Podcast
Questions and Answers
Language input refers to everything the language-learner hears and sees in the TL.
Language input refers to everything the language-learner hears and sees in the TL.
True
A formal language environment focuses on the content of communication rather than the form of the language.
A formal language environment focuses on the content of communication rather than the form of the language.
False
Natural language environments enhance the development of communication skills in both foreign and host environments.
Natural language environments enhance the development of communication skills in both foreign and host environments.
True
Crucial differences in linguistic input have no effect on the rate of linguistic output.
Crucial differences in linguistic input have no effect on the rate of linguistic output.
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Tasks such as multiple choice and essay type questions do not influence second language performance.
Tasks such as multiple choice and essay type questions do not influence second language performance.
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Non-linguistic variables include only biological factors like age.
Non-linguistic variables include only biological factors like age.
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Problems in learning a second language in formal settings stem from a lack of communicative context.
Problems in learning a second language in formal settings stem from a lack of communicative context.
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It is confirmed that there is no difference in the learning experiences of child and adult second language learners.
It is confirmed that there is no difference in the learning experiences of child and adult second language learners.
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Children are better equipped cognitively to learn a second language than adults.
Children are better equipped cognitively to learn a second language than adults.
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The social-psychological model of second language learning proposed by Gardener includes attitudes and motivation.
The social-psychological model of second language learning proposed by Gardener includes attitudes and motivation.
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Positive attitudes towards native speakers of the target language can inhibit language acquisition.
Positive attitudes towards native speakers of the target language can inhibit language acquisition.
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Adults have a more sophisticated ability to deal with abstract language compared to children.
Adults have a more sophisticated ability to deal with abstract language compared to children.
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Affective variables such as motivation and attitudes can lead to differences in second language achievement.
Affective variables such as motivation and attitudes can lead to differences in second language achievement.
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Language learning becomes easier after the age of 5 due to biological maturation.
Language learning becomes easier after the age of 5 due to biological maturation.
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Negative attitudes towards the target language speakers are expected to enhance second language learning.
Negative attitudes towards the target language speakers are expected to enhance second language learning.
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Negative transfer primarily impacts language learners during physical maturation.
Negative transfer primarily impacts language learners during physical maturation.
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According to Lenneberg, the growth of the brain continues until the age of 11-13.
According to Lenneberg, the growth of the brain continues until the age of 11-13.
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The motivation of learners is irrelevant to their success in second language acquisition.
The motivation of learners is irrelevant to their success in second language acquisition.
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A learner's preference for their own culture over that of the target language can positively affect success in language learning.
A learner's preference for their own culture over that of the target language can positively affect success in language learning.
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Formal operational thinking allows adolescents and adults to engage in meta-awareness.
Formal operational thinking allows adolescents and adults to engage in meta-awareness.
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In terms of cognitive ability, children and adults have varying capabilities to learn a second language.
In terms of cognitive ability, children and adults have varying capabilities to learn a second language.
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Children aged 7 to 11 typically exhibit formal operational thinking.
Children aged 7 to 11 typically exhibit formal operational thinking.
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Formal thinkers can acquire new concepts primarily from verbal experiences.
Formal thinkers can acquire new concepts primarily from verbal experiences.
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Children are considered better second language learners than adults due to their cognitive superiority.
Children are considered better second language learners than adults due to their cognitive superiority.
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Adults cannot achieve the same level of bilingualism as children.
Adults cannot achieve the same level of bilingualism as children.
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Biological maturation leads to easier language acquisition throughout life.
Biological maturation leads to easier language acquisition throughout life.
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The ability to manipulate ideas and reason about them reflects a formal thinker's meta-awareness.
The ability to manipulate ideas and reason about them reflects a formal thinker's meta-awareness.
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The consolidation of personality during puberty can hinder second language acquisition in children.
The consolidation of personality during puberty can hinder second language acquisition in children.
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Older students typically require more instruction than younger students to achieve similar learning outcomes in a second language.
Older students typically require more instruction than younger students to achieve similar learning outcomes in a second language.
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Biological factors, cognitive factors, and language environment play no role in language acquisition advantages.
