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110 Cards in this Set
- Front
- Back
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WHAT IS PHONOLOGY
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THE STUDY OF HOW SPEECH SHOUND ARE ORGANIZED AND USED IN LANGUAGES TO CREATE WORDS AND ENCODE MEANING
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WHAT ARE PHONES
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PHONES ARE ALL THE SPEECH SONDS THAT THE HUMAN SPECIES IS CAPABLE OF MAKING
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WHAT ARE PHONEMES
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GROUPS OF SIMILAR SOUNDING PHONES THAT SHARE THE SAME FUNCTION IN A GIVEN LANGUAGE
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WHAT DO PHONEMES POSE PROBLEMS WHOSE PRIMARY LANGUAGE IS SENSITIVE TO INTONATION?
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IN ENGLISH CHANGING THE TONE DOES NOT CHANGE THE MEANING, UNLIKE CHINESE. THIS MIGHT BE CONFUSING
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WHAT ARE ALLOPHONES
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ALL PHONE THAT COLLECTIVELY MAKE UP A PHONEME (DIFF PRONO OF SAME LETTER)
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WHAT IS FUNCTION OF PHONEMES
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DISTINGUISH WORKD FORM ONE ANOTHER
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HOW DOES CHANGING THE ALLOPHONE AFFECT A WORD?
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IT DOESN'T, BUT IT MIGHT MAKE THE WORK HARD TO UNDERSTAND
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HOW MANY PHONEMES IS THE ENGLISH LANG
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ABOUT 47
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WHAT IS INTONATION
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VARATION IN SOUND FREQUENCY (PITCH)CAUSED MY INCREASING OR DECREASING THE TONES
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WHAT IS MODULATION
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VARYING PITCH AND VOLUME
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HOW IS INTONATION USED IN ENGLISH
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TO MAKE A QUESTION, DISBELIEF, IRONY, SURPRISE, SARCASM
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WHY SHOULD ELS LEARN INTONATION PATTERNS
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TO INCREASE UNDERSTANDING; EXAMPLE: QUESTIONS
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WHY DO PHONETIC RULES CAUSE PROBLEMS FOR EL LEARNERS
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THEY ARE DIFFERENT FROM THEIR FIRST LANG
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WHO MIGHT EMPHASIZING A PHRASE WITH INTONATION WITH AND INCREASE STRESS CAUSE PROBLEMS
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IF THE L1 USES SYNTACTIC DEVICES FOR EMPHASIS WILL NOT UNDERSTAND THAT INTONATION IS FOR EMPHASIS
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WHAT IS A DIAGRAPH
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PHONEMES WRITTEN WITH TWO LETTERS CH-
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WHY WILL ELS HAVE TROUBLE WITH DIAGRAPHS
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LETTER PAIRS THAT APPEAR TO REPRESENT DIAGRAPHS, MIGHT NOT ALWAYS BE SO. THE ai in NaiiVE
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WHAT IS A DIPHTHONG
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VOWEL DIAGRAPHS
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WHY ARE DIPHTHONGS CONFUSING FOR ELs
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DIPHTHONGS BEGIN WITH ONE VOWEL SOUND AND SMOOTHLY TRANSITION TO ANOTHER (TOY, TOUR). PURE VOWEL SOUNDS REQUIRE NO MOVEMENT OF THE TOUNGE (PAN). THIS TOUNGE MOVEMENT IS HARD FOR ELS
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WHAT IS SCHWA
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THE PHONEME MOST COMMON IN ENGLISH PRONOUNCES "UH" a IN ADEPT e IN SYNTHESIS i IN PENCIL
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WHY IS SCHWA HARD FOR ELS
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BECAUSE SCHWA VARIES SLIGHTLY WITH EACH WORD, TO WHAT DEGREE IS HARD TO MASTER
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WHAT ARE CONSONANT CLUSTERS
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TWO OR MORE CONSONANT PHONEMES IN A SYLLABLE WITHOUT ANY VOWELS grAmmATICAL
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WHAT IS THE DIFFERENCE BETWEEN CONSONANT CLUSTERS AND DIGRAPHS
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DIAGRAPHS ARE A SINGLE PHONEME WHILE CONSONANT CLUSTERS ARE TWO OR MORE ADJACENT PHONEMES
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WHY ARE ENGLISH SOUND PATTERNS DIFFICULT TO AURALLY AND ORALLY DISCRIMINATE
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THE SOUND PATTERNS FOCUS ON HOW C AND V PHONEMES ARE CLUSTER TOGETHER IN WORDS. THSE CLUSTERING RULES MIGHT BE DIFFICULT DEPENDING ON THE SIMILARITY BETWEEN L1 AND ENGLISH
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WHAT IS THE RULE FOR INITIAL CONSONANT CLUSTERS
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THERE IS A MAXIMUM OF 3 CONSONANT PHONEMES. WITH CCC, THE FIRST MUST BE s THE SOUND MUST BE p t or k AND THE THIRD MUST BE l, r, w or j.
