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62 Cards in this Set
- Front
- Back
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Vygotsky Language Acquisition Theory
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Social interactionist theory: environment affects language acquisition, students need interaciton to learn a language
Zone of proximal devlopement: distance between actual development level and potential development level Thought and language develop and exist together; need words for cognition |
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Chomsky Language Acquisitoin Theory
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Nativist theory: innate factors affect language acquisition
Every child born with a "language acquisition device" that contains the knowledge of principles of grammatical structure of all languages Universal grammar: aspects of grammar are the same in all language across the globe |
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Piaget Language Acquisition Theory
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Language as a way for children to represent their world
Words as symbols for thought; therefore, language does not contribute to development of thought |
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Pinker Language Acquisition Theory
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Evolutionary theory: language developed as an adaptation and an instinct "wired into our brains and genes"
Language is universal; all human activities have come to involve language; Langauge distinct from thought: children develop a consistent grammatical speech no matter what |
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Krashen First Language Acquisition Theory
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Acquired v. learned competence: at first, children acquire language naturally and automatically, (acquired competence), only after this do they need to learn it explicitly (learned competence)
Natural order hypothesis: there is a strict and natural order to the stagse through which the child progresses as they learn the language Monitor Hypothesis: there is an internal monitor that a child uses to edit their expressive language based on what they have learned but they must focus only on grammar and not on meaning. |
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Krashen Second Language Acquisition Theory
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Input hypothesis: acquisition only happens when student is exposed to language that is one step beyond their level of ability
Affective filter hypothesis: when students are anxious or overly concerned about their output, they are blocked from comprehending input and from producing output |
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Cummins Language Acquisition Theory
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BICS v. CALP: Makes a distinction between BICS (Basic Interpersonal Communication Skills), which is the social, colloquial language used in casual situations, and CALP (Cognitive Academic Language Proficiency), which is the academic and professional language used in more formal settings; students must nearly master BICS before progressing on to CALP.
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BICS
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Basic Interpersonal Communication Skills; social and colloquial language that is used in casual situations; takes 1 -2 (sometimes 3) years to master by interacting with native speakers
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CALP
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Cognitive Academic Language Proficiency; academic and professional language used in more formal situations; taks 5 - 7 years for a student to master
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Processes for Learning a Second Language
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1. Memorization: students must memorize grammar & vocab.
2. Categorization: students must categorize words semantically 3. Metacognition: monitoring own language learning 4. Socioaffective: calm enough to produce & comprehend 5. Prior Knowledge: drawing on first language & on knowledge of world |
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Factors Affecting Second Langauge Acquisition
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First language development, prior education, age, motivation, attitude, self-esteem / anxiety, language transfer, fossilization, access to second language, peers and role models, leraning style, environmental factors, personality, status of second language,
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Language Transfer
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When the student applies knowledge of L1 (first language) to L2 (second language). Positive transfer is when L1 knowledge assists L2 acquisition because the two languages are the same. Negative transfer is when L1 knowledge hinders L2 acquisition because the two languages are different.
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Fossilization
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When a student reaches a plateau, accepts a less-than-fluent level, and continues to make the same mistake.
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L1
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A child's first and primary language
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L2
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The second language that the student is learning
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Interlanguage
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The language that a student creates whle they are still acquiring L2. The student uses knowledge of L1 and applies it to L2 creating a language in the middle, part L1 and part L2.
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Stages of Language Acquisition
(first and second language acquisition) |
1. Silent period: 500 receptive words but no expressive words, do not force them to speak.
2. Early production: 1,000 receptive words, some of these words are used to create output 3. Speech emergence: 3,000 words, using phrases and sentences 4. Intermediate language proficiency: 6000 words; more complex sentences 5. Advanced Language proficiecny: 5 - 7 years, have developed content specific language) |
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Silent Period
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The stage of language acquisition that a second language learner goes through first. They may understand but cannot produce written or spoken language
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Input / Receptive language
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Language that the student receives: language tha the student hears and reads.
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Output / Expressive Language
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Language that the student produces: language that the student speaks and writes.
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Comprehensible Input
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Language that the student receives (by hearing or by reading) that is at a basic enough level that the language learner can understand it. Without comprehensible input, language learners will not be able to acquire a new language.
