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Description
Flashcards by Michael Tewes, updated more than 1 year ago
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Created by Michael Tewes
over 8 years ago
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| Question | Answer |
| What is LANGUAGE TRANSFER | When L1 and L2 are similar, the L1 would actively aid the L2 learning (language transfer) |
| CONTRASTIVE ANALYSIS | Focuses on the differences between L1 and L2 to predict the learner "problem areas" while acquiring L2 |
| What is the "L2 = L1"-hypothesis? | Learner follow the same processes of SLA and L1 acquisition as a result of the strategies learners employ |
| What are CONTEXTUAL VARIATIONS | Learners make (sometimes) errors in using L2. Their are two types of CONTEXTUAL VARIATIONS |
| Contextual Variation 1: SITUATIONAL CONTEXT | Learners user their knowledge of the L2 differently in different situations. More/Different errors when using L2 instantly, than when thinking about the situation in advance |
| Contexttual variation 2: LINGUISTIC CONTEXT | Learners produce errors in one type of sentence but not in another. 3rd person singular Present Simple Tense: "He BUYS her a bunch of flowers" vs. "He visits her every day and BUY her a bunch of flowers." |
| Second Language Acquisition in general? | SLA is learning of a nonnative language. May or may not take place in a classroom context. |
| Name the five primary linguistic elements. | PHONOLOGY: sounds of a language SYNTAX: grammar and rules of a language MORPHOLOGY: study of word formation SEMANTICS: study of meaning PRAGMATICS: refers to the way language is used in context |
| Most common models for Second Language Acquisition | 1. Universal Grammar Model 2. Competition Model 3. Monitor Model |
| Explain UNIVERSAL GRAMMAR MODEL. | The UGM refers to the system of principles, rules and conditions that are properties of all human languages. Second language learners base their SLA on universal principles common to all languages, and on the constraints of the particular rules of each language. |
| Explain COMPETITION MODEL | The CM is based in the assumption that forms of natural language are created to communicate. The second language learners are faced with a conflict between native language and target language cues and cue strength. |
| Explain (Krashen's) MONITOR MODEL | Based on five hypotheses: 1. Acquisition-Learning Hypothesis 2. Natural Order Hypothesis 3. Monitor Hypothesis 4. Input Hypothesis 5. Affective Filter Hypothesis |
| Krashen's Monitor Model: explain the ACQUISITION-LEARNING HYPOTHESIS | ACQUISITION occurs unconsciously and LEARNING is conscious knowledge of the second language |
| Krashen's Monitor Model: explain the NATURAL ORDER HYPOTHESIS | language rules are acquired in a predictable order |
| Krashen's Monitor Model: explain the MONITOR HYPOTHESIS | the learned system acts as a monitor of the acquired system |
| Krashen's Monitor Model: explain the AFFECTIVE FILTER HYPOTHESIS | motivation, attitude, self-confidence, and anxiety affect second language acquisition |
| Krashen's Monitor Model: explain the INPUT HYPOTHESIS | suggests that language instruction just slightly above the student's current level of language proficiency (i.e., comprehensible input) is useful for second language acquisition |
| Explain INTERLANGUAGE concept | The language that learners use is a complete language system of its own (not only result of difference between L1 and L2) |
| What is the CRITICAL PERIOD HYPOTHESES? | Suggest, that individuals lose the ability to fully learn a language after a particular age in childhood. |
| Name the five STAGES of HAYNES | 1. Preproduction - Silent period 2. Early production 3. Speech emergence 4. Intermediate fluency 5. Advanced fluency |
| 1. STAGE of HAYNES? | PREPRODUCTION: Learners have a receptive vocabulary of up to 500 words, but do not speak the second language |
| 2. STAGE of HAYNES | EARLY PRODUCTION: Receptive and active vocabulary of about 1000 words and learners speak short phrases (1-2 words), memorize chunks but make mistakes when using L2 |
| 3. STAGE of HAYNES | SPEECH EMERGENCE: Vocabulary of about 3000 words and learners can communicate using simple questions and phrases. Grammatical errors. |
| 4. STAGE of HAYNES | INTERMEDIATE FLUENCY: Vocabulary of 6000 words and can use more complex sentence structures. can share their thoughts and opinion. Frequent errors with complex sentence structures. |
| 5. STAGE of HAYNES | ADVANCED FLUENCY: Level close to native speakers (5-10 years of learning a language) |
| Comparism: first vs. second language acquisition | First language influence on L2: - pronunciation could be difficult, because learned different in L1 - negative/positive "LANGUAGE TRANSFER" - L2 could also have effects on L1 (i.e. pronunciation) |
| Influences on INTERLANGUAGE creation | LANGUAGE TRANSFER: transferring structures/sounds L1 to L2 OVERGENERALIZATION: using rules ALWAYS ("I goed home") SIMPLIFICATION: using a highly simplified form of language |
| What is SEQUENCE of ACQUISITION | Order in which certain grammatical functions are learned. Typical: 1. Plural -s ("Girls go.") 2.Progressive -ing ("Girls going.") ... 7. Third person -s ("The girl goes.") |
| Explain VARIABILITY. | No concrete order in acquisition. FREE VARIATIONS: learner uses two forms interchangeably SYSTEMATIC VARIATIONS: depends on the context of utterances that leaner makes |
| What is the COGNITIVE APPROACH? | Cognitive research (in general) is concerned with mental processes involved in language acquisition and how they can explain the nature of learners' language knowledge. |
| Explain COMPUTATIONAL MODEL. | Dominate model of cognitive approach to SLA with 3 Stages: 1. retain certain features of language input in short-term memory 2. convert some of this intake into second language knowledge (long-term memory) 3. use of second language knowledge to produce output |
| What are SOCIOCULTURAL FACTORS? | Social aspects play an important role on language acquisition. Different approaches: - "distance" Learner - community - L2 spoken by minority/majority - Gender (female seem to have higher motivation) - ... |
| Learners STRATEGIES in second language acquisition? | Basically divided into LEARNING STRATEGIES (techniques to improve learning) and COMMUNICATIVE STRATEGIES (convey meaning even when not knowing the correct form, or using gesture). |
| AFFECTIVE FACTORS? | ANXIETY: may affect quality/speed of acquisition PERSONALITY: extravert and introvert MOTIVATION |
| Explain language ATTRITION. | Is the loss of proficiency in a language cause of a lack of exposure to or use of a language. - AGE - PROFICIENCY LEVEL - SOCIAL FACTORS |
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