Factors Influencing SLA
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Questions and Answers

What is language input primarily concerned with?

  • The grammatical rules of language
  • The written material used in classrooms
  • The linguistic environment the learner is exposed to (correct)
  • The feedback given by teachers

How does a natural language environment enhance language learning?

  • By limiting communication to structured exercises
  • By developing communication skills in real-life situations (correct)
  • By focusing on grammar rules
  • By emphasizing vocabulary memorization

At what age range does language acquisition begin to become more difficult according to the process of biological maturation?

  • 9-12 years old
  • 14-16 years old
  • 6-8 years old
  • 11-13 years old (correct)

What is one significant problem with learning a second language in formal settings?

<p>Lack of communicative context in the classroom (A)</p> Signup and view all the answers

What cognitive ability differentiates adults from children in terms of language development?

<p>Understanding of abstract concepts (B)</p> Signup and view all the answers

What type of environment typically provides limited opportunities for discussion on topics of interest?

<p>Classroom settings (B)</p> Signup and view all the answers

According to Lenneberg, what biological change contributes to the ease of language acquisition up to puberty?

<p>Lateralization of the brain (C)</p> Signup and view all the answers

In terms of second language performance, how does task type influence learning?

<p>Different tasks can have varying effects on performance (B)</p> Signup and view all the answers

Which of the following is NOT a non-linguistic variable that influences SLA?

<p>Settings of language exposure (C)</p> Signup and view all the answers

Which of the following best describes 'formal operation' as described by Piaget?

<p>The ability to consider abstract ideas and hypothetical situations (D)</p> Signup and view all the answers

What distinguishes child second language learners from adult learners?

<p>Differences exist in cognitive and social capabilities (D)</p> Signup and view all the answers

Which of the following statements about language acquisition in adults is true according to the content?

<p>Adult language acquisition is often influenced by negative transfer. (C)</p> Signup and view all the answers

What is the effect of crucial differences in linguistic input?

<p>They lead to differences in linguistic output (A)</p> Signup and view all the answers

Which factor is NOT mentioned as an explanation for child-adult differences in language learning?

<p>Environmental influences (C)</p> Signup and view all the answers

Which age did Krashen suggest as the completion of brain lateralization?

<p>By age 5 (A)</p> Signup and view all the answers

What ability do children lack compared to adolescents and adults that affects their language learning?

<p>Meta-awareness and formal thinking (A)</p> Signup and view all the answers

What interaction did Oller and Perkins (1978) argue exists regarding second language (SL) achievement?

<p>There is an interaction where each affects the other. (D)</p> Signup and view all the answers

How is ‘motivation’ defined in the context of learning?

<p>The combination of all factors that move a person to action. (A)</p> Signup and view all the answers

What are the two components of the motivation factor in second language acquisition?

<p>Integrative orientation and instrumental orientation. (C)</p> Signup and view all the answers

Why are the studies on the effect of length of residence on second language acquisition inconclusive?

<p>Studies have varying methodologies and contexts. (C)</p> Signup and view all the answers

What was the average time spent in a second language speaking environment for studies reporting no effect on SLA?

<p>5 to 20 years. (B)</p> Signup and view all the answers

What is the main argument regarding children's cognitive ability to learn a second language compared to adults?

<p>Children and adults have equal cognitive abilities for learning a second language. (D)</p> Signup and view all the answers

Which of the following components is NOT part of Gardner's social-psychological model of second language learning?

<p>Cognitive ability (D)</p> Signup and view all the answers

What correlation was found in studies with a low length of residence (3-4 years) for children?

<p>Positive linear correlation with proficiency. (B)</p> Signup and view all the answers

What does integrative orientation entail in the context of language learning?

<p>Desire to join or be similar to a specific community. (A)</p> Signup and view all the answers

How can a learner's attitude towards native speakers of the target language affect their second language acquisition?

<p>Positive attitudes can enhance acquisition while negative ones can inhibit it. (D)</p> Signup and view all the answers

What was the finding regarding instrumental orientation in relation to length of residence?

<p>A relationship between length of residence and rate of progress is only possibly present. (A)</p> Signup and view all the answers

What do 'affective variables' refer to in second language acquisition?

<p>Emotional aspects like attitudes and motivation. (B)</p> Signup and view all the answers

What is the expected outcome for learners with high motivation and positive attitudes towards the target language?

<p>They achieve higher success in language learning. (A)</p> Signup and view all the answers

What effect do learners' attitudes towards their own culture have on language learning?

