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Questions and Answers
Connectionism attributes greater importance to the role of the environment in language acquisition than to any specific innate ______ in the learner.
Connectionism attributes greater importance to the role of the environment in language acquisition than to any specific innate ______ in the learner.
knowledge
Communicative competence, coined by Dell Hymes, enables a person to convey and interpret ______ and negotiate meanings interpersonal.
Communicative competence, coined by Dell Hymes, enables a person to convey and interpret ______ and negotiate meanings interpersonal.
messages
According to Sandra Savignon, communicative competence is ______, not absolute.
According to Sandra Savignon, communicative competence is ______, not absolute.
relative
Pragmatic constraints on language comprehension may be thought of as the effect of ______ on strings of linguistic events.
Pragmatic constraints on language comprehension may be thought of as the effect of ______ on strings of linguistic events.
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Sociopragmatic refers to the interface between ______ and social organization.
Sociopragmatic refers to the interface between ______ and social organization.
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Language ______ includes knowledge of grammar, phonology, and semantics.
Language ______ includes knowledge of grammar, phonology, and semantics.
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Language ______ involves how well individuals use their underlying knowledge to produce language.
Language ______ involves how well individuals use their underlying knowledge to produce language.
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Simultaneous bilingualism refers to learning two languages from ______.
Simultaneous bilingualism refers to learning two languages from ______.
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______ bilingualism involves learning a second language after the first.
______ bilingualism involves learning a second language after the first.
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Additive bilingualism leads to positive cognitive and social ______ while maintaining the first language.
Additive bilingualism leads to positive cognitive and social ______ while maintaining the first language.
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Speech acts include three different forces: locutionary, illocutionary, and ______.
Speech acts include three different forces: locutionary, illocutionary, and ______.
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A mismatch between learner ______ and teaching style can cause dissatisfaction.
A mismatch between learner ______ and teaching style can cause dissatisfaction.
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Compensatory strategies are used by language learners to fill the gaps and compensate for the lack of knowledge of ______.
Compensatory strategies are used by language learners to fill the gaps and compensate for the lack of knowledge of ______.
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Debilitative anxiety impacts the learning process in a negative way: learners who suffer from this anxiety usually have difficulties concentrating, making decisions or taking risks in speaking or __________.
Debilitative anxiety impacts the learning process in a negative way: learners who suffer from this anxiety usually have difficulties concentrating, making decisions or taking risks in speaking or __________.
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Positive transfer occurs when L1 helps in L2 __________.
Positive transfer occurs when L1 helps in L2 __________.
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A mistake happens when a learner knows the correct rule but makes a slip due to __________.
A mistake happens when a learner knows the correct rule but makes a slip due to __________.
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The distance between learners' existing developmental state and their potential __________ is known as the zone of proximal development.
The distance between learners' existing developmental state and their potential __________ is known as the zone of proximal development.
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Transfer refers to the influence of prior knowledge or skills from the first language, or L1, on the learning of a new __________.
Transfer refers to the influence of prior knowledge or skills from the first language, or L1, on the learning of a new __________.
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Anxiety caused by traditional educational context is lowered when the teacher’s presence is not perceived as a __________.
Anxiety caused by traditional educational context is lowered when the teacher’s presence is not perceived as a __________.
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Input includes everything that the learner reads and hears when learning a __________.
Input includes everything that the learner reads and hears when learning a __________.
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Obligatory contexts are the places in a sentence where the __________ is necessary to make the sentence grammatically correct.
Obligatory contexts are the places in a sentence where the __________ is necessary to make the sentence grammatically correct.
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BICS refers to the type of language skills needed for everyday communication in ______ contexts.
BICS refers to the type of language skills needed for everyday communication in ______ contexts.
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CALP is necessary for understanding and producing ______ content.
CALP is necessary for understanding and producing ______ content.
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The ability to express concepts such as the disappearance of objects is referred to as ______.
The ability to express concepts such as the disappearance of objects is referred to as ______.
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Children develop the ability of multiple discrimination to differentiate and respond appropriately to ______.
Children develop the ability of multiple discrimination to differentiate and respond appropriately to ______.
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In the context of SLA, extroversion refers to the extent to which a person needs to receive self-esteem and a sense of wholeness from ______.
In the context of SLA, extroversion refers to the extent to which a person needs to receive self-esteem and a sense of wholeness from ______.