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HOW MIGHT ll BE A PROBLEM FOR ELS
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IN ENGLISH ll is the same as L, THIS MIGHT BE HARD FOR L1S THAT TREAT AS 2
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WHAT CAN THE EL DO IF THE L1 IS VOID OF ENGLISH PHONEMES
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THEY WILL HAVE TO LEARN THE NEW PHONEMES AND GET RID OF THE NEGATIVE TRANSFER THAT HAPPENS IN BETEEN. THEY WILL HAVE TO LEARN BASIC AURAL COMPREHENSION FIRST
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WHAT IS LANGUAGE TRANSFER
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THE TRANSFER OF PRIOR KNOWLEDGE FROM L1 TO L2
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WHAT IS IT IMPORTANT TO UNDERSTAND LI INTERFERENCE
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IMPORTANT TO CONSIDER WITH CONSONANTS ARE CLUSTERED IN ENGLISH WHOS SOUNDS ARE UNIQUE TO ENGLISH
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WHAT IS AN IMPORTANT INSTRUCTIONAL STRATEGY TO USE WITH BEGINNING ELS
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BEGIN WITH VC OR CV PATTERNS on, no. MOVE TO CVC, CCV CCVC CCCVC ETC.
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WAHT IS MORPHOLOGY
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GRAMMAR THAT FOCUSES ON THE INTERNAL STRUCTURE OF WORDS
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WHAT ARE MORPHEMES
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THE BASIC UNIT OF A WORD/ROOTS AND AFFIXES
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WHAT ARE THE 8 INFLECTIONAL MORPHEMES
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plural s, 's, -er -est present s, -ed-ing -en
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WHAT ARE COGNATES
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WORLD WITH THE SAME ORIGIN
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WHAT ARE FALSE COGNATES
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WORDS THAT SEEM TO SHARE AN ORIGIN, BUT ARE DIFFERENT
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WHAT ARE SOME COMMON ERRORS WITH MORPHEMES
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PLURAL IN ENGLISH IS MOSTLY -s WHERE OTHER LANGUAGES HAVE NUMEROUS FORMS
-OMISSION OF 3RD PERSON SINGULAR 'S -OMISSION OF PAST -CONFUSION ABOUT REDUNDANCY |
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WHAT ARE ELD STANDARDS
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STRATEGIES TEACHERS CAN USE TO FACILITATE IMPROVED VOCAB, SPELLING, FLUENCY. TOOLS TO USE TO MOVE TO NEXT ELA GRADE LEVEL
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HOW ARE THE ELD STRATEGIES STRUCTURED
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BY GRAD AND PROFICIENCY LEVEL
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WHAT IS THE PHILOSOPHY BEHIND EXPLICIT INSTRUCTION IN ELD
