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36 Cards in this Set
- Front
- Back
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Phonologische Entwicklung FLA |
Silent period Doubling/reduplication Substitution Elision/deletion |
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Lexikalische Entwicklung FLA |
Here-and-now words 12M Underextention 18M Overextention 24M Mismatch 36M |
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Behaviorism als Lerntheorie |
Principle: stimulus - response - reinforcement (positive/negative) Via imitation - > general hereditary learning process Human brain as black box BUT: kids can't imitate every output; produce output they have never heard before; even if confronted with "wrong" - do not adopt it automatically |
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Nativismus |
Noam Chomsky Innate "speech organ" exclusively for language (language acquisition device) Input varies for children immensely - still an astounding similar linguistic development Related to the idea of linguistic universals Critical period - implicit learning - only available for small children |
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Kognitivismus |
Opening the black box Importance of cognitive facilities LA as part of cognitive maturation - cognitive development stage = linguistic development stage Genetically predetermined Processing and memory capacities related to language development |
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Wie unterscheidet sich FLA von SLA |
Unlimited access to input vs limited
Authentic input vs fabricated
No pressure vs pressure may occur
Cognitive development accompanies linguistic development vs precedes L2 learning
Cannot fall back vs may make use of another language while learning |
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Monitor hypothesis (Krashen) |
Learners learned acts/system as a monitor to what they are producing - used to check what is being spoken Monitor scans speech for errors before producing info Conditions: time - difficulty in utilization of conscious rules during conversations; focus on forming - do not always think about the correction Know the rules - considering how incomplete grammar is |
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Acquisition-Learning Hypothesis
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Acquisition (FL) = implicit/”natural” learning no conscious awareness no awareness of rules Learning = explicit knowledge can be used to monitor production practice of error correction! -> supposedly helps to come to the correct mental representation of a rule Mistakes = learners are aware/can correct themselves Errors = no explicit knowledge of rule(s)/cannot correct |
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Natural Order Hypothesis
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Acquire language in predictable order (FLA&SLA) Morpheme Studies by Dulay and Burt: acquisition in fixed universal order: some earlier/later e.g.: third pers. -s = acquired later; negation: outside the sentence - between subject&verb - correct form What determines? Not important -> first of all, you need to know that the order exists to develop strategies Classroom implications: grammar develops on its own |
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Affective Filter Hypothesis
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Emotions/”affective states” (anxiety, self-doubt, boredom etc.) interfere with the process of acquiring SLA Function as a filter between the speaker and the environment -> Filter reduces the amount of input the listener is able to understand Classroom implications: Spark interest Provide low-anxiety environment Allow for silent period Do not overcorrect errors |
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Comprehensible input: |
First: silent period (building up competence via input) Problem: now oral engagement very important -> conversations before competences = fall back to L1 Exposure to input of a slightly more advanced level (interlanguage + 1 level = i+1) Focusing on WHAT is said rather than HOW ->Help of extralinguistic context (knowledge of the world) Speaking “emerges” Not immediately gram. accurate -> develops Best input: not grammatically sequenced when the goal is acquisition Acquisition from listening involved in a conversation |
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didaktischer Nutzen vom comprehensible input |
The exposure to a slightly higher level of competence challenges the students and provokes progress. Works with children best, when they first listen during a silent period and start speaking after acquisition of knowledge. The input is not grammatically sequenced (makes the process less stressful.) |
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interaction hypothesis nach Long |
Conversational interaction essential for thedevelopment of language skills Conversational adjustment -> working togetherto reach mutual comprehension (“The duck on the truck”), no simplifiedlinguistic forms |
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output hypothesis nach Swain |
More opportunities to engage in verbal production -> noticing function (what you want and what you are able of) Collaborative dialogues & testing hypotheses about language (e.g. hypothesis of a student underlying an utterance about grammar) |
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teachability hypothesis nach Pienemann |
You cannot run before you walk -> stages of SLA cannot be skipped because of the comulative nature of learning Stages defined as grammatical structures with diff. levels of complexity |
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noticing hypothesis nach Schmidt |
To acquire a feature -> become “aware” of its existence Tolearn -> process info = info enters processing space Consciousness-raising activities = concept forming, focusing attention, enhance explicit knowledge Practice improves performance = enhances implicit knowledge |
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difference between mistakes and errors |
Mistakes = learners are aware/can correct themselves (performance) Errors (competence) -no explicit knowledge of rule(s)/cannot correct -unsuccessful language bit -breaking a rule of code/reference point Nutzen: knowledge of what has to be improved |
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GRAMMAR |
syntax (“I had not a good time”) morphology (“I rided on a horse”) tense (“I was already three times in Italy”) prepositions (“I had a lovely time on Eastern”) |
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VOCABULARY |
concept (“We become no hw”) collocation (“I made a nice picknick”) non-existent (“swimming-hall”) |
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STYLE |
inappropriacy(“We learn much) discourseorganization (“If I come to school withyou?”) |
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SPELLING |
by bicycle |
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Fehlerbildung + Bsp |
