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26 Cards in this Set
- Front
- Back
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Language Development: B.F Skinner |
Argued that children learn language, or verbal behavior, through conditioning and reinforcement.
They will learn to use correct grammar by being positively reinforced.
Discouraged from using incorrect grammar through negative reinforcement. |
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Language Development: Noam Chomsky |
Argued that humans have an innate ability to learn language.
This ability called the Language Acquistion Device (LAD) |
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Language Acquistion Device (LAD) |
Innate ability to learn language |
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Primary Language Development: Birth to One Year |
Children make cooing and babbling sounds in imiation of the vowel and consonant-vowel combination phonemes they hear. |
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Primary Language Development: One to two years. |
Phonological awarenes increases as children begin to recognize when speakers use correct proununciation.
Vocabulary grows between 18 & 24 months.
Begin to join words into 2-word combinations. |
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Primary Language Development: Three to Five Years |
-Pronunciation improves. -Begin to construct 3-word sentences. -Learn to add morphemes sentences become more complex. -Begin to grasp metaphors
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Primary Language Development: Six to Ten Years |
-Know all vowels and most consonants. -Learn denotation, the literal meaning of a word. -Understanding of metaphors increases. -Begin to use more complex grammatical structures. |
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Primary Language Development: Seven Years |
Children are capable or simple reading and writing. |
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Primary Language Development: Eight Years. |
-Can use complex and compound sentences. -Know all speech sounds -Regulate the rate and volume of their speech. |
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Second-Language Acquisition (SLA) |
Students learning a second language also learn in stages.
According to Krashen and Terrell there are five stages. |
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SLA: Preproduction |
Students at this stage hae little or no comprehension of the second language and usually are not verbal. |
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SLA: Early Production |
-Student is beginning to comprehend -Student responds to the teacher with one- or two-word answers. -Uses verbs in the present tense. |
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SLA: Speech Emergence |
-Student's comprehension improves -Student can use simple sentences with some grammar and punctuation errors. |
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SLA: Intermediate Language Fluency |
-Students have vastly improved comprehension -Still make occasional grammatical errors. |
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SLA: Advanced Fluency |
The student can speak almost at the level of a native speaker. |
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Theories of Second Language Acquisition |
Several Theories that attempt to explain how students learn a second language. |
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Theories of Second Language Acquisition: Comprehensible input hypothesis |
Stephen Krasen developed 5 hypotheses based on the notion of comprehensible inputs, or linguistic knowledge and information that students can understand and acquire. |
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Acquisition-learning hypothesis. |
-Acquiring and learning a 2nd language are independent processes -Acquisition takes place at the subconscious leve. -Learning is the conscious study of grammatical rules. |
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Input Hypothesis |
Each step in learning a second language should build on the inputs from the previous steps. |
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Natural-Order Hypothesis |
Students must acquire rules of a second language in a natural, comprehensible order in order to learn that language. |
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Monitor Hypothesis |
Students of a second language use their internal self-monitors to correct errors before speaking. |
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Affective filter hypothesis |
Emotional and environmental contexts may act as filters to inhibit understanding and learning a second language. |
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Comprehensible output hypothesis |
-Swain developed a theory based on comprehensible outputs. -Students acquire a 2nd language by perceiving the gap between what they already know and what they should know. -They notice the gap in their skills andmodify their output and become open to learning new skills. |
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Skills Acquisition Theory |
States that learning a second language is a skill that depends on practice and perserverance.
This skill progresses from conciously learning the rules to unconsciously learning how to apply the rules. |
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Processability Theory
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Developed by Penemann, attempts to understand how students deal with "interlanguage" systems-the idiosyncratic system a student creates, blending features of the native and 2nd language, before being completely proficient in the second language. |
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Sociocultural Theory |
emphasize cultural sensitivity, cultural themes and traditions, and the culturally specific use of words and body language in communication |