<p>They can greatly enhance motivation for language learning. (D)</p> Signup and view all the answers

What role does interaction with others play in a learner's language acquisition process?

<p>It is essential as it satisfies many social needs. (B)</p> Signup and view all the answers

In terms of affective variables, what do negative attitudes typically lead to during second language acquisition?

<p>Lower achievement and reduced willingness to learn. (A)</p> Signup and view all the answers

What primarily distinguishes formal thinkers from others in acquiring new concepts?

<p>Verbal manipulation of ideas and rules (C)</p> Signup and view all the answers

Which of the following best explains the claim that adults have a cognitive superiority in second language acquisition (SLA)?

<p>Adults possess a more mature cognitive system suitable for abstraction. (C)</p> Signup and view all the answers

What factor contributes to the early advantage of adults in second language learning?

<p>Higher cognitive maturity among adults (A)</p> Signup and view all the answers

According to the findings, what happens to language learners as they approach puberty?

<p>They prioritize establishing their identities over learning a second language. (D)</p> Signup and view all the answers

Which statement regarding cognitive learning styles is accurate?

<p>Older children learn languages more easily than younger ones due to better cognitive skills. (A)</p> Signup and view all the answers

What is a key characteristic of formal thinkers in problem-solving?

<p>They develop general solutions to classes of problems using abstract rules. (B)</p> Signup and view all the answers

What is one reason children may ultimately surpass adults in second language acquisition?

<p>Children retain greater neural plasticity, aiding language retention. (C)</p> Signup and view all the answers

What does meta-awareness in formal thinkers refer to?

<p>The capacity to assess and reason about their own thoughts. (D)</p> Signup and view all the answers

Flashcards

Language input

Everything a language learner hears and sees in the target language.

Formal language environment

Refers to the focus on the form of language, often found in structured learning environments like classrooms.

Natural language environment

Refers to natural exposure to language in real-world scenarios, where the focus is on communication and meaning.

Task effect

How a specific task or activity influences a learner's performance in a second language.

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Non-linguistic variables

Factors that affect language learning that are not directly related to the language itself.

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Age as a factor

How age can impact a person's ability to learn a second language.

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Social-Psychological factors

How personality, attitudes, and motivation impact a learner's success with a second language.

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Length of residence

The amount of time spent living in a second-language environment can significantly influence language proficiency.

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Biological maturation

The process of biological maturation, the flexibility necessary for language acquisition is lost. This is when the brain is still developing and more easily acquires language.

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Lenneberg's Critical Period Hypothesis

This theory states that language learning becomes more difficult after a certain age due to changes in brain structure. According to this theory, the brain is more adaptable in childhood, leading to faster and easier language acquisition.

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Formal Operations (Piaget)

The ability to think abstractly and reason logically, typically developing during adolescence. Adolescents and adults are better at higher-level thinking because they can reflect on their own thinking and make connections between ideas.

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Negative Transfer

The transfer of previous knowledge or skills to a new language can hinder learning. This happens when the learner's native language influences their learning of the target language.

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Concrete Operations (Piaget)

A stage in cognitive development where children can understand concrete concepts directly related to physical objects and experiences. They may have difficulty with abstract concepts that require imagination or advanced reasoning.

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Formal Thinker

A person who can manipulate relationships between ideas without relying on concrete experience. They can think abstractly and develop general solutions to problems.

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Conceptualizing Thoughts

The ability to think about one's own thoughts and consider them as objects of analysis. This allows for meta-awareness and the ability to reason about mental constructions.

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Adult Cognitive Superiority in SLA

The idea that adults have a more developed cognitive system and should therefore be better at learning a second language.

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Cognitive Maturity in SLA

The capacity for abstraction, classification, and generalization. This allows for understanding complex concepts and applying them to different situations.

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Efficient Learning in SLA

The ability to learn efficiently and acquire knowledge quickly. This is often associated with older learners but can also be influenced by individual factors.

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Factors Influencing SLA

Biological, cognitive, and environmental factors that influence the acquisition of a second language. These influence the ease and effectiveness of learning.

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Social-Psychological Changes in SLA

Changes in social and psychological aspects that affect second language learning. Puberty can create difficulties in acquiring a language due to a focus on identity formation.

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Early Adult Advantage, Later Child Superiority in SLA

The idea that adults have an initial advantage in second language acquisition because of their cognitive maturity. However, children's flexibility and openness make them superior learners in the long run.

