Ling 202 Third Quiz (Sla)

Front 1

Distinctions between types of L2:

1. Second language
2. Foreign language
3. Library language
4. Auxiliary language
5. Language for specific purposes

Back 1

1. Second language: official or societally dominant language needed for education and employment (i.e. for basic uses for immigrants & minority groups).

2. Foreign language: One not widely used in learner's immediate context (i.e. for future travel & cross-cultural communication)

3. Library language: functions primarily as a tool for further learning through reading (i.e. religious studies)

4. Auxiliary language: learners need to know for some official functions in their immediate political setting, or will need for purposes of wider communication, although their L1 serves most other needs in their lives.

5. Language for specific purposes: English for Aviation Technology, etc.

Front 2

Stimulus-Response Theory

Back 2

- widely held vie by middle of 20th century
- Theory that children learn language by imitation
- doesn't explain original utterances made by children

Front 3

poverty-of-the-stimulus argument

Back 3

children often hear incomplete or ungrammatical utterances along with grammatical input, yet somehow filter the language so that the ungrammatical input is not incorporated into their L1 system.

Children are also able to construct language when limited input is provided to them.

Overall: children's knowledge of language goes beyond what could be learned from the input they receive.

Front 4

The underlying knowledge of language is called ...

Back 4

Linguistic competence

Front 5

actual production of language is called...

Back 5

Linguistic performance

Front 6

Sounds that make a difference in the identity of words are called ...

Back 6

phonemes

Front 7

What is the initial state of language development for L1 and L2 respectively?

Back 7

L1 involves innate capacity

L2 involves L1 and world knowledge, interaction skills, and perhaps innate capacity

Front 8

What is a necessary condition for language learning (L1 or L2)?

Back 8

social interaction necessary for L1

Input necessary for both

Front 9

Linguistics have taken an internal and/or external focus to the study of language acquisition. What is the difference between the two?

Back 9

Internal focus - tries to account for speakers' internalized, underlying knowledge of language

external focus - emphasizes language use, including the functions of language which are realized in learners' production at different stages of development.

Front 10

How is language systematic, symbolic, and social?

Back 10

a. Regular patterns of language - created according to rules which speakers are unconscious of.

b. Sequences of sounds/letters do not inherently possess meaning.

c. reflects the social requirements of society that uses the language. Use language to communicate.

Front 11

Definition for morphology

Back 11

word structure

Front 12

synonym for syntax

Back 12

grammar

Front 13

Contrastive Analysis theory central figure

Back 13

Lado

Front 14

Error Analysis theory central figure

Back 14

Corder

Front 15

Interlanguage central figure

Back 15

Selinker

Front 16

Morpheme order studies central figures

Back 16

Dulay and Burt

Front 17

Monitor model central figure

Back 17

Krashen

Front 18

Universal Grammar central figure

Back 18

Chomsky

Front 19

Which theory scales linguistic performance and competence?

Back 19

Chomsky's Universal Grammar

Front 20

Primary purpose of language according to Functionalist perspective

Back 20

communication

Front 21

Development level: Nominal Utterance Organization (NUO)

Back 21

- naming subjects and objects
- seldom use a verb to help organize utterance

Front 22

Development level: Infinite Utterance Organization (IUO)

Back 22

- add verbs to utterances but without grammatical morphemes to convey tense, person or number

- the verb is uninflected, or "infinite"

- Basic Variety interlanguage - some never go past this

Front 23

Development level: Finite Utterance Organization (FUO)

Back 23

Continue interlanguage development beyond IUO level to add grammatical morphemes to verbs.

Front 24

Lado's Contrastative Analysis Hypothesis

Same form and meaning, different distribution

Back 24

Palomas blancas vs white doves

Form: -s
meaning: plural
distribution: occurence different.... -s only nouns in English, Spanish includes articles, modifiers, nouns.

Front 25

Stimulus-Response-Reinforcement

Back 25

learners respond to the stimulus (linguistic input) and reinforcement strengthens (habituates) the response.

Practice makes perfect

Front 26

Lado's Contrastative Analysis Hypothesis

same meaning, different form

Back 26

Spanish "ire" vs English "I will go"

future expressed in different grammatical elements

Front 27

Lado's Contrastative Analysis Hypothesis

same meaning, different form and distribution.

Back 27

agua vs water

Water can be used as verb, noun, modifier ... Spanish only noun unless form changed. i.e more limited distribution in Spanish

Front 28

Lado's Contrastative Analysis Hypothesis

different form, partial overlap in meaning

Back 28

pierna, pata, and etapa vs leg

Scope of leg covers all three Spanish words with no single equivalent term

Front 29

Lado's Contrastative Analysis Hypothesis

Similar form, different meaning

Back 29

asistir "To attend" vs assist

"false friends" - look and sound alike so learners assume they share meaning - cause difficulty

Front 30

L1 morpheme acquisition order

Back 30

1 progressive -ing (he is talking)
2 plural -s
3 past irregular (we ate)
4 possessive -s
5 articles
6 past regular -ed
7 third person -s (he sings)
8 copula be (He's tall)
9 auxiliary be (she's singing)

Front 31

L2 morpheme acquisition order

Back 31

1 articles
2 copula be (He's tall)
3 progressive -ing
4 plural -s
5 auxiliary be (she's singing)
6 past regular -ed
7 past irregular
8 possessive -s
9 third person -s (he sings)

1 progressive -ing (he is talking)
2 plural -s
3 past irregular (we ate)
4 possessive -s
6 past regular -ed
7 third person -s (he sings)
9 auxiliary be (she's singing)

Front 32

learning processes

Back 32

studies the stages and sequences of language acquisition, addressing how acquisition happens.