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A RELATIVELY SMALL GROPU OF WORDS WHEN BROKEN DOWN TO INDIVIDUAL MORPHEMES ACCOUNT FOR A LARGE % OF WORDS NEEDED FOR FLUENCY. IF YOU STUDY MORPHEMES WITH A DICTIONARY, LEARNERS CAN LEARN THESE QUICKLY TO BUILD A VOCAB BASE
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WHAT IS THE MAIN BENEFIT OF IMPLICIT INSTRUCTION
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DRAWS ON EXPLICIT TO IMPROVE VOCAB AND FLUENCY. THEY SUPPORT EACH OTHER
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WHAT MUST AN EL HAVE BEFORE BEING ABLE TO ANALYZE WORDS
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-PHONEMIC AWARENESS
-CONTRASTIVE ANALYSIS -ENGLISH PRINT -ENGLISH MORPHEMES AND RULES |
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HOW CAN THE TEACHER HELP ELS IMPROVE FLUENCY IN READING AND WRITING
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PHONICS MUST BE TAUGHT IN ORGANIZED MANNER. REC. INSTRUCTIONAL STRATEGIES AND SCAFFOLDING MUST BE USED
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WHAT ARE THE COMPONENTS OF AN EFFECTIVE PHONIC PROGRAMS
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-DELIBERATE
-ORGANIZED/BASED ON RESEARCH -BEGINS WITH SOUND-SYMBOL RELATIONSHIP -OPPORTUNITIES TO PRACTICE -TAUGHT SOUND SYMBOL RELATIONSHIPS |
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HOW DOES SYSTEMIC PHONICS COMPARE TO EXPLICIT PHONICS
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SYSTEMATIC PHONICES IS USED THROUGHOUT THE GRADES OR AS INTERVENTION. EXPLICIT INSTRUCTION CAN BE A COMPONENT OF SYSTEMIC PHONICS. IT DEFINES DAY-TO-DAY INSTRUCTION
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WHAT KNOWLEDGE AND SKILLS ARE TAUGH USING EXPLICIT APPROACH
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PHONEMES
CONSONANT CLUSTERS SOUND/SYMBOL RELATIONSHIPS |
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WHAT MUST AN EFFECTIVE DECODER KNOW AND UNDERSTAND
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-PHONOLOGICAL PROP
-MORPHOLOGY PROP -SEMANTICS -SYNTAX -CONCEPTUAL RELATIONSHIPS |
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WHAT IS ORTHOGRAPHY
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ALL ASPECTS OF WRITING SUCH AS SPELLING, PUNCT. AND FONT FORMAT
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WHAT THREE COMPETING FACTORS HAVE HINDERED SPELLING REFORM IN ENGLISH
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-PHONETICALLY SIMILAR WORDS MUST RETAIN CONSISTENCY IN THIER SPELLING EVEN WHEN THEY ARE PRONOUNCED DIFF (STUDENT/STUDY)
-WORDS THAT HAVE THE SAME ROOT AND SHARED MEANING MUST HAVE SIMILAR SPELLING -SPELLING MUST BE HISTORICALLY PRESERVED TO REFLECT WORD ORIGINS |
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WHAT CAN ATHE TEACHER DO TO LIMIT THE CHALLENGES ELS EXPERIENCE WITH SPELLING
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EMPHASIZE ROOT WORD ORIGINS AND SPELLING PATTERNS. HELP STUDENTS DEV. STRUCTURAL/WORD ANALYSIS SKILLS
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WHAT ARE THE MAIN ISSUES ELS HAVE WITH STRUCTURAL ANALYSIS?