Biological factors, cognitive factors, and language environment play no role in language acquisition advantages.
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Adolescents possess a less mature cognitive system compared to young children.
Adolescents possess a less mature cognitive system compared to young children.
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Formal thinkers have the capability to step back and analyze their own thoughts.
Formal thinkers have the capability to step back and analyze their own thoughts.
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Oller and Perkins (1978) argued that SL achievement and attitudes do not affect each other.
Oller and Perkins (1978) argued that SL achievement and attitudes do not affect each other.
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Motivation is defined as the combination of all factors that move a person to action.
Motivation is defined as the combination of all factors that move a person to action.
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There are three components found in the motivation factor.
There are three components found in the motivation factor.
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Studies have consistently shown a clear effect of length of residence on SLA.
Studies have consistently shown a clear effect of length of residence on SLA.
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In studies with no effect of length of residence on SLA, participants spent a minimum of 5 years in the SL speaking environment.
In studies with no effect of length of residence on SLA, participants spent a minimum of 5 years in the SL speaking environment.
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A correlation between length of residence and proficiency was found in studies with low length of residence for children.
A correlation between length of residence and proficiency was found in studies with low length of residence for children.
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Instrumental orientation refers to acquiring proficiency for personal relationships.
Instrumental orientation refers to acquiring proficiency for personal relationships.
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Klein and Dittmar’s (1979) study indicated an inverse relationship between length of stay and proficiency.
Klein and Dittmar’s (1979) study indicated an inverse relationship between length of stay and proficiency.
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Study Notes
Factors Influencing Second Language Acquisition (SLA)
- Language Input: This encompasses all the language a learner hears and sees in the target language (TL).
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Types of Linguistic Environments:
- Natural: Includes everyday interactions, conversations, and exposure to the TL. Focuses on meaning and content.
- Formal: Classroom settings, textbooks, and structured language learning activities. Focuses on the form of the language.
- Distinction between Natural/Naturalistic and Formal Environments: Naturalistic environments prioritize meaning and communication, whereas formal environments prioritize grammatical form.
- Impact of Natural Language Environments: Enhance the development of communication skills in both the target language and the learner's native language.
- Foreign Classroom Environments: Often limit opportunities for learners to engage in meaningful, interest-driven conversations.
- Problems with Formal Language Learning: In formal settings, the lack of communicative context in practice exercises can be problematic.
- Linguistic Input and Output: Significant differences in linguistic input often lead to variation in linguistic output, though not necessarily at the stages of development, but possibly at the rate of development.
Non-Linguistic Variables
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Non-linguistic Variables: Factors affecting language learning that are not directly related to language itself.
- Biological Factors: Age is a key biological factor.
- Social-Psychological Factors: Personality, attitude, motivation, and the length of residence in the target language environment affect SLA.
- Child vs. Adult Language Learners: Adults may have more abstract thought and the ability to discuss more complex topics compared to children, however child learners are equally capable of becoming bilinguals
- Biological Maturation: A biologically determined period during which language acquisition is more easily obtained. However, this concept has been challenged, in particular the age range during which this is thought to occur and the extent that it limits learners' proficiency. Later language acquisition is possible.
Formal Operation
- Formal Operation: A developmental stage characterized by the ability to think abstractly, reason with hypothetical situations and engage in more sophisticated thought processes.
Social-Psychological Changes
- Social-Psychological Changes: Changes in personality, independence, and the need for social interaction during puberty can influence second language learning (SLA).
Cognitive and SLA
- Cognitive Abilities: Children and adults have similar cognitive capacities for language acquisition.
Length of Residence and SLA
- Length of Residence and SLA: Extensive periods of residence in the target language environment may correlate to higher proficiency in that language.
Motivation
- Components of Motivation: Two key components include integrative (to immerse in the culture/community) and instrumental (to achieve a goal).
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Description
This quiz explores the various elements that affect second language acquisition (SLA), including language input and the distinctions between natural and formal linguistic environments. It highlights the impact of these environments on communication skills and the limitations of structured learning settings. Test your understanding of these key factors in language learning.