Front 33

neurolinguistics

Back 33

studies how the location and organization of language might differ in the heads of monolingual versus multilingual speakers, addresssing what is added and changed in people's brains when they learn another language.

Front 34

learner differences

Back 34

considers aptitude in learning, how learning is linked to age and sex, and addresses why some second language learners are more successful than others.

Front 35

broca's area is responsible for the ability to __________ whereas Wernicke's area is responsible for processing ___________.

Back 35

Broca's - speak
Wernicke's - audio input

Front 36

situation that illustrates coordinate bilingualism

Back 36

speaks two languages but can't switch between them.

Front 37

situation that illustrates subordinate bilingualism

Back 37

When learning something new in L2, memorizes literal L1 translation to compare to L1 meaning and structure

Front 38

situation that illustrates compound bilingualism

Back 38

Speaks two languages fluently and often mixes the two

Front 39

According to the Information Processing framework, what must learners do to make input available for processing?

what is the term used for this kind of input?

Back 39

learners must notice or pay attention to input to make it available for processing.

This kind of noticeable input is called "intake"

Front 40

Swain contends that __________ is necessary for successful L2 learning because it helps develop automaticity through practice and because it helps learners notice gaps in their own language.

Back 40

output

Front 41

connectionism

Back 41

approach to learning that focuses on the increasing strength of associations between stimuli and response, considering learning a change in the strength of these associations.

Front 42

Complexity theory

Back 42

Considers second language acquisition a system of interconnected language components and stages of learner language.

combines linguistic, social, and psychological considerations of language acquisition.

Front 43

_______ motivation involves emotional or affective reasons for learning an L2, such as an intention to participate or integrate in the L2 speech community. _______ motivation involves a purely practical reason for learning, such as better job opportunities or passing required courses in school.

Back 43

integrative; instrumental

Front 44

Sociocultural theory

Back 44

interaction is necessary for (and a cause of) language acquisition and all learning processes

Front 45

Zone of Proximal Development

Back 45

an area of potential development where the learner achieves more through interaction with a teacher or a more advanced learner

Front 46

Acculturaion model

Back 46

identifies group factors that are likely to create social distance between learner and target groups and ultimately inhibit desire of the learner group to maintain its lifestyle.

Front 47

___________ bilingualism is where members of a dominant group learn the language of a minority without threat to their L1 competence or their ethnic identity.

____________ bilingualism is where members of a minority group learn the dominant language as L2 and are more likely to experience some loss of ethnic identity and L1 skills.

Back 47

additive

subtractive

Front 48

___________ learning is instructed learning, usually occurring in schools.

___________ learning is naturalistic, occurring in settings where people contact and need to interact with speakers of another language.

Back 48

formal

informal

Front 49

Interpersonal competence vs academic competence

Back 49

interpersonal - encompasses knowledge required of learners who will use the L2 mostly in face-to-face contact with other speakers

academic - encompasses the knowledge required of learners who will use the L2 mostly as a tool for learning, research, and scholarly exchange.

Front 50

Receptive activities such as ______ and _______ function primarily in processing input. The ability for productive activities, such as ________ and _________, usually follows the development of receptive ability

Back 50

listening and reading

speaking and writing

Front 51

Types of cohesion:

reference
substitution
ellipsis
conjunction
lexical

Back 51

Reference:

Substitution:

Ellipsis:

Conjunction:

Lexical:

Front 52

Bottom-up processing: list one way that processing involves each of the following levels of language:

vocabulary
morphology
phonology
syntax
discourse

Back 52

Vocabulary: recognizing words and meaning

morphology: interpret complex lexical elements and perceive grammatical information in inflections

phonology: recognize spoken words, segment speech into grammatical units, relate written symbols to spoken form

syntax: how words relate to one another, phrases, clauses

discourse: interpret stretched of language longer than a sentence

Front 53

List at least one way content, context, and culture help with top-down processing

Back 53

Content knowledge: background knowledge on the topic is being read about or listened to; new information is perceived and interpreted in relation to this base

context: includes information learned from what has already been read or

Front 54

List 3 conditions under which beginning L2 learners are most likely to be capable of making sense of auditory input

Back 54

- they know in advance what the speaker is talking about
- key words and phrases are learned as recognition vocabulary elements before they are encountered in connected speech.
- speakers pause frequently at boundaries between parts of sentences
- auditory messages are supported by visual images (writing)
- communicative situation is reciprocal

Front 55

Which issue does the Critical Period Hypothesis deal with?

Back 55

Effects of age on language acquisition

Front 56

What is interlanguage?

Back 56

Learner language

i.e. the language between L1 and L2

Front 57

Which hypothesis addresses the role of the learner's mental or emotional state?

Back 57

Effective

Front 58

What does the Markedness Differential Hypothesis state?

Back 58

Unmarked sentences are mot common and easier to learn

Front 59

Who is the central figure associated with the Monitor Model?

Back 59

Krashen

Front 60

Who coined the term interlanguage?

Back 60

Selinker

Front 61

Which aspect of language is mentioned in the following sentence?

In English, prepositions are followed by noun phrases, e.g. with my dog.

Back 61

syntax

Front 62

Scaffolding

Back 62

term that describes either verbal guidance teachers provide to learners or verbal collaboration of peers designed to help learners perform specific tasks which would be too difficult for any one individually

Front 63

Accomodation theory

Back 63

speakers alter their style of speech to sound more like who they are talking to

Front 64

Modified variety of speech L1 speakers use with L2 speakers

Back 64

foreigner talk