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Independence in Language Learning

The ability to function independently and make choices without being reliant on others.

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Internalization of New Norms

The process of adopting new norms and values from a new language and culture.

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Cognitive Abilities in SL Learning

The idea that both children and adults have the same cognitive capacity to learn a second language.

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Social-Psychological Model of SL Learning

A model that emphasizes the importance of attitudes, motivation, and achievement in second language learning.

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Learner Attitudes towards Native Speakers

Learners' positive or negative perceptions towards native speakers of the target language can influence their success in acquiring the language.

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Affective Variables in SLA

Factors such as attitudes and motivation, which can impact behavior and learning outcomes in second language acquisition.

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Impact of Motivation and Attitudes on SLA

A high level of motivation and positive attitudes towards the target language and its speakers are expected to foster a willingness to learn the language.

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Negative Attitudes and SLA

Negative attitudes towards the target language or its speakers can result in reduced motivation and ultimately lower achievement in language learning.

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Interaction between SL achievement and attitude/motivation

The assumption that a learner's attitude and motivation influence their second language (SL) proficiency, and vice versa.

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Motivation in SL learning

The combination of internal and external factors that prompt a person to take action. In language learning, it's the drive to learn.

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Integrative Orientation

A learning approach focused on integrating into the target language culture and community. The learner wants to be a part of that society.

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Instrumental Orientation

A learning approach driven by practical goals or benefits from acquiring the language. The learner sees language as a tool.

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Inconclusive effect of length of residence on SLA

Studies on the impact of the length of residence on SL proficiency have yielded mixed results, with some showing no link and others showing a correlation.

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Length of residence and SLA for long-term learners

Studies have shown that learners who spend a significant amount of time (at least 5 years, often 10-20 years) in the target language environment may not necessarily demonstrate a clear correlation between the length of stay and their language skills.

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Length of residence and SLA for short-term learners (children)

Some studies have found that there is a positive relationship between the length of residence (3-4 years) and language proficiency, particularly for children.

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Length of residence and SLA for adult learners

For adult learners, a connection between length of stay and proficiency is more likely to be observed when the learner integrates into the target culture, especially through social ties like marriage.

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Study Notes

Factors Influencing Second Language Acquisition (SLA)

  • Linguistic Variables:

    • Language input (linguistic environment) includes everything the learner hears and sees in the target language (TL).
    • Linguistic environments can be natural (e.g., conversations with native speakers, watching TV) or formal (e.g., classroom activities, textbooks).
    • A natural/naturalistic environment focuses on content and meaning, while a formal environment focuses on form. The host environment is naturalistic. The foreign environment is formal.
    • Natural environments enhance the development of communication skills in both foreign (in a foreign country) and host environments.
    • Formal classroom settings often have limited opportunity for learners to discuss matters of personal interest.
    • Crucial differences in linguistic input lead to differences in linguistic output, but not necessarily at the same pace.
    • Tasks (e.g., multiple choice, essays) influence performance in second language acquisition.

  • Non-Linguistic Variables:

    • Non-linguistic variables include biological factors (like age), social-psychological factors (like personality, attitude, and motivation), and length of residence.
    • There are differences between child and adult second language learners. Adults typically want to converse about more sophisticated topics, and their cognitive maturity allows them to deal with the abstract nature of language better.
    • Some argue that biological maturation (especially between the ages of 11 and 13) might mean that language acquisition is more of an automatic process. Other research suggests that adults are better suited for complex and more advanced language tasks.
    • Biological maturation is a period when language acquisition is easier. After this time, it can become more difficult.
    • There is no empirical evidence to support that only children acquire language effectively.

  • Social-Psychological Variables

    • Social and Psychological changes influence language acquisition in people transitioning to puberty.
    • Learner motivation, attitudes, and interaction with native speakers affect language acquisition.
    • Length of residence can affect SLA, but results from different studies are mixed. Longer periods (5+ years or more) of exposure to the language can show proficiency, but when exposure time is short (3-4 years), a correlation between length of residence and proficiency was found.
    • There are two components of motivation: integrative orientation (wanting to be or become part of a particular community, like marriage) and instrumental orientation (acquiring language for a particular reason or function, such as job advancement).

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Description

This quiz explores the various factors that impact second language acquisition (SLA). It delves into linguistic variables, comparing natural and formal environments, and their effects on language learning. Test your knowledge on how these environments shape communication skills and linguistic input.

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