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sla > Test1 > Flashcards

Test1 Flashcards

1
Q

Explain the case of genie

A

Genie was a 13 years old she was neglected, abused and isolated. She was Under her own parents control. She was beaten whenever she made any kind of noise. After 5 years she didn’t even reach the language of a 5 years old and she was13.

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2
Q

The victor case

A

He was 12 years old when discovered. He was found naked in the woods and apparently never had any contact with humans. After 5 years of socializing with a young doctor victor had made very little progree in his language.

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3
Q

Metalinguistic awareness

A

The ability to treat language as an object, seperate from the meaning in conveys, being able to define a word, being able to say what sounds make up a word

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4
Q

Behaviorist perspective

A

B.F. Skinner: children imitate and practice what they hear until they develop ( habits of correct language use) positive reinforcement ex: with the dogs that salivate when they hear the bell ring

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5
Q

Telegraphic sentence

A

Two words from a different sentence without prepositions, articles ( simple sentences)

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6
Q

Innatist perspective

A

Noam Chomsky: Children are biologically programmed to acquire and develop language ( it’s innate) the only environmental factor is the availibilty of people to speak to the child. The childs biological endowment will do the rest.

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7
Q

The critical period hypothesis (CPH)

A

Children who are not given access to language in enfancy and early childhood will never acquire language if these deprivations go on for too long ( victor & genie)

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8
Q

Physical interaction

A

Language develops through physical interaction with the environment. The object permanance, the stability of quantities regardless of changes in their appearance. Logical inferencing, no need for tangible evidence

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9
Q

Zone of proximal development

A

A personal experience in which a learner reaches a higher level of performance because of support and interaction with another individual who possesses greater skill and experience.

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10
Q

Scaffholding

A

Vygostsky: a temporary framework that is put up for support access to meaning and taken away as needed when the child secure.

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11
Q

Childhood bilingualism

A
  1. Code switching
  2. Basic interpersonal communication skills ( BICS)
    Def: they learn from watching and immitating interactions among their peers.
  3. Cognitive academic language proficiency
    Def: takes more time to acquire
    A) accurancy vs. Fluency
  4. Simultaneouse bilinguals
  5. Sequential bilinguals
  6. Substractive bilinguals
  7. Additive bilingualism
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12
Q

Stage 1

A

Single words, formulae, or sentence fragments

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13
Q

Stage 2

A

Declarative word order, no inversion, no fronting

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14
Q

Stage 3

A

Incorrect grammatical morphemes and incorrect syntax

They are able to put the right fronting question like Do, Where, Does and Is this but arent’ able to continue after

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15
Q

Stage 4

A

Inversion in wh + copula; yes/no questions with other auxiliaries
Ex: where is the sun?
Is there a fish in the water?

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16
Q

Stage 5

A

Inversion in wh- questions with both an auxiliary and a lexical verb… But incorrect syntax for embedded questions ( noun clauses that request information within questions)

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17
Q

Stage 6

A

Complex questions ( all past markers correctly positioned and formed)
Ex: questions tag: It’s better, isn’t it?
Negative questions: why can’t you go?
Embedded questions: can you tell me what the date is today?

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18
Q

Phonology

A

Organization of sounds in language. Study of phonemes

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19
Q

Brown

A
  1. Present progressive - ing
  2. Plural- s
  3. Irregular past forms ( baby went)
  4. Possessive (-s)
  5. Copula ( mommy IS happy)
  6. Articles ( THE and A)
  7. Regular past- ed
  8. Third person singular simple present - s
  9. Auxiliary be ( he IS coming)
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20
Q

Contrastive analysis hypothesis (CAH)

A

Errors where assumed to be the result of transfer from learners first language.

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21
Q

Ringbom’s study

A

The interferences errors made in english by both Finnish and Swedish were most often traceable to Swedish, not Finnish. Because Swedish and english are very similar languages ( share many characteristics). So Swedish speakers will be more willing to take guesses. Harder for Finnish speaker because english is a totally different language.

22
Q

Error analysis

A

Error analysis differed from constrasting analysis in that it didnot set out to predict errors. Rather, it sought to discover and describe different kinds of errors in an effort to understand how learners process second language data. Error analysis was based on the hypothesis that, like child language, second language learner language is a system in its own right– one that is rule- governed and predictable

23
Q

Who is a stimultaneous bilingual?

A

When a child acquires two languages at the same time

24
Q

Who is a sequential bilingual?

A

A person who learns a 2nd language after acquiring his/her 1st language

25
Q

What is a subtractive bilingualism?

A

It is a situation in which the child or L2 learner is deprived of interaction in her/his L1, and this results in arrested development of L2

26
Q

According to the behaviourist perspective, how do children and L2 learners aquire language?

A

They immitate and practice what they hear until they form correct habits of language

27
Q

What is the logical problem of language acquisition that compelled Noam Chomsky to develop the innatist perpective of language acquisition?

A

How do children and L2 learners come to know more of the target language, then what they’ve have been exposed to?

28
Q

According to the innatist perspective, how do children and L2 learners acquire language?

A

Biological endowment

29
Q

What is the critical period hypothesis?

A

There is a limited period of time in a persons life in which language acquisition can take place

30
Q

How do the cases of Victor and Genie illustrate the critical period hypothesis?

A

They were unable to speak because they were exposed to language interaction after they had passed their critical period

31
Q

What does the term metalinguistics awareness mean? Give an example of an ability that would demonstrate a speaker’s metalinguistic awareness

A

It is being able to treat language as an object that is seperate from the meaning it conveys

32
Q

What is the fundamental difference between Jean Piaget’s and Lev Vygotsky’s interactionist perspectives on language acauisition?