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Transactional variables in second language learning include imitation, modeling, and ______.
Transactional variables in second language learning include imitation, modeling, and ______.
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Stereotypes associated with introversion and extroversion among teachers may not reliably indicate whether these traits ______ the process of second language acquisition.
Stereotypes associated with introversion and extroversion among teachers may not reliably indicate whether these traits ______ the process of second language acquisition.
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Extroverts might have an advantage in language classes due to their activity and ______.
Extroverts might have an advantage in language classes due to their activity and ______.
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Willingness to Communicate represents the predisposition toward or away from ______ given the choice.
Willingness to Communicate represents the predisposition toward or away from ______ given the choice.
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Attribution Theory focuses on how people explain the causes of their own successes and ______.
Attribution Theory focuses on how people explain the causes of their own successes and ______.
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Students with high self-efficacy will put a degree of ______ into achieving their goals.
Students with high self-efficacy will put a degree of ______ into achieving their goals.
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Interlanguage is the second language knowledge/system developed by the ______.
Interlanguage is the second language knowledge/system developed by the ______.
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Fossilization occurs when some features in a learner's language remain ______.
Fossilization occurs when some features in a learner's language remain ______.
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Audiolingualism focuses on drilling ______ and grammatical structures.
Audiolingualism focuses on drilling ______ and grammatical structures.
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Intrinsic motivation stems from internal desires such as curiosity and a passion for ______.
Intrinsic motivation stems from internal desires such as curiosity and a passion for ______.
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Community Language Learning is a model that values the individual within the ______.
Community Language Learning is a model that values the individual within the ______.
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Facilitative anxiety is also called ______ anxiety
Facilitative anxiety is also called ______ anxiety
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The linguistic school of thought mostly represented by Piaget is known as ______
The linguistic school of thought mostly represented by Piaget is known as ______
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Communicative competence was originally introduced by ______ Hymes
Communicative competence was originally introduced by ______ Hymes
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______ communication includes body language, facial expressions, and gestures.
______ communication includes body language, facial expressions, and gestures.
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In social-constructivist theory, ______ is a teaching method providing temporary support to learners.
In social-constructivist theory, ______ is a teaching method providing temporary support to learners.
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______ is an error where a learner applies a rule too broadly in language learning.
______ is an error where a learner applies a rule too broadly in language learning.
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The stage in interlanguage development characterized by a relatively fixed language system is known as ______
The stage in interlanguage development characterized by a relatively fixed language system is known as ______
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In behavioral psychology, ______ refers to learning a series of responses where each response triggers the next.
In behavioral psychology, ______ refers to learning a series of responses where each response triggers the next.
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Study Notes
Willingness to Communicate
- Willingness to communicate is an underlying continuum representing the predisposition toward or away from communicating.
- It also refers to the intention to initiate communication.
Attribution Theory
- Explains the causes of successes and failures.
- Key factors include ability, effort, task difficulty, and luck.
- Internal factors: ability and effort
- External factors: task difficulty and luck
- High self-efficacy (belief in one's own capabilities) leads to higher effort in achieving goals.
- Low self-efficacy attributes success or failure to external factors.
Interlanguage
- The second language knowledge/system a learner develops.
- Continuously evolves with more input and revised understanding of the second language.
Fossilization
- Occurs when insufficient or inappropriate exposure/feedback cause parts of a learner's language to remain unchanged.
- The differences between interlanguage and the target language become habitual.
Audiolingualism
- A language learning method based on behaviorism.
- Focuses on mechanical repetition, drilling pronunciation, and grammatical structures/vocabulary.
- Also known as the Army Method.
Affective Factors in SLA
- Emotions and personality traits that influence language learning.
- Examples include self-esteem, self-efficacy, inhibition, risk-taking, anxiety, empathy, motivation, extroversion/introversion.
Intrinsic/Extrinsic Motivation
- Intrinsic motivation: engaging in an activity for its own sake (e.g., curiosity, passion, personal accomplishment).
- Extrinsic motivation: driven by external rewards (e.g., money, prizes, good grades, positive feedback, punishment avoidance).
Community Language Learning
- A counseling-learning model of education that prioritizes learners and the teacher's supportive role.
- Aims to reduce anxiety caused by traditional education.
- Encourages students to try anything, fostering independence.
