First and Second Language Acquisition

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Week 6

• A key difference between first language (L1) and second language (L2) acquisition is that L1 acquisition occurs within a biological window, with L2 acquisition varying based on individual factors.
• Age is considered an individual difference affecting L2 acquisition.
• Neuroplasticity allows younger learners to acquire languages more intuitively.
• The Critical Period Hypothesis (CPH) proposes a limited timeframe for optimal language learning.
• Language recovery and acquisition becomes significantly more difficult after the critical period ends, according to Lenneberg in 1967.
• Penfield & Roberts supported the idea that brain plasticity declines after puberty.
• The strong version of the Critical Period Hypothesis suggests there is a strict deadline after which native-like proficiency is impossible.
• Cases of feral children failing to acquire full linguistic competence support the CPH.
• The weaker version of the CPH argues that near-native proficiency is achievable after the critical period, though it's more difficult.
• Greater neuroplasticity contributes to younger learners' superior pronunciation in an L2.
• A key finding by Johnson and Newport in 1989 showed that the age of arrival in a country negatively correlates with language proficiency.
• Some adult learners achieving near-native proficiency, which contradicts strict interpretations, is a limitation of the Critical Period Hypothesis.
• Exposure to language is a key external factor influencing age effects in SLA.
• Some late learners achieving native-like proficiency is a primary argument against the strict version of the Critical Period Hypothesis.
• The brain's ability to reorganize and form new neural connections is called neuroplasticity.
• The "maturational period" concept by Hyltenstam and Abrahamsson (2000) says maturation affects language learning without strict onset and offset phases.
• Reduced working memory capacity is a common cognitive limitation affecting older learners.
• Adult learners have more developed cognitive strategies, providing an advantage over children in SLA.
• Birdsong & Molis (2001) concluded that age effects level off after puberty, but some late learners still achieve high proficiency.
• A key factor that is NOT an individual difference in SLA, is handwriting style.
• Frequent exposure and interaction enhances learning at any age.
• Social context provides motivation and interaction opportunities in SLA.
• Higher literacy skills improve reading comprehension in L2.
• Motivation and immersion can help adult learners compensate for age-related declines.
• Increased reliance on code-switching is an example of language forgetting.
• Lateralization refers to the specialization of brain hemispheres for language processing.
• Children in immersion programs benefit linguistically by engaging daily with fluent speakers.
• A possible outcome of high motivation in L2 learning is greater willingness to take risks in speaking.
• A technological advantage for adult SLA learners is access to language learning apps and feedback tools.
• A key conclusion about age effects in SLA is other factors like motivation and exposure also matter, even though age influences learning.

Week 7

• Personality in SLA refers to a set of traits, attitudes, and behaviors distinguishing one individual from another.
• Individual differences (IDs) are significant in SLA research because they help explain why learners attain different levels of success in L2 acquisition.
• Handwriting style is not considered an individual difference in SLA.
• Richards et al. (2002) stated personality factors contribute to motivation and the choice of learner strategies.
• The learning approach is NOT one of the three major approaches to personality along with the Cognitive and Psychoanalytic approaches.
• Psychoanalytic approach to personality primarily focuses on early childhood experiences and unconscious processes.
• The learning perspective views personality as a result of reinforcement and experiences.
• The humanistic perspective emphasizes personal growth and self-actualization in personality.
• Type theories classify individuals into distinct categories, while trait theories place individuals on a continuum.
• Introverts gain energy from solitude, while extraverts gain energy from social interactions - distinguishing introverts from extraverts.
• Judging-Perceiving is the fourth dichotomy added to Jung's Typology in the Myers-Briggs Type Indicator (MBTI).
• Creativity-Logic is NOT one of the four dichotomies in MBTI that includes Thinking-Feeling, Extraversion-Introversion and sensing-intuition .
• The MBTI seeks to measure an individual's psychological preferences in perceiving the world and making decisions.
• A major criticism of the MBTI is it lacks strong scientific validation.
• Openness, Conscientiousness, Extraversion, Agreeableness, Neuroticism are the five main dimensions of personality in the Big Five Model.
• Openness to Experience in the Big Five describes being imaginative and open to new experiences.
• Conscientiousness is most associated with self-discipline and goal-oriented behavior in the Big Five.
• Increased language anxiety due to perfectionism is a possible negative effect of high conscientiousness in SLA.
• Neuroticism in the Big Five trait relates more strongly to emotional stability.
• Extraversion within the Big Five traits is associated with social confidence and energy.
• Extraversion benefits language learning by encouraging risk-taking and active participation in communication.
• Overreliance on guessing and lack of attention to accuracy is a challenge faced by extraverts in SLA is a challenge.
• Neuroticism negatively affects SLA as it contributes to language anxiety and fear of making mistakes.
• Openness to experience is most strongly associated with cultural intelligence and adaptability.
• Individuals with high agreeableness in SLA tend to build strong relationships and cooperate in language learning.
• Agreeableness has been linked to intercultural communication competence within the Big Five trait.
• NEO PI-R personality inventory measures the Big Five personality traits.
• Findings are frequently inconsistent and results are often inconclusive, therefore it's a criticism of personality research in SLA.
• The Multicultural Personality Questionnaire (MPQ) accesses cultural adaptability and social skills.
• Personality influences SLA, but its effects interact with other variables such as motivation and learning strategies is the main conclusion regarding personality in SLA.