Intralingual (trouble with rules of L2): -Overgeneralization (The childs goed home) -Co-occurrences (chips and fish) -Incomplete rule application (I have already wash my hands) Interlingual -> L1 and L2 interfere (Whom like you? Wen magst du?) Strategic: -Approximation (fruit instead of blackberries) -Language switch -Circumlocution/Umschreibung (those red little things with..) Induced -> Misguided by the learning materials |
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zweimögliche Fehlerkorrekturstrategien |
Describing errors: determine and categorize (kidnaps – napkins = lexical) Diagnosing: finding the cause |
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Statusvon Fehlern im modernen Fremdsprachenunterricht |
Organizational Competence: -Grammatical + textual competence Pragmatic Competence: -discourse/illocutionary + sociolinguistic competence Strategic Competence +++ Explicit correction: indicating that the student's utterance was incorrect and provide the correct form. Recast: do not directly indicate that the student's utterance was incorrect. Instead implicitly reformulate the student's error, or provide the correction. Clarification request: By using phrases like "Excuse me?" or "I don’t understand," indicate that the message has not been understood or that the student's utterance contained some kind of mistake and that a repetition or a reformulation is required. Metalinguistic clues: Without providing the correct form, pose questions or provide comments or information related to the formation of the student's utterance (for example, "Do we say it like that?" "That's not how you say it in English,”). Elicitation: directly elicit the correct form from the student by asking questions (e.g., "How do we say that in English?"), by pausing to allow the student to complete your utterance (e.g., "It's a....") or by asking students to reformulate the utterance (e.g., "Say that again."). Elicitation questions differ from questions that are defined as metalinguistic clues in that they require more than a yes/no response. Repetition: Repeat the student's error and adjusts intonation to draw student's attention to it. |
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Nennen Sie verschiedeneAspekte, in denen LernerInnen voneinander variieren können und beschreiben Siestichpunktartig wieso diese Aspekte gerade im Fremdsprachenunterricht relevantsein können. |
It is important to determine the appropriate learning strategies in order to keep the learners motivate, for the learning environment is heterogeneous. Different talents, levels of interest or anxiety influence the quality of learning process. Engaging of the talents helps with organizing class. |
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Typenmultipler Intelligenzen nach Gardner |
Logical-mathematical (need things to explore and think about, trips to science museums) Verbal-Linguistic (writing tools, diaries, dialogues, discussion, debate stories) Intrapersonal (secret place, time alone, choices, self-placed projects) Interpersonal (friends, group games, social gathering, community events) Musical (sing along, music playing, concerts, mus instruments) Visual-spatial (art, lego, movies, slides, imagination games, puzzles, illustrated books, museums) Kinaesthetic (drama, movement, physical activities, hands-on learning) Naturalist (classification, categories in natural world, connection to environment, outdoors) |
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Worin unterscheiden sichintrinsische und extrinsische Motivation? |
intrinsic: the motivation to engage in a behavior arises from within the individual because it is naturally satisfying to you extrinsic: occurs when we are motivated to perform a behavior or engage in an activity to earn a reward or avoid punishment |
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zyklische und lineare Progression? |
Linear progression: -Sequence of themes -> from easy to difficult (depending on levels): audiolingual approach -structural syllabus (based on grammatical structure): Grammar presented in its entirety Today: not necessary -> focus on examples to achieve communicative skills Functional/notional syllabus: communicative functions that grammatical forms have) -> scenarios in which these communicative functions are used Cyclic progression: Repeated exposure to forms, functions and notions Functional/notional syllabus for specific groups of learners (e.g. Business English for secretary) ->Notions: email correspondence, phone correspondence, interview ->Functions: greeting, making request/giving info, offers/demands, summarizing |
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Was wird in sogenanntenStandards beschrieben? |
NEW: Refer to the outcome or the output that students produce. OLD: goals = traditional; refer to the content of teaching/input |
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Kernaussagen der Identitätshypothese bzw. der Kontrastivhypothese |
Identity hypothesis: Acquisitions are similar Take place in sequences due to innate mental mechanism Contrastive hypothesis: L1 influence l2Happens automatically: positive = similar structures support learning negative = different structures interfere with language learning |
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Kernelementeder Realienkunde |
"knowledge about the real world" allg. Realien (Vokabeln: Haus, Schule, Stadt) Fremdländischen Realien: Gruppe 1: Unterschiede in Sitten, Georgafie+Geschichte Gruppe 2: Kulturgeschichte, politische und soz. Verhältnisse, Literaturgeschichtliches, Naturwissenschaft, Technik, Handel, Gewerbe |
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input, intake, output |
Input is the info that the learners receive during the learning process – after receiving the info, it is being understood and processed, so it turns to intake. The output is the production of the processed information. |
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critical period |
Critical period – mere explosion/implicit learning = only available for small children influence of environmental input during a certain, crucial period (critical). Clearly, input is necessary in order to acquire a particular language If the whole system were predetermined we would all be speaking in the same way |
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silent period
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L1: a period before speaking. Children first listen and acquire knowledge and start speaking afterwards (after 12 months) L2: a period of several months when learners listen to speech and acquire knowledge. Used in Krashen’s hypothesis called comprehensible input. Language competence builds up via input. |
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procedural knowledge, declarative knowledge. |
Procedural knowledge is exercised in performance of some tasks: practice at solving problems, understanding of the limitations of a specific solution etc. Can eclipse theory. Declarative knowledge is the knowledge that something IS the case (Paris – capital of France). Can be verbalized, is conscious. Applies to Linguistics. |
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backsliding, fossilisation |
BACKSLIDING: Relapse into bad ways of errors. (to L1) Fossilisation: regression of the knowledge after a break |