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-MUST BE ABLE TO RECOGNIZE MORPHEMES AND KNOW WHAT THEY MEAN
-MUST MAKE SENSE OUT OF COMBINED MORPHEMES -DISTINGUISH BETWEEN TRUE MORPHEMES AND THOSE THAT SHARE SPELLING PATTERN- -UNDERSTAND THAT SOME MORPHEMES ARE PRONOUNCED DIFFERENTLY IN SOME WORDS |
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WHAT IS CONTRASTIVE ANALYSIS
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PROCESS OF COMPARING PHONOLOGICAL SYSTEMS OF L1 AND ENGLISH BY LOOKING AT MORPHOLOGY, PHONOLOGY AND SYNTAX
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WITH RESPECT TO CONTRASTIVE ANALYSIS, WHAT CONDITIONS IS L1 MOST LIKELY
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POSITIVE TRANSFER OCCURS WHEN THERE ARE SIMILARITIES BETWEEN L1 AND ENGLISH
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HOW MIGHT THE TEACHER IDENTIFY DIFFERENCES BETWEEN ENGLISH AND L1
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THE TEACHER CAN IDENTIFY PROBLEM AREAS AND ADDRESS THEM WITH PROPER MATERIALS
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WHAT IS THE OPPOSITION TO CONTRASTIVE ANAYSIS?
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IMPLEMENTATION IS EXTREMELY TIME CONSUMING, PARTICULARLY WHEN THERE ARE DIFF. LANG.
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WHAT ARE THE RECOMMENDED STRATEGIES FOR IMPROVING VOCAB
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CONTEXT CLUES
WORD ANALYSIS EMPLOYING WORD APPOSITION |
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WHAT IS APPOSITION
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SIMILAR TO CONTEXT CLUES WHERE WORDS MEANING IS INFERRED BY LOOKING AT ADJACENT WORDS OR PHRASES THAT MODIFY
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WHAT IS SYNTAX
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HOW WORDS ARE USED TO CONSTRUCT SENTENCES
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WHAT ARE THE SYNTACTIC CLASSES
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NOUNS, PROPER NOUNS, COMMON NOUNS, PRONOUNS, ADJ, VERBS, ADVERS, ARTICLES, CONJUNCTIONS, PREPOSITIONS
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WHAT IS THE MAJOR CROSS-LANGUAGE CONFUSION WITH PREPOSITIONS
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IF L1 APPLIES A POST PREPOSITIONAL AS OPPOSED TO PRE-PREPOSITIONAL PHRASES.
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WHAT ARE THE ENGLISH SYNTACTIC RULES
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SUBJECT-VERB
SUBJECT-VERB-OBJECT SUBJECT-VERB-COMPLEMENT SUBJECT-VERBD-INDIRECT OBJECT-DIRECT OBJ SUBJECT-VERB-OBJECT-COMPLEMENT |
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WHAT ARE THE CROSS LANGUAGE CONFUSION WITH SYNTACTIC RULES
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SUBJECT VERB AGREEMENT
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WHAT STRATEGY CAN BE USED TO ADDRESS SYNTACTIC RULES
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CONTRASTIVE ANALYSIS BETWEEN L1 AND ENGLISH
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WHAT IS SEMANTICS
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MEANING THAT IS ENCODED IN WORDS, PHRASES, SIGNS, SYMBOLS
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WHAT IS THE MAIN INFLUENCING FACTOR WITH SEMANTICS
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CULTURE
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WHAT IS THE REC. APPROACH FOR ADDRESSING SEMANTICS
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DIRECT INSTRUCTION, AS WELL AS PRACTICE THROUGH CONVO, READING AND MODELING
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WHAT ARE THE COMMON SEMANTIC ELEMENTS THAT CAUSE CONFUSION
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IDIOMS
FALSE COGNATES REDUNDANT WORDS |
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WHAT ARE FALSE COGNATES
