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PSYC 491 > W4 Language > Flashcards

W4 Language Flashcards

1
Q

their L2 findings based on what four bodies of work?

A

foreign language education, child language
research, sociocultural studies, and psycholinguistics

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2
Q

Optimal conditions
for L2 learners immersed in a majority-L2 society include 5

A

strong home lit-
eracy practices, opportunities to use the L2 informally, well-implemented
specially-designed L2 educational programs, and sufficient time devoted to
L2 literacy instruction, whereas L2 learners with little L2 exposure require
explicit instruction to master grammar;

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3
Q

L2 learners with strong L2 …3 are more successful;

A

apti-
tude, motivation, and first language (L1) skills

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4
Q

Effective L2 teachers demonstrate …3

A

sufficient L2 proficiency, strong instruc-
tional skills, and proficiency in their students’ L1;

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5
Q

L2 learners require…
years to reach L2 proficiency

A

3-7

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6
Q

young learners take less time to learn

A

f younger learners typically taking longer
but more likely to achieve close-to-native results.

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7
Q

two
settings dominated the studies found:…

A

L2 acquisition of English among children of
immigrants to the United States and foreign language classroom settings

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8
Q

What Are Optimal Conditions for L2 Acquisition?

A

there is no “one best way” to edu-
cate L2 learners

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9
Q

optimal conditions varry based on… 5

A

learning contexts, pedagogical goals, program setup, learner
characteristics, and the interactions among these contextual variables

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10
Q

Learners in L2-Majority Contexts: contextual variables?

A

parent edu and L2 language lit (less importat when school and informal settings considered), opportunity to use in informal settings (like w peers)

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11
Q

Learners in L2-Majority Contexts: home enviro factors?

A

parents L2 use only depresses L1 vocab, home literacy practices help (even in L1 helps with L2)

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12
Q

Learners in L2-Majority Contexts: bilingual edu programs

A

attended bilingual preschool programs for 1 or 2 years
gained L2 proficiency, with no harm to their L1 proficiency

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13
Q

Learners in L2-Majority Contexts: characteristic of instruction?

A

which model best?

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14
Q

younger or older kids make more L2 friends

A

younger

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15
Q

what is a Two-way bilingual programs

A

combine L2 learners of English who all speak the
same L1 (usually Spanish) with L1 English speakers; the goal is for all students to
become fully proficient in both languages

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16
Q

two way bilingual vs english immersion progress?

A

?

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17
Q

Learners in L2-Majority Contexts: time?

A

time in
L2 reading instruction was positively related to L2, and negatively related to L1

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18
Q

what is the sheltered instruction observa-
tion protocol (SIOP) model?

A

based on sociocultural princi-
ples, includes the following components for lesson planning, implementation, and
evaluation: preparation, building background, comprehensible input, strategies,
practice or application, lesson delivery, and review or assessment

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19
Q

L2 Learners in Foreign Language Settings

A
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20
Q

L2 Learners in Foreign Language Settings: explicit instruction?

A

explicit instruction about grammatical features of L2 , structured-
input and output (output also for written not only oral) ?

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21
Q

L2 Learners in Foreign Language Settings: intensity

A

condensed learning with more hours in less time did not help

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22
Q

L2 Learners in Foreign Language Settings: : content based instruction

A

taking class in L2 more lexical items

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23
Q

What Are the aptitide Characteristics of L2 learners impats? what dif bw early and late learners

A

memory for text (young not old), listening comprehension (young), anylytic ability (small impact for both), aptitude, or verbal analytical ability (teens)??

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24
Q

What Are the Characteristics of Excellent L2 Learners?

A

aptitude
motivation
L1 skills
other factors

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25
Q

motivation impact?

A

motivation was strongly correlated with intended
effort, contact with L2 speakers helps

26
Q

L1 skills impact?

A

helps more than L2 aptitude but aptitude in both related

27
Q

other factors?

A

anxiety, gender (girls more motivated

28
Q

L2 …2 are learner characteristics that appear to
make the largest difference in L2 outcomes, but other variables, such as L1 skills,
L2 anxiety, and gender, also may play a role.

A

aptitude and motivation

29
Q

What Are the Characteristics of Excellent or Unsuccessful L2 Teachers?

A

L2 proficiency, desire to teach well, classroom org, L1 prof,

30
Q

Teachers them-
selves reported needing L2 competence specifically focused on …: how to
simplify grammatical and lexical items, how to teach learners the use of context in
inferring meaning, and how to recognize and properly correct errors in student
output and also reported requiring … competence

A

pedagogy, sociolinguistic

31
Q

…knowledge helped teachers created more relevent and better inputs

A

metalinguistic

32
Q

s elf-
efficacy, intellectual excitement, and teacher reflectivity could be attributed to one
underlying factor, …

A

the desire to teach well.

33
Q

problems with L1 L2 teacher swtiching

A

overuse of L2 confuses students (novice teachers common)

34
Q

What Are Reasonable Expectations for Speed and
Accomplishment for L2 Learners of Different Ages? L2 majority contexts factors?

A

time, age of arrival, education

35
Q

it took 7 years for
approximately 80% of the learners to gain proficiency in listening, speaking, read-
ing, and writing English with 80% reaching intermediate in .. years

A

7, 2

36
Q

time factor for how long to learn?

