23
Q

SEMILINGUALISM

A

NATIVE LANGUAGE (-)
TARGET LANGUAGE (-)

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24
Q

MONOLINGUALISM

A

NATIVE LANGUAGE (+)
TARGET LANGUAGE (-)

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25
Q

What matters is how much
language is used and that the language most recently used is the most likely to recover first.

A

Obler & Albert (1978)

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26
Q

LANGUAGE and COGNITIVE
DEVELOPMENT

A
  1. PIAGET’S THEORY
  2. VYGOTSKY’S THEORY
  3. EXECUTIVE FUNCTION
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27
Q

Active role of the child in constructing
their understanding of the world.

A

Piaget’s Theory of Cognitive
Development

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28
Q

Cognitive
Development Theory

A

Jean Piaget, Psychologist

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29
Q

Cognitive Development Theory 4 stages;

A

Sensorimotor
Preoperational
Concrete Operational
Formal Operational

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30
Q

Associate words with objects consistently.

A

Object Permanence

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31
Q

Sensory and motor exploration, with
early communication involving gestures,
babbling, and simple vocalizations

A

Language and Sensorimotor
Actions

*under the Sensorimotor Stage

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32
Q

Birth to 2 Years

A

Sensorimotor Stage

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33
Q

Pretend play and imagination
Express creative thoughts

A

Symbolic Thought

*Preoperational Stage

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34
Q

Primarily for self-expression

A

Egocentrism

*Preoperational Stage

35
Q

Limited ability to consider multiple perspectives.

A

Centration and Conservation

*Preoperational
Stage

36
Q

Logical thinking and understanding concrete operations.

A

Operational Thinking

  • Concrete Operational Stage
37
Q

More complex sentence structures

A

Operational Thinking

*Concrete Operational Stage

38
Q

7 to 11 Years

A

Concrete Operational Stage

39
Q

Complex ideas, like hypothetical reasoning, and debating abstract concepts.

A

Abstract Thinking

*Formal Operational
Stage

40
Q

reflect on and discuss one’s thoughts, beliefs, and experiences

A

Metacognition

*Formal Operational
Stage

41
Q

11 Years and Beyond

A

Formal Operational
Stage

42
Q

Social interaction and cultural context

A

Vygotsky’s Socio-Cultural Theory

43
Q

Socio-Cultural Theory

A

Lev Vygotsky, Psychologist

44
Q

Range of tasks that a child can perform with the help of a more knowledgeable person

A

Zone of Proximal Development (ZPD) Concept

45
Q

knowledgeable person (often an adult) can support the child’s language development by providing assistance

A

Zone of Proximal Development (ZPD) as Language Development

46
Q

Providing temporary support to a child within their ZPD, gradually withdrawn as the child becomes more competent

A

Scaffolding (concept)

47
Q

linguistic support, such as offering explanations, modeling correct language use, and encouraging conversation.

A

Scaffolding (Language Development)

48
Q

Symbolic systems, including language, that mediate thought and shape behavior

A

Cultural Tools and Signs (Concept)

49
Q

Language is intimately connected to thought and the development of language and cognition is intertwined.

A

Cultural Tools and Signs (Language Development)

50
Q

Form of self-regulation and thought organization

A

Private Speech (concept)

51
Q

Internalization of language for problem-solving

A

Private Speech (Language Development)

52
Q

Social interactions and cultural influences

A

Language as a Social Activity (concept)

53
Q

Dialogues, conversations, and collaborative activities

A

Language as a Social Activity (Language Development)

54
Q

Managing and regulating various
mental processes to achieve a goal

A

Executive Function

55
Q

individuals hold and process linguistic
elements, such as words and sentence
structures

A

Executive Function Relation to Language

56
Q

filter out distractions and focus on relevant
linguistic information

A

Inhibitory Control

57
Q

Prevent impulsive or inappropriate language
use

A

Inhibitory Control

58
Q

Understanding and use of multiple meanings,
ambiguous words, and various language
rules.

A

Cognitive Flexibility

59
Q

Sustain attention during reading, listening, or
speaking tasks

A

Attentional Control

60
Q

Organize their thoughts, plan the structure of
sentences and discourse, and convey information logically

A

Planning and Organization

61
Q

Detecting and correcting errors in speech or
writing

A

Self-Monitoring

62
Q

FACTORS INFLUENCING
LANGUAGE DEVELOPMENT

A

INTERNAL FACTORS
EXTERNAL FACTORS

63
Q

INTERNAL FACTORS

A

Language Transfer
Motivation
Attitude and Aptitude

64
Q

The influence resulting from the similarities and
differences between the target language and any other language that has been previously (and perhaps imperfectly) acquired (Odlin, 1989)

A

Transfer

65
Q

According to him, Transfer is the influence resulting from the similarities and
differences between the target language and any other language that has been previously (and perhaps imperfectly) acquired

A

(Odlin, 1989)

66
Q

arises as a result of lack of knowledge and represents a lack of competence

A

Errors (negative transfer)

67
Q

Manifests correct use of a target language feature

A

Facilitation (positive transfer)

68
Q

reduced numbers of errors

A

Facilitation (positive transfer)

69
Q

affects the extent to which individual learners
persevere in learning the L2, the kinds of learning behaviors they employ (e.g. their level of participation in the classroom), and their actual achievement.

A

Motivation

70
Q

Socio-Cultural Model

A

Integrative Motivation
Instrumental Motivation

71
Q

an interest in learning an L2 because of a
‘a sincere and personal interest in the
people and culture represented by the
other language group’ (Lambert, 1974)

A

Integrative Motivation

72
Q

Language is an instrument as a means to
achieve practical goals or outcomes

A

Instrumental Motivation

73
Q

According to him, Integrative Motivation an interest in learning an L2 because of a
‘a sincere and personal interest in the
people and culture represented by the
other language group’

A

(Lambert, 1974)

74
Q

Self-Determination Theory

A

Intrinsic
Extrinsic
Amotivation

75
Q

Individuals cannot perceive a
relationship between their behavior and
that behavior’s subsequent outcome
(Deci & Ryan, 1985; 2002).

A

Amotivation

76
Q

According to them Amotivatin is Individuals cannot perceive a
relationship between their behavior and
that behavior’s subsequent outcome

A

(Deci & Ryan, 1985; 2002).

77
Q

Proponentof Self-Determination theory

A

(Deci & Ryan, 1985; 2002).

78
Q

Language attitudes are the feelings people have about their own language variety or the languages or the language varieties of others.
… associated with language acquisition

A

Attitude

79
Q

Characteristics of Attitude

A
  1. Attitudes are cognitive and affective.
  2. Attitudes are dimensional rather than bipolar- they vary in degree of favorability/unfavorability.
  3. Attitudes tend to persist but they are modified by experience.
  4. Attitudes are learnt, not inherited or genetically endowed.
  5. Attitudes predispose a person to act in a certain way, but the relationship between attitudes and actions us not a strong one.
80
Q

Characteristics of Attitude according to?

A

Baker (1988)

81
Q

a capability of learning a task which depends on
some combination of more or less enduring
characteristics of the learner (Carroll, 1981).
… associated with conscious learning.

A
82
Q

According to her, Aptitude is a capability of learning a task which depends on
some combination of more or less enduring
characteristics of the learner

A

(Carroll, 1981).

83
Q

Factors in Language Aptitude according ?

A

Carroll (1965)

84
Q

Factors in Language Aptitude according to Carroll (1965)

A

Phonemic coding ability
Grammatical sensitivity
Rote learning ability
Inductive language learning ability

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