Errors vs. Mistakes
- Error: Occurs when a learner doesn't know the correct rule (e.g., "He go to school").
- Mistake: Occurs when a learner knows the rule but makes a slip (e.g., "He go" instead of "He goes").
Transfer
- Elements of the native language applied to the second language.
Obligatory Contexts
- Specific places in a sentence where a morpheme is essential for grammatical correctness.
Input vs. Intake
- Input: Everything a learner hears and reads.
- Intake: The part of input that the learner remembers and internalizes.
Zone of Proximal Development
- The difference between existing developmental level and potential development.
Whorfian Hypothesis of Linguistic Relativity
- Each language imposes a particular worldview.
Interference
- Negative transfer, where the first language hinders second language learning.
Debilitative/Facilitative Anxiety
- Debilitative anxiety negatively impacts concentration, decision-making, and risk-taking in language learning.
- Facilitative anxiety motivates learners to perform better.
Constructivism
- Learners actively construct their understanding of language through interaction, experience, and social contexts.
- Language is seen as something built, not passively absorbed.
Communicative Competence
- Ability to use language effectively and appropriately in social contexts.
- Includes grammatical, sociolinguistic, discourse, and strategic skills.
Nonverbal Communication
- Communication through body language, facial expressions, gestures, and proxemics (personal space).
Scaffolding
- Temporary support provided to learners to help them accomplish tasks.
- Gradually withdrawn as learners become more competent.
Chaining
- Learning a series of responses where each response triggers the next.
- Applied to language learning by linking words and phrases.
Overgeneralization
- Applying a language rule too broadly, leading to incorrect forms (e.g., "comed" instead of "came").
Stabilization
- Stage in interlanguage development where the language system becomes relatively fixed.
Language Competence/Performance
- Competence: Knowledge of grammar, phonology, semantics, culture, and lexicon
- Performance: The actual use of that knowledge in different contexts.
Simultaneos/Sequential Bilingualism
- Simultaneous: Learning two languages from birth.
- Sequential: Learning a second language after the first.
Additive/Subtractive Bilingualism
- Additive: Maintaining first language while learning a second, leading to positive outcomes.
- Subtractive: Losing first language while learning a second, leading to potential harm.
Learning Style
- An individual's natural, habitual, and preferred way of absorbing and processing information.
Speech Acts
- Actions performed through language (e.g., promising, ordering, apologizing).
Learner Beliefs
- Learners' opinions on how they should be taught.
Identity and Ethnic Group Affiliation
- Power dynamics, stereotypes, and social pressures associated with minority/majority languages.
Compensatory Strategies
- Tactics used by language learners to fill gaps in their knowledge (e.g., topic avoidance, nonverbal signals, code-switching).
Pidginization/Creolization
- Pidginization: Language used in restricted circumstances between speakers of different languages.
- Creolization: Language developed from pidginization and becomes a first language for a new generation.
Instrumental/Integrative Orientations
- Instrumental: Learning language for practical purposes (academic, career).
- Integrative: Learning language to integrate with a culture.
Motivational Intensity
- Learners' high/low motivation within their learning orientation.
Critical Period
- Biologically determined period when language acquisition is easiest.
Autonomy
- Learners' independent effort, problem-solving, and strategic action in acquiring language.
Language Aptitude
- Specific abilities thought to predict language learning success.
Tabula Rasa
- Blank slate theory of language acquisition; infants have no innate linguistic knowledge.
BICS/CALP
- BICS: Basic Interpersonal Communication Skills (everyday conversation).
- CALP: Cognitive Academic Language Proficiency (academic language).
CALP (Cognitive Academic Language Proficiency)
- Language skills needed for academic content (e.g., reading textbooks, writing essays).
Negation, Multiple Discrimination, Transaction
- Negation: Expressing concepts such as absence of objects.
- Multiple discrimination: Differentiating similar stimuli.
- Transaction: Language use to reach out beyond oneself to others.
Introversion/Extroversion (SLA)
- Introversion's and extroversion's role in language learning.
Connectionism
- Environment plays a greater role in language acquisition than innate knowledge.
Communicative Competence
- Functional and interactive communication.
Pragmatic Constraints
- Contextual effects on language comprehension & production.
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Description
Explore key theories related to communication and language acquisition in this quiz. Topics include willingness to communicate, attribution theory, interlanguage, and fossilization. Test your understanding of these essential concepts in language learning.