Week 8

• In SLA, Input refers to the linguistic forms to which learners are exposed.
• According to Krashen (1985), comprehensible input type of input is necessary for L2 acquisition.
• L1 acquisition occurs naturally with exposure, whereas L2 learners must actively notice and process input is the main difference between first language (L1) and second language (L2) acquisition in terms of input.
• "Phonetic input", not Baseline, Interactionally modified or Comprehensible input, is not a real type of input defined in SLA.
• Input that is adjusted during conversation through negotiation and interaction is referring to "interactionally modified input".
• "Care taker speech", helps children acquire their first language by providing comprehensible and structured input in language acquisition.
• L2 acquisition occurs when learners receive comprehensible input slightly above their current level "Input Hypothesis".
• Children need exposure to both languages from significant people in their loves in simultaneous bilingualism.
• The amount of exposure to each language, plays a major factor influencing language dominance in bilingual children.
• Immigration can lead to the acquisition of an additional language due to increased exposure in bilingual language development.
• L2 learners often receive input that is less frequent and less rich than L1 learners with input quality.
• Decreased cognitive flexibility and reliance on explicit learning strategies poses one challenge adult L2 learners face compared to children.
• Successive bilinguals acquire one language first and the second later is the one key difference between simultaneous as opposed to successive bilingualism.
• Overgeneralization in second language acquisition includes applying a rule too broadly, such as treating irregular verbs as regular.
• Simplification leads to dropping grammatical features such as tense markers or function words in terms on how it affects L2 learners.
• The influence of one language on another in pronunciation, syntax, or vocabulary is the effect of linguistic interference in bilinguals.
• Speaking with a foreign accent due to influence from the first language is an example of phonological interference.
• Predicting learner difficulties based on differences between L1 and L2 is the key principle of Contrastive Analysis (CA) in SLA.
• Strengthening associations between stimuli and responses explains in how connectionism explains language learning.
• Emotional states such as anxiety can block language acquisition is the meaning of Krashen's Affective Filter Hypothesis.
• Comprehensible input that is slightly above the learner's current level is required for SLA is also a concept in the Monitor Model.
• Providing input, feedback, and opportunities for negotiation of meaning, represents the primary function of interaction in language learning.A)
• Simplification of speech when addressing non-native speakers, is a key feature of foreigner talk.
• It Provides exposure to vocabulary and grammar in structured contexts, describing why written input is important for literacy development.
• Skills in one language can transfer to another, depending on writing system similarities and how cross linguistic influence impacts literacy development.
• Explicit instruction focusing on grammar and text structure is the most beneficial type of instruction is most beneficial for advanced academic reading proficiency.
• Exposure to reading and writing in both languages facilitates balanced literacy development in bilinguals.
• It allows learners to test hypotheses about language use and receive feedback is important in second language acquisition (SLA).
• Using a word from the first language with an incorrect meaning in the second language is an example of a lexical transfer in bilinguals.
• Higher frequency of exposure to linguistic structures increases the likelihood of acquisition, also describing what research suggest about the role of frequency in language input.