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WORDS IN DIFF. LANG. THAT APPEAR TO HAVE COMMON ROOTS B/C OF SIMILAR SPELLINGS, BUT ARE UNRELATED
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WHAT ARE THE REC. STRAT. FOR HELPING ELS ADDRESS DIFFICULTIES WITH SEMANTICS
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MODELING
CONTRASTIVE ANALYSIS DISCUSS DIF BETWEEN L1 AND ENGLISH CONSIDER HOW CULTURE INFLUENCES SEMANTIC |
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WHAT ARE THE THREE CATEGORIES OF LANG
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INFORMATIVE
EXPRESSIVE DIRECTIVE |
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WHAT ARE THE SOCIAL FUNCTIONS OF LANG
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INFORM, ENTERTAIN, AMUSE, CONTROL, EXPLAIN, PERSUADE
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WHY IS IT IMPORTANT FOR TEACHERS TO BE AWARE OF OTHER LANG STRUCTURES AND FUNCTIONS
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TEACHERS OUGHT TO BE AWARE OF LANG. STRUCTURES FOR THE VARIOUS FUNCTIONS IN ORDER TO GUIDE ELS IN DEVELOPING NECESSARY SKILLS AND KNOWLEDGE
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WHAT ARE THE VARIOUS ACADEMIC FUNCTIONS OF LANGUAGE
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DESCRIBE, DEFINE, EXPLAIN, COMPARE, CONTRAST, PREDICT, PERSUADE
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WHAT ARE THE VARIOUS ISOLATION MECHANISMS THAT CAUSE DIALECT.
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GEOGRAPHIC, POLITICAL, CULTURAL, SOCIAL, VOCATIONAL
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WHAT ARE REC. STRAT FOR ADDRESSING REGIONAL DIALECTS
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COOPERATIVE ASSIGNMENTS WITH HETREROGENEOUS GROUPS
-READING TEXTS WITH DIALECTS -TEACHER MODELING OF DIALECT -EXAMINE ORIGIN OF DIALECT |
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HOW CAN TEACHER CREATE ENVIRONMENT THAT ENHANCES UPTAKE AND RETENTION OF ENGLISH
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-RESPECT HOME CULTURE
-FEEL COMFORTABLE USING HOME LANG - |
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WHY MUST SENTENCES HAVE A CLEAR REALTIONSHIP
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IT IS WHAT CONCEPTUALLY TIES ONE SENTENCE TO ANOTHER
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HOW ARE RELATIONSHIPS BETWEEN SENTENCES ESTABLISHED
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TRANSITION WORDS
CONTEXT CLUES IN SENTENCES OR ENVIRONMENT |
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WHARE ARE THE RELATIONSHIPS THAT EXIST BETWEEN SENTENCES
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-ADDITION
-CAUSE EFFECT -CLARIFICATION -COMPARISON -CONTRASTING -EXAMPLE -SUMMARY -TIME |
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WHAT ARE COHESION AND COHERENCE
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COHESION=TOW SENTENCES ARE SYNTACTICALY CONNECTED, REGARDLESS OF IF THE COMBINATION RESULTS IN A COHERENT IDEA
-COHERENCE CONNECTS SENTENCES SEMANTICALLY AND CAN WORK INDEPENDENT OF COHESION |
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WHY DOES THE SPOKEN LANGUAGE EVOLVE FASTER THAN WRITTEN
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WRITING MUST BE EXPLICITLY TAUGHT AND TEND TO BE WELL PRESERVED OVER TIME. SPOKEN LANGUAGE IS MUCH MORE SUBJECT TO INFLUENCES.
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WHAT IS THE ROLE OF INTONATION IN ENGLISH
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ADDING MANING TO UTTERANCES AND ALLOWING THE SPEAKER TO GET HIS POINT ACROSS WITH FEWER WORKDS THAN WRITTEN
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WHAT ARE THE VARIOUS ACADEMIC FUNCTIONS OF LANGUAGE
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DESCRIBE, DEFINE, EXPLAIN, COMPARE, CONTRAST, PREDICT, PERSUADE
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WHAT ARE THE VARIOUS ISOLATION MECHANISMS THAT CAUSE DIALECT.
