Esol Test Practice 2

Front 1

Chomsky

Back 1

created the theory Language Acquisition Device (LAD) -supposes that humans are born with a special brain mechanism called Language Acquisition Device (LAD), this theory supposses that the ability to learn language is inborn,that nature is more important than nurture

Front 2

Cognitive Constructivism (Piaget)

Back 2

language is simply one way that children represent their familiar worlds, a reflection of thought and that language does not contribute to the development of thinking; cognitive development precedes language development

Front 3

Social Constructivism and Language (Vygotsky)

Back 3

focuses on the relationship between the development of thought and language; interested in the ways different languages impact a person's thinking; views language as social communication which gradually promotes both language itself and cognition

Front 4

Intentionality

Back 4

recognizes that children are active learners who co-construct their worlds; language development depends on the child's social and cultural environment, the people in it, and their interactions; the adult's role, actions, and speech are still considered important

Front 5

Proto-conversations

Back 5

treating babies as people who can understand, share and have intentions in sensitive inter-changes

Front 6

Error Analysis

Back 6

recognizing patterns of errors

Front 7

Developmental Patterns

Back 7

the order in which features of a language are acquired and the sequence in which a specific feature is acquired

Front 8

The Acquisition-Learning Hypothesis

Back 8

there is a difference between "learning" a language and "acquiring" it (by Stephen Krashen)

Front 9

The Monitor Hypothesis

Back 9

the learned language monitors the acquired language; person keeps incorrect language out of L2 communication (by Stephen Krashen)

Front 10

The Natural Order Hypothesis

Back 10

the learning of grammatical structures is predictable and follows a "natural order"

Front 11

The Input Hypothesis

Back 11

a language learner will learn best when the instruction or conversation is just above the learner's ability; also called "comprehensive input" by Stephen Krashen

Front 12

The Affective Filter Hypothesis

Back 12

people will learn a L2 when they are relaxed, have high levels of motivation, and have a decent level of self-confidence

Front 13

Silent Period or Receptive or Preproduction Stage

Back 13

first stage of SLA, the learner knows about 500 receptive words but feels uncomfortable producing speech

Front 14

Private Speech or Early Production Stage

Back 14

second stage of SLA, the learner knows about 1000 receptive words and speaks in one-or two-word phrases; can use simple responses, e.g. yes/no, either/or

Front 15

Lexical Chunks or Speech Emergence Stage

Back 15

third stage of SLA, the learner knows about 3000 receptive words and can communicate using short phrases and sentences;long sentences typically have grammatical errors

Front 16

Formulaic Speech or Intermediate Language Proficiency Stage

Back 16

fourth stage of SLA, the learner knows about 6000 receptive words and begins to make complex statements, state opinions, ask for clarification, share thoughts, and speak at greater length

Front 17

Experimental or Simplified Speech or Advanced Language

Back 17

fifth stage of SLA, the learner develops a level of fluency and can make semantic and grammar generalizations

Front 18

Interpersonal Communication

Back 18

involves verbal and non-verbal communication

Front 19

Verbal Communication

Back 19

includes both speaking and writing

Front 20

Non-verbal

Back 20

includes gestures and deliberate facial expressions

Front 21

Summarizing

Back 21

presents a condensed version of the original language without losing the basic meaning

Front 22

Paraphrasing

Back 22

restates what is written or spoken; tends to be longer than the original text or verbal exchange; requires comprehension and the ability to reinterpret language

Front 23

Questioning

Back 23

questions that stimulate thinking and learning, such as initiating and turn-taking

Front 24

Initiating

Back 24

in a conversation, it means declaring one's conversational intent and inviting from one's prospective conversation partner

Front 25

Turn-taking

Back 25

conversations progress by managing the flow of information back and forth between partners

Front 26

Grammar-Translation Method

Back 26

a method that emphasizes helping students read and appreciate the literature of a new language; learn translation; little emphasis on speaking and listening; teacher is the authority and students do what teachers says

Front 27

Direct Method

Back 27

in this method the teacher directs class activities;students interact like partners in the teaching/learning process; vocabulary is emphasized over grammar; all 4 language skills are used, but speaking predominates; target language is used form the onset; students induce grammar rules from usage

Front 28

Audio-Lingual Method

Back 28

uses only the target language; introduces new vocabulary through dialogues; teacher presents grammar through examples and analyzes the target language; also teaches the culture of the target language

Front 29

The Silent Way

Back 29

people learn language by forming rules and applying them, relying on their own thinking processes, or cognition, to learn; learning becomes more important than teaching; teaching begins with something that the student already knows and provides opportunities for students to expand knowledge by developing their own criteria for correctness; reinforces all 4 skills

Front 30

Community Language Learning or Whole Person Approach

Back 30

commitment between teacher and learner in the learning process; approach learning as a dynamic and creative process; students generate language that is recorded and transcribed and time is allowed for students to reflect on the experience and listen to their own voice

Front 31

Total Physical Response Method (TPR) or The Comprehension Approach

Back 31

the teacher gives a command in the target language and performs it with the students; errors are corrected by repeating the command and acting it out

Front 32

Communicative Approach

Back 32

stresses learning to "use" the language rather than learning the rules of language "usage"; includes making analytical decisions about intent and context, and choosing a strategy for how best to communicate; teach students to communicate as authentically as possible

Front 33

Interlanguage

Back 33

a strategy used by L2 learner to compensate hor his/her lack of proficiency; while learning a second language; learning strategies include overgeneralization, simplification, L1 interference or language transfer

Front 34

Interference

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Occurs when a learner's primary language influences his/her progress in the L2; most commonly affects pronunciation, grammar structures, vocabulary and semantics (by Larry Selinker)

Front 35

Language Transfer

Back 35

Occurs when a learner's primary language influences his/her progress in the L2; most commonly affects pronunciation, grammar structures, vocabulary and semantics (by Larry Selinker)

Front 36

State

Back 36

motivation is considered temporary because it fluctuates, depending on rewards and penalties

Front 37

Facilitative Anxiety

Back 37

anxiety that compels an individual to stay on task

Front 38

Social Factors of SLA

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social factors include gender, social class or statrus, age, occupation, and family's educational level

Front 39

Acculturation

Back 39

the process of becoming accustomed to the customs, language, practices, and environment of a new culture

Front 40

Caste-like minorities

Back 40

groups who were integrated into a society not of their choosing and were systematically taken advantage of, typically through slavery

Front 41

Simplification

Back 41

the practice of modifying language to facilitate comprehension (baby talk)

Front 42

Overgeneralization

Back 42

occurs when the learner attempts to apply a rule "across-the board" without regard to irregular exceptions ( I goed, I runned) (by Larry Selinker)

Front 43

Fossilization

Back 43

the process in which an L1 learner reaches a plateau, the learner has more and more difficulty furthering his fluency in the language, until eventually can learn no more.

Front 44

Bilingualism

Back 44

occurs over time; requires commitment, encouragement, and language routines; fluency increases with time and space

Front 45

Cognitive Skills

Back 45

any mental skills that are used in the process of acquiring knowledge, including reasoning, perception, and intuition

Front 46

Affective skills

Back 46

refers to the range of feelings and emotions in human behavior that affects how a L2 is acquired

Front 47

Trait

Back 47

motivation is more permanent and culturally acquired-a quality that makes a person different from another