Week 9

• Defining bilingualism is Challenging because it involves multiple factors, such as fluency, frequency of use, and context of language acquisition.
• Not all individuals in language contact situations become bilingual. is a limitation of defining bilingualism based solely on language contact, according to Li (2006).
• Baker and Prys Jones (1998) state Bilingualism complex and cannot be reduced to a single definition.
• Simultaneous bilinguals acquire two languages from early childhood, while sequential bilinguals learn an L2 after L1 is established differences between simultaneous and sequential bilingualism?
• Additive bilingualism encompasses acquiring a second language without losing competence in the first.
• Subtractive bilingualism takes place When a minority language speaker learns the dominant language, leading to a decline in L1 skills.
• Receptive bilinguals understand a second language but have difficulty speaking it is how it is differentiated from productive bilingualism.
• Coordinate bilingual have the Characteristic of separate linguistic systems for each language.
• In professional contexts, bilingualism facilitates cross-cultural competence and marketability.
• According to Erikson,** Identity coherent and consistent process throughout adulthood.
• Regarding one's identity psychosocial view suggests It formed through social relationships and interactions.
• In bilingual Identity the concept "third space" represents A new, hybrid identity integrates elements from multiple cultures.
• According to_Fought_when portrayed in social media It's represented As a tangible that be Found and displayed.
• Sapir claims social forces influence language and identity development.
• The difference between Meadian Eriksonian view on identity? Meadian multiple & evolving while Eriksonian identity table.
• Tajfel states Social identity based on emotional significance attached one group membership
• The learning of culture and social norms learned through Language is called; Language Socialization.
• In bilingual identity development there is; Investment In learning using both languages
• The effect of identity one one becomes fluent with two language its called difficulty integrating into; social structures?
• Cultural adaptability or psychological well-being Is a bilingual identity integration benefit
• The bilingual children Challenges that arise when acting a family interpreters? Discomfort due to a power reversal between children and parents
• The Role of Bilingual Identity in cord mixing situations? It used a tool negotiating indenting is diff social context's
• In education what is "Translanguaging" trying to promote: integration of multilinguistic sources of communication
• How does investment in language learning relate to identity? To reflect one's passion integrate one langue community
• What is one the negative side affect's what is "Power Relations" In Bilingual Classroom: Could marginalize minority speaker
• The main purpose of Transformative Pedagogy is for which main reason : Address social inequalities education though include strategies.
• Which is a major Factor's Influencing Bililingual: It relies on SocialInteraction Power Structure.
• How does Bilingual Identity negotiation relates self-perception? INVOLVES CONTINUOUS ADAPTATION & INTERACTIO w/ DITT CULTURAL/LINGUISTIC INFLUENCEs
• Significance socio-cultural in bilingual formation determines how people relate to integrates multiples groups cultures

Week 10

• A new hybrid indentures shape self perception and influence is the impact according to Norman with imaginary identitis

Week 10:

• Early bilingualism involves acquiring two languages from birth or early childhood.
• Late bilingualism involves learning a second language after the first language has been established, typically after childhood.
• According to Grosjean (2010), late bilingualism is more common.
• A child growing up in a bilingual household where each parent speaks a different language exemplifies early bilingualism.
• An adult learning Spanish for career advancement exemplifies late bilingualism.
• A common myth about bilingualism is that bilingualism causes language delays in children.
• Research contradicts the myth that bilingualism causes language delays, finding that bilingual children develop separate language systems from an early age and have comparable vocabulary to monolinguals.
• A similarity between early and late bilinguals is that both go through stages of language acquisition.
• The amount and quality of language exposure significantly impacts language development in both early and late bilinguals.
• A key cognitive benefit of bilingualism is improved memory, attention, and problem-solving skills.
• Metalinguistic awareness refers to the ability to reflect on and manipulate language structures.
• An advantage of enhanced cognitive control in bilinguals is a better ability to switch between tasks and manage attention.
• Code-switching involves the practice of alternating between languages within a conversation.
• Bilingualism allows one to express their cultural group idenitiy
• Languages may have different Emotions & Atitiudes
• Language is associated The critical. Period windows is optiminal Acquiring Learning
• Neurological Plasticity early Bilinguistics
• What is a key advantage with neurology is being able early in life? Bilinguals process in the same Neural Areas.
• Early Bilinguisums are what likely Native Prociations
• Expliciting Is more relied upon for Bilingalitsm is the use more by which bilinguists? Which are reliant explicit learning
• challenge for what group? L1 Stronger influence of L1

Week 11:

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