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Syntax
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System by which lexemes, or words, are organized (typically into sentences and phrases)
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Lexeme
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A word
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Morpheme
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Smallest unit of meaning in a language. The smallest parts you can break a word down into.
Ex: -s is a morpheme tha denotes that a noun is plural. Ex: pre- is a morpheme that denotes the meaning "before" |
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Morphology
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Identification, analysis, and description of the structure of a given language's morphemes
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Lexicon
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Total stock of morphemes in a language.
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Phoneme
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Smallest unit of sound in a language.
Ex: /s/ consonant sound "th" sound in English |
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Phonetics
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Study of the quality and formation of the sounds of human speech (across languages)
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Phonemics / Phonology
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The study of the sound systems of languages (individual to each language)
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Orthography
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Spelling system of a language. The rules for spelling, including the many exceptions to those rules.
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Phonographemics
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The way that certain sounds are encoded in a language. The rules for spelling but not the exceptions to the rule.
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Cognates
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Words that are the same or similar in two different languages
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Stress
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Where the emphasis of a word or sentence falls.
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Pitch / Intonation
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How high or low a sound is. Pitch and intonation can distinguish between different possible meanings of sentences.
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Prefix
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A morpheme that comes at the beginning of a word.
Ex: pre-, re-, in-, un-) |
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Suffix
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A morpheme that comes at the end of a word.
Ex: -able, -s, -er |
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Root
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The base morpheme to which other morphemes may be added to create new words
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Grammar
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Structural rules that govern the composition of a language
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Noun
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A word denotes a person, place, thing, or idea
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Verb
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An action or state of being ("to be": am, are, is, was, were, will be)
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Pronoun
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A word that stands for or replaces a noun
Ex: I, you, he, she it, we, they, and variants thereof (me, your, them, ours, mine) |
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Adjective
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A word that describes a noun.
Ex: green, huge, delicate, elated, inventive |
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Adverb
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A word that describes an adjective or a verb.
Ex: swiftly, slowly, frequently, always, often |
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Preposition
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A word that denotes a spatial or logical relationship between two nouns
Ex: Spatial relationship: into, on, below, beneath Logical relationship: for, of, about |
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Interjection
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A word used to express emotion or sentiment on the part of the speaker
Ex: Whoa! Huh? |
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Conjunction
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Word that connects 2 phrases, clauses, or words together
FANBOYS - For, And, Nor, But, Or, Yet, So |
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Subject
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The agent of the sentence. The noun or noun phrase that is doing the action in the sentence.
Ex: The students wrote essays about The Joy Luck Club. |
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Predicate
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The main verb of the sentence.
Ex: The students wrote essays about The Joy Luck Club. |
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Simple Sentence
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A sentence that contains just one independent clause and no dependent clauses.
Ex: The girls played baseball. |
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Compound Sentence
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A sentence that contains two independent clauses joined together.
Ex: The girls played baseball and the boys played tag. |
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Complex Sentence
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A sentence that contains two independent clauses and at least one other dependent clause.
Ex: After the girls played baseball, the boys played tag. dependent clause independent clause |
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Declarative Sentence
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A sentence that makes a statement.
Ex: You need to eat breakfast everyday. |
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Interrogative Sentence
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A sentence that asks a question.
Ex: Do you need to eat breakfast everyday? |
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Imperative Sentence
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A sentence that gives a command.
Ex: Eat breakfast everyday. |
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Exclamatory Sentence
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A sentence that expresses emotion.
Ex: You need to eat breakfast everyday! |
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Independent Clause
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A phrase that can stand alone and make sense on its own.
Ex: I went to work yesterday. |
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Dependent Clause
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A phase that cannot stand alone and make sense on its own.
Ex: After I went to work yesterday, |
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Phrase
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A group of words strung together to express meaning.
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Active voice
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A sentence in which the subject does the action.
Ex: My dog ate his food. My father always cooks dinner. |
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Passive voice
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A sentence in which the subject does the action.
Ex: The food was eaten by the dog. Dinner is always cooked by my father. |
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Imperatives
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Commands.
Es: Stop! Go! Eat your dinner. |
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Tense
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The grammatical aspect of a verb that denotes the time the action happened.
Basic tenses: past, present, future Other tenses: progressive tenses, perfect tenses, etc. |
