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TESOL > TESOL > Flashcards

TESOL Flashcards

1
Q

Morpheme

A

The smallest unit of language that has meaning

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2
Q

Behaviorism

A

Learning is the acquisition of behaviorism in any living being

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3
Q

Generative Linguistics

A

Humans have innate language and generate an infinite number of sentences using a finite system of rules

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4
Q

Founder of generative linguistic

A

Chomsky

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5
Q

Interlanguage

A

Unique linguistic system that L2 learners have when they are in between languages

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6
Q

Founder of interlanguage

A

Selinker

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7
Q

Acquisition

A

Implicit learning, L2 acquisition is similar to a child’s acquition

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8
Q

What does acquisition result in

A

Implicit Knowledge

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9
Q

Linguist who studied acquisition and learning in L2

A

Krashen

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10
Q

Learning

A

Explicit learning of rules and properties of language

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11
Q

What does learning result in

A

Explicit knowledge

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12
Q

Monitored Output

A

A learner can apply consciously learned rules

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13
Q

Fossilization

A

L2 learners internal linguistic system stops evolving

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14
Q

Studier of fossilization

A

Selinker

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15
Q

Krashens Hypotheses

A

Acquisition-learning, monitor, natural order, input, affective filter, reading

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16
Q

Zone of Proximal Development

A

What a learner is capable of doing supported or unsupported

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17
Q

Who founded the zone of proximal development

A

Vygotsky

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18
Q

Constructivism

A

We construct our own meaning not just through route

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19
Q

Communicative Approach

A

Focuses on meaning and real-life situations

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20
Q

Developmental Sequences

A

Stages in which a particular feature of language is acquired over time

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21
Q

Markedness

A

How often a linguistic form occurs

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22
Q

Unmarked

A

Most typical or frequent forms of language

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23
Q

Input

A

The language a learner is exposed to in communacitaive contexts

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24
Q

Salience

A

How a linguistic word or form stands out in the input

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25
Q

Blocking

A

How previous knowledge can inhibit learning of something new

26
Q

Poverty of the Stimulus

A

Parts of language that are missing because the learner either doesn’t have or has not been exposed to the stimulus

27
Q

Usage Based Approaches

A

Ties human learning to an interaction between external stimuli and internal learning mechanisms

28
Q

What causes backsliding

A

A learner generalizing a learned grammar rule

29
Q

Comprehensible Input

A

Parts of input that learners can make sense of in terms in terms of meaning

30
Q

Modified Input

A

Input that is adjusted by another speaker to a language learner based on a perceived communication problem

31
Q

Intake

A

The parts of input that learners can actually process at a given time and make use of for acquisition

32
Q

Noticing the Gap

A

The idea that learners can compare what they produce to what they hear to see if there are differences

33
Q

Negotiation of Meaning

A

The act of resolving comprehension problems during communicative interaction

34
Q

Explicit Learning

A

Processing linguistic input with conscious attention paid to the formal properties of language

35
Q

Reasting

A

When a speaker reformulates what a learner has just said in a more appropriate or nativelike way

36
Q

Uptake

A

The moment in an interaction when a learner repeats something he or she has just heard

37
Q

Skill Theory

A

If you don’t practice output, it won’t become automatic and fluent

38
Q

Ultimate Attainment

A

How far learners get along the acquisition continuum or nativelikeness

39
Q

Critical Period Hypothesis

A

If linguistic input is not provided before age five, the child will not learn the language

40
Q

Nativelikeness

A

A mental representation for the L2 that is indistinguishable from that of native speakers

41
Q

Fundamental Difference Hypothesis

A

Children and adults vary in L2 acquisition

42
Q

Implicit Knowledge

A

Knowledge of language that exists outside of one’s awareness whose contents can’t be articulated by a person

43
Q

Explicit Knowledge

A

Knowledge of language that is conscious and can be articulated by a person

44
Q

Ordered Development

A

Language follows particular paths as it develops in the learners brain over time

45
Q

Rate of Development

A

The relative speed which learners acquire language

46
Q

Teachability Hypothesis

A

Learners cannot be taught something if they are not developmentally ready

47
Q

Meta-analysis

A

A large-scale analysis of many studies focused on the same question or problem

48
Q

What do short term studies analyze

A

Explicit language knowledge

49
Q

Working Memory

A

The amount of information people can store and manipulate at any given time

50
Q

Instrumental Motivation

A

A desire to learn a language because it will be useful usually for a professional or educational reason

51
Q

Integrative motivation

A

A desire to learn language based on an interest in a target language and its culture

52
Q

Self-concept

A

How learners see themselves includes positive and negative

53
Q

What do language aptitude tests measure

A

Short term memory of rules, metacognitive, and metalinguistic strategies

54
Q

Linguistic Aptitude

A

An innate ability to learn an L2 that varies among the population

55
Q

What is language

A

Not a set of rules or patterns but a much more complex

56
Q

The acquisition of formal features of language is ______

A

Ordered

57
Q

Positions on initial state of language

A

Universal grammar by its-self, the L1, and only non-functional aspects of the L1

58
Q

What is probably the initial state

A

The L1 plus Universal Grammar

59
Q

Instruction on formal features of language

A

Does not affect ordered development

60
Q

What is learning

A

The creation of new cognitive structures

61
Q

Where do individual factors show up most

A

Vocabulary and syntactic knowledge

TESOL (1 decks)

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