A

how long in US, less time for L2 learners to become
orally proficient in the L2 syntax than it does for them to master reading and writ-
ing in the L2.

37
Q

age of arrival impact on how long to learn?

A

youngger = better oral and grammer knowledge (use of L1 = dif vowel perception)

38
Q

younger learners usually have an ultimate attainment
advantage , but older learners tend to
demonstrate …2 advantages

A

efficiency and rate

39
Q

grammer knowledge flatten out at what age

A

18

40
Q

L2 learners dont catch up on
…2 even after several years of for-
mal instruction

A

reading comprehension and vocabulary knowledge, syn-
tactic awareness (can aquire same in reading, phonological processing, memory,
spelling, word reading, and lexical access skill)

41
Q

later age of arrival self-reported lower rates of English success, with
a gradual decline according to age.

A

t but cirtical period for dif elements of language and language learnt

42
Q

how does education relate

A

rated their own proficiency in L2 English more highly after
at least 10 years

43
Q

Education: children’s starting points at school entry also make a difference what does this mean

A

? Children from homes where only
Spanish was spoken learned L2 English vocabulary faster than children from
Spanish–English homes, but these Spanish-only children still scored significantly
lower than their Spanish–English peers, and both groups were below the monolin-
gual norms, by the end of 2 years of preschool

44
Q

other factors in expertise?

A

ypological distance
between the L1 and L2, continued L1 use negative predictors. quantity of input positive predictor

45
Q

L2 Learners in Foreign Language Contexts dif in age

A

younger learners’ attainment advantage does not
automatically manifest itself. On the contrary, late L2 learners who display more
cognitive maturity may overtake early learners

46
Q

L2 Learners in Foreign Language Contexts influence on expertise?

A

age of initial instruction, hours of instruction, other factors

47
Q

L2 Learners in Foreign Language Contexts: age of instruction influence?

A

without control early betterwhen control for hours of instruction older have advantage on L2 receptive vocabulary, reading accuracy, reading com-
prehension, and listening, oral profic reading writing but less in pronunciation (some skills same)

48
Q

L2 Learners in Foreign Language Contexts: hours of instruction?

A

improved as their number of hours of L2 instruction increased, even in the absence
of direct instruction.

49
Q

L2 Learners in Foreign Language Contexts: other factors?

A

quality and quantity of input, quality of teaching, motivation, focus of L2 instruction, and
desire to sound like a native speaker must be taken into account in interaction with
age to explain L2 outcomes

50
Q

These findings lead to the speculation that the effect of … in naturalistic learning
settings might be mediated by its association with quality of input and access to
interaction, just as in instructional settings.

A

age

51
Q

In an L2-majority context, young L2
learners are likely ultimately to be successful at L2 learning, but only when? However, L2 learners (of any age) are more likely to reach native-like pro-
ficiency in oral fluency, vocabulary, and literacy tasks than on …, especially if they start after age 12. However, these
differences in grammatical knowledge or pronunciation are unlikely to impede
overall …

A

after several years, grammatical intui-
tion tasks or pronunciation
academic achievement

52
Q

even the L2
learners who arrive as teenagers will be able to succeed academically in the L2,
given appropriate …

A

instruction, input, and motivation (take longer if distance between 1 and 2 larger

53
Q

younger is better

A

f holding hours of
instruction constant, older learners perform better on measures of L2 proficiency (but younger = more hours of input

54
Q

…research-
ers are more interested in describing learners’ success in communicative interac-
tions than in measuring their technical proficiency

A

sociocultural

55
Q

what can explain why older learners more efficient but less likely

A

converge so powerfully on the importance of amount of input and interaction with native speakers in explaining both speed of acquisition and level of proficiency

56
Q

Has Information Generated by the Four Research Perspectives Influenced
the Formulation of Educational Policies for L2 Learners in the United States? what policies reveal?

A

No Child Left Behind Act (NCLB), State policies for L2 education, Alternative programs for L2 learners, Foreign language policy.

57
Q

No Child Left Behind Act (NCLB) influence on L2 learners and edu?

A

assess all students in English literacy including English L2 learners,
separately

58
Q

state policies influence on L2 learners and edu?

A

policies demanding instruction only in L2 or both L1 and L2, cultural component (inconclusive on L1 teaching which best but yes to cultural), 1-year sheltered English immersion program UNSUPPORTED 3-7 years

59
Q

Alternative programs for L2 learners impact?

A

Two-way bilingual programs= emphasizes the importance of learner interaction
and equalization of power relations.= all four perspectives would support such programs in
principle

60
Q

foreign language policy influence?

A

no national policy on foreign language learning = deemphasizing L2 learning for
English speakers by not including it in the tested subjects required for school
accountability= promote
study of “critical languages” that are deemed important to “national security” = low efficacy of learning at school vs at home. doesn’t encourage L1 (not eng) proficiency and doesn’t promote L2 (for eng speakers) learning, doesn’t identify people struggling or excelling

61
Q

U.S. policy toward L2 learners of
English or other languages does not incorporate the research findings of any of the
four bodies of work reviewed here

A

t

PSYC 491 (9 decks)

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