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GEOGRAPHIC, POLITICAL, CULTURAL, SOCIAL, VOCATIONAL
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WHAT ARE REC. STRAT FOR ADDRESSING REGIONAL DIALECTS
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COOPERATIVE ASSIGNMENTS WITH HETREROGENEOUS GROUPS
-READING TEXTS WITH DIALECTS -TEACHER MODELING OF DIALECT -EXAMINE ORIGIN OF DIALECT |
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HOW CAN TEACHER CREATE ENVIRONMENT THAT ENHANCES UPTAKE AND RETENTION OF ENGLISH
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-RESPECT HOME CULTURE
-FEEL COMFORTABLE USING HOME LANG - |
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WHY MUST SENTENCES HAVE A CLEAR REALTIONSHIP
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IT IS WHAT CONCEPTUALLY TIES ONE SENTENCE TO ANOTHER
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HOW ARE RELATIONSHIPS BETWEEN SENTENCES ESTABLISHED
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TRANSITION WORDS
CONTEXT CLUES IN SENTENCES OR ENVIRONMENT |
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WHARE ARE THE RELATIONSHIPS THAT EXIST BETWEEN SENTENCES
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-ADDITION
-CAUSE EFFECT -CLARIFICATION -COMPARISON -CONTRASTING -EXAMPLE -SUMMARY -TIME |
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WHAT ARE COHESION AND COHERENCE
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COHESION=TOW SENTENCES ARE SYNTACTICALY CONNECTED, REGARDLESS OF IF THE COMBINATION RESULTS IN A COHERENT IDEA
-COHERENCE CONNECTS SENTENCES SEMANTICALLY AND CAN WORK INDEPENDENT OF COHESION |
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WHY DOES THE SPOKEN LANGUAGE EVOLVE FASTER THAN WRITTEN
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WRITING MUST BE EXPLICITLY TAUGHT AND TEND TO BE WELL PRESERVED OVER TIME. SPOKEN LANGUAGE IS MUCH MORE SUBJECT TO INFLUENCES.
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WHAT IS THE ROLE OF INTONATION IN ENGLISH
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ADDING MANING TO UTTERANCES AND ALLOWING THE SPEAKER TO GET HIS POINT ACROSS WITH FEWER WORKDS THAN WRITTEN
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WHAT CHALLENGES DOES INTONATION PRESENT FOR WRITTEN LANG
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BOLD, ITALICS, FONT DON'T ALWAYS GET THE MESSAGE ACROSS. WHEN PEOPLE WRITE AS THEY SPEAK IT CAN BE INCOHERENT
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WHAT IS THE PROBLEM OF WRITING BY EAR
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SPELLING
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WHAT ARE THE 6 MAJOR GENRES IN ACADEMIC LANGUAGE
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DESCRIPTIVE, EXPOSITORY, NARRATIVES, LETTERS/JOURNAL, PERSUASIVE, POETRY
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WHERE CAN A TEACHER REFERTO SUGGESTIONS ON ELD STRAT
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IN THE ELD STANDARDS DOCUMENT INFORMATION FOR THE CELDT (CA ENGLISH LANG DEVE TEST)
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WHAT IS THE CELDT
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TEST IS GIVEN TO ALL ELS IN ORDER TO ASSESS ENGLISH PROF
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WHAT DOES THE CELDT EVALUATE
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LISTENING
SPEAKING READING WRITING |
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WHAT SUGGESTED STRAT WILL TEACHERS FIND IN ELD DOC
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-EXPLCIT/IMPLICIT PHONEMIC AWARENESS, DECODING SKILLS, USE DICTIONARY, PRIOR KNOWLEDGE, BUILD VOCAB, READ ALOUND, MODEL, USE GUIDED RESPONSE QUETIONS, SUMMARY WRITING TO FAMILAR STORIES, GUIDED GRAMMAR INSTRUCTION, LISTEN TO MEDIA, DELIVER ORAL PRES
