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17 Cards in this Set
- Front
- Back
Varieties of language that vary only in
pronunciation, not in vocabulary or grammar. Contrast dialects. |
Accents
|
|
The way in which a culture deals with
infant-directed speech. It can range from highly child centered to highly situation centered. |
Communicative
Accommodation |
|
Language input that is just slightly ahead of the
learner’s current state of grammatical knowledge. Also known as the i + 1 level , where i is the learner’s current state of knowledge. Part of Krashen’s (1985) theory that language that contains structures a second language (L2) learner has already mastered will not help his or her acquisition of the L2, nor will input that is too difficult. |
Comprehensible
Input |
|
The verbs make, do,
and go. Children rely on these verbs heavily during the fourth stage of L2 development, or the period of language productivity. |
General Allpurpose
Verbs |
|
First stage of learning English as a second
language. During this stage, children use their home language in the classroom with other children and adults. They usually cease to do so upon realizing that it does not promote successful communication with other people. |
Home Language
Stage |
|
The language system speakers create during
second language (L2) acquisition. It includes elements of the first language (L1) and the L2 as well as elements found in neither of the two languages. Example: L1 phonology combined with L2 syntax, such as “I bring not the children” by a speaker with German as the L1 and English as the L2. |
Interlanguage
|
|
When code switching occurs between
utterances. |
Interutterance
Mixing |
|
When code switching occurs within a single
utterance. |
Intrautterance
Mixing |
|
When the speech of a second language
speaker becomes permanently established in the interlanguage. |
Language
fossilization |
|
The fourth stage of second language
development, in which children are not yet proficient speakers of their second language but their communicative repertoire continues to expand. |
Language
Productivity |
|
In second language (L2) acquisition, when
the interlanguage stops evolving and L2 learners reach a plateau in their language development. |
Language
Stabilization |
|
A group of people who speak a language
that the majority of people in an area (e.g., country, state, provine) value and assign high social status. Example: Standard American English (SAE) speakers in the United States. |
Majority
Ethnolinguisitic Community |
|
A group of people who speak a language
that few people in the community speak or value. Example: Japanese speakers in the United States. |
Minority
Ethnolinguistic Community |
|
Second stage of learning English as a second
language (ESL). During this period children learn little to no language, instead beginning to acquire their second language receptively. Some children in this stage us gestures to communicate until they acquire a sufficient number of words in their second language. |
Nonverbal
period |
|
The
process by which children who have already established a solid foundation in their first language (L1) learn an additional language. |
Second
Language Acquisition |
|
The third stage of second language
development. In this stage, children begin to imitate other people, to use single words to label items, and to use simple phrases that they memorize. The variety of communicative functions they can express is limited. |
Telegraphic and
Formulaic Use |
|
The idea that bilingual children have a
single language system that eventually splits into two. According to this theory, children are not bilingual until they successfully differentiate between the two languages. |
Unitary
Language System Hypothesis |