A

Piaget’s language is acquired through physical interaction with the environment. Vygotsky: language is acquired through social interaction

33
Q

Define the zone of proximal development and relate it to the act of language acquisition

A

Children and L2 learners acquire language when in contact with an interlocuter that passes greater knowledge and skill that they do.

34
Q

Explain the contrastive analysis hypothesis

A

An L2 that is similiar to the L1 is easier to acquire than an L2 that is different from the L1

35
Q

According to Ringbom’s 1986 study’ Finnish-Swedish bilinguals made errors in English that were traceable to Swedish but not Finnish. Why was this so?

A

English is closer to Swedish that it is to Finnish

36
Q

Give an example of a Francophone’s developmental error in English that cannot be explained by contrastive analysis

A

Ex 1: traffic’s accidents
Ex 2: saying “I bought” as a result of acquisition and then replacing it “I buyed” as a result of learning that regular past ending for verbs

37
Q

Why might a language feature, such as the type illustrated in the answer to question #14, be an indication of linguistic progress- despite being incorrect?

A

It shows that the L2 learner is developing a more complex understanding of the L2 language system

38
Q

What is the name of the type of analysis that examines developing speech patterns in the L2 that cannot be attributed to interference from the L1?

A

Error analysis

39
Q

Order of grammatical morphemes

A 
Present progressive -ing (mommy running)
Plural -s ( two books)
Irregular past forms ( baby went)
Possessive -s (daddy's hat)
Copula (mommy is happy)
Articles the and a
Regular past -ed (she walked)
Third person singular simple present -s (she runs)
Auxiliary be (he is coming)
40
Q

Order vs. Rate #1

A

A child who had mastered the grammatical morphemes at the bottom of the list had also mastered those at the top, but the reverse was not true.
Thus, there was evidence for a developmental sequence’ or order of acquisition.
However the children did not acquire the morphemes at the same age or rate.

41
Q

Order vs. Rate #2

A

Eve = mastered nearly all the morphemes before 2 years old
Sarah & Adam still trying at 3-4 years old

The children mastered the morphemes at different ages, just as Adam, Eve, and Sarah had done, but the order of their aquisition was very similar.
In the end there is no clear explanation for the sequence, and most researchers agree that the order is determined by an interaction among a number of different factors.

42
Q

Pragmatics

A

Pragmatics is the study of how language is used in context to express such things as directness, politeness, and deference.
Ex: requesting
Refusing
Apologizing
Differing authority
Making a political statement or insulting someone

They need to learn to recognize the many meanings that the same sentence can have in different situations.

43
Q

Language varaiables

A

1- the learner’s proficiency level in L2
The study of how second language learners acquire this aspect of language is referred to as ‘interlanguage pragmatics’
2- the learners’s L1 background ( culture and customs)

44
Q

Stages of pragmatic language development

A

Stage 1- consists of minimal language that is often incomplete and highly context-dependent
Stage 2- includes primarily memorized routines and frequent use of imperatives
Stage 3- is marked by less use of formulas, more productive speech, and some mitigation of requests
Stage 4- involves more complex language and increased use of mitagation, especially supportive statements
Stage 5- is marked by more refinement of the force of requests

45
Q

Phonology segmentals

A

Most of them focused on the pronunciation of segmentals
Getting learners to perceive and to produce distinctions between single sounds in minimal pair drills ( for example, ‘ship’ ‘sheep’

46
Q

Phonology suprasegmentals

A

Both focus on pronunciation
If it was taught, the emphasis was on suprasegmentals (rythm, stress, and intonation)– aspects of pronunciations that were considered more likely to affect communication

47
Q

The 4 abilities that comprise language aptitude (skills) in the MLAT and PLAB test

A

1- the ability to identify and memorize new sounds
2- the ability to understand the function of particular words and sentences
3- the ability to figure out grammatical rules from language samples
4- the ability to remember new words

48
Q

MLAT

A

Modern language aptitude test

49
Q

PLAB

A

Pimsleur language aptitude battery

50
Q

*******Language teaching methods for which metalinguistic knowledge was an accurate measure of language proficiency

A

Three different types of instruction, which she called deductive, inductive, and structured input.
Students were assessed on three measures of language aptitude: language analytic ability, phonemic coding ability, and working memory.
They were then divided into three groups and given different types of instruction on direct object pronouns in french.

51
Q

**** He dismissal of IQ as a relevent factor in language proficiency… NB! The connection between IQ and the metalinguistic knowledge that is measured in the MLAT and PLAB tests… The current trend that demonstrates the limitations of defining language competence solely in terms of metalinguistic knowledge.

A

IQ test are not a relevent factor in language proficiency bcz it focuses only on metalinguistic knowledge; (language analysis, rule learning) may play less important role outside the classroom or in the classrooms where the instruction focuses more on communication and interaction. Both IQ and metalinguistic knowledge focuses on the analyze of the writing part of language. MLAT or PLAB are connected to IQ test considering the 4 abilities direct the three tests. Learners need to have the opportunity to communicate and interact in classroom or outside the classroom.

52
Q

Learning styles: cognitive

A

Cognitive

  • field-independent learners: good with details and lose track of the objectives; tend to seperate details from the general background
  • field-dependent learners: see things more holistically: characterized by the belief that the parts of something are intimitely interconnected and explicable only by reference to the whole.

sla (2 decks)

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