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WHAT IS PRAGMATICS
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HOW WE CONVEY MEANING THROUGH THE USE OF VERBAL AND NON-VERBAL ELEMENTS
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WHAT ARE PRAGMATIC FEATURES
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EYE CONTACT, HEAD NOT, GESTURES
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WHAT FACTORS INFLUENCE THE CHOICE OF PRAGMATIC FEATURES
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-CONTEXT OF INTERPERSONAL RELATIONSHIP OF COMMUNICATORS
-GOAL AND PURPOSE OF DISCOURSE -SOCIOCULTURAL DYNAMICS |
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WHAT ARE THE VARIOUS TYPES OF PRAGMATIC FEATURES
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PHYSICAL GESTURES
EYE CONTACT PROXIMITY LANGUAGE REGISTERS IDIOMATIC EXPRESSION |
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WHAT IS THE KRASHEN SECOND LANG ACQUISTION THEORY
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-IMITATION AND LEARNING HYPOTHESIS
-MONITOR HYPOTHESIS -NATURAL ORDER HYPOTHESIS -INPUT HYPOTHESIS -AFFECTIVE FILTER HYPOTHESIS |
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WHAT IN THE IMITATION AND LEARNING HYPOTHESIS
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IMITATION-LANGUAGE CAN BE ACQUIRED BY IMPLICIT MANNER THROUGH DAY-TO-DAY EXPOSURE.
LEARNED-LANG DEVELOPMENT THROUGH EXPLICIT INSTRUCTION AND ENGAGEMENT WITH THE PHONOLOGY AND MORPHOLOGY |
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WHAT IS THE MONITOR HYPOTHESIS
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HOW THE LEARNED SYSTME AFFECTS THE ACQUIRED SYSTEM. LEARNED IS USED TO MONITOR THE ACQUIRED SYSTEM IN ORDER TO ENHANCE LANGUAGE UPTAKE AND RETENTION
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WHAT IS REQUIRED TO BE ABLE TO MONITOR ONES LANGUAGE RETENTION
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-APPLY PHONOLOGICAL AND MORPHOLOGICAL RULES
-FOCUS ON CORRECT PRODUCTION -HAVE TIME TO MONITOR LANG DEVO |
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WHAT IS THE NATURAL ORDER HYPOTHESIS
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THERE IS AN ORDER TO FLUENCY
1PRODUCTION OF SINGLE WORDS 2CONNECTING WORDS TOGETHER 3INDENTIFYING WHAT ENDS AND BEGINS SENTENCES 4IDENTIFYING VARIOUS ELEMENTS IN SENTENCES AND ARRANGING THEM TO PRODUCE A QUESTION |
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WHAT IS INPUT HYPOTHESIS
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FOLLOWING THE NATURAL ORDER, THE EL CAN ONLY PROGRESS WHEN THERE IS A LANG. INPUT THAT IS ONE STEP BEYOND THE CURRENT PROFICIENCY LEVEL
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WHAT IS AFFECTIVE FILTER HYPOTHESIS
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IDENTIFIES FACTORS THAT CAN INFLUENCE THE LEARNERS DEVO OF THE LANG. SUCH AS MOTIVATION, ANXIETY, AND SELF-CONFIDENCE
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WHAT IS THE SKINNER BEHAVIORIST THEORY
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LEARNING INITIALLY OCCURS BY IMITATING BEHAVIOR OF OTHERS
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WHAT IS CHROMSKYS INNATENESS THEORY
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HUMANS HAVE DEVELOPED A GENETIC PREDISPOSITON TO LEARNING LANG. THAT OTHER ANIMALS LACK. A CHILDS BRAIN CONTAINS SPECIAL LANG. LEARNING MECHANISMS THAT ARE ESPECIALLY AMPLIFIED DURING THE CRITICAL PERIOD OF CHILDHOOD
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