Language Acquisition and Memory Systems Quiz
45 Questions
1 Views

Choose a study mode

Play Quiz
Study Flashcards
Spaced Repetition
Chat to Lesson

Podcast

Play an AI-generated podcast conversation about this lesson

Questions and Answers

What is the primary function of procedural memory (PM) in language acquisition?

  • It memorizes individual lexical items.
  • It exclusively focuses on memorizing language chunks.
  • It facilitates the learning of rule-governed grammatical knowledge. (correct)
  • It is responsible for phonological tasks.

Which type of memory can generalize analogically across language forms?

  • Declarative Memory (DM) (correct)
  • Procedural Memory (PM)
  • Implicit Memory
  • Sensory Memory

According to the DP model, which two memory systems are co-opted for language?

  • Short-term and Working Memory
  • Declarative and Procedural Memory (correct)
  • Implicit and Explicit Memory
  • Sensory and Long-term Memory

What is a limitation noted in the studies focused on phonology?

<p>Limited number of studies with potential design issues. (D)</p> Signup and view all the answers

What type of forms can declarative memory (DM) support?

<p>Analogical and affixed forms (A)</p> Signup and view all the answers

In language acquisition, which memory system is primarily associated with the L2 lexicon?

<p>Declarative Memory (DM) (A)</p> Signup and view all the answers

What is a distinguishing feature of procedural memory (PM) in the context of language?

<p>Fixed rule applications (D)</p> Signup and view all the answers

How does declarative memory (DM) benefit language learners?

<p>Through memorizing language chunks and analogical generalization (A)</p> Signup and view all the answers

What role does Dynamic Model (DM) play in L2 learning processes?

<p>It plays a role at earlier stages of L2 learning. (C)</p> Signup and view all the answers

Which of the following is a characteristic of good language learners identified by Rubin?

<p>Guessing and inferring meanings. (C)</p> Signup and view all the answers

What is a criticism of the learning styles concept mentioned in the document?

<p>It can lead to a fixed mindset regarding learning. (D)</p> Signup and view all the answers

What is meant by 'style stretching'?

<p>The flexibility of a student's learning style over time. (B)</p> Signup and view all the answers

What did Dörnyei propose regarding learning strategies?

<p>The abandonment of the strategy concept in favor of self-regulation. (D)</p> Signup and view all the answers

Which of the following types of strategies did Oxford identify?

<p>Affective and cognitive strategies. (B)</p> Signup and view all the answers

What does the term 'self-regulation' refer to in language learning?

<p>Independently managing and adjusting one's own learning process. (C)</p> Signup and view all the answers

In terms of morphosyntax, what correlation is noted?

<p>Weak correlation between DM and L2 morphosyntax. (A)</p> Signup and view all the answers

Which group of learners benefited more from inductive instruction?

<p>High-aptitude learners (D)</p> Signup and view all the answers

What is the primary function of working memory (WM)?

<p>Allowing us to make plans and keep goals in mind (C)</p> Signup and view all the answers

What may happen if learners primarily use either explicit or implicit instruction?

<p>It would waste learners' cognitive resources in the other pool (A)</p> Signup and view all the answers

Which statement accurately describes working memory capacity throughout life?

<p>It increases throughout childhood and declines later in life (C)</p> Signup and view all the answers

Which model suggests that WM may play a larger role than LTM in human cognition?

<p>Working memory model (C)</p> Signup and view all the answers

What does interaction with instruction type imply about WM and language aptitude?

<p>They are more important in explicit rather than implicit treatments (A)</p> Signup and view all the answers

What is the negative effect of implicit aptitude on learning?

<p>It may hinder engagement in conscious processing of complex structures (C)</p> Signup and view all the answers

What are possible practical applications for research in language acquisition?

<p>Student selection, placement, and diagnostic purposes (A)</p> Signup and view all the answers

What does metacognitive knowledge help learners to be aware of?

<p>The use of interaction strategies (B)</p> Signup and view all the answers

In terms of second language (L2) acquisition, which skill is NOT mentioned as being impacted by metacognitive knowledge?

<p>Mathematical reasoning (C)</p> Signup and view all the answers

Which of the following statements about instructional methods is true?

<p>Metacognitive Instruction should be separated from regular L2 lessons. (B)</p> Signup and view all the answers

Which cognitive process does metacognition involve?

<p>Higher-order thinking (C)</p> Signup and view all the answers

What should teachers focus on in relation to metacognitive knowledge?

<p>Different components: person, task, and strategy (D)</p> Signup and view all the answers

What is a significant factor in successful language learning according to Oxford (1995)?

<p>Use of language learning strategies (B)</p> Signup and view all the answers

How did higher-level students compare to lower-level students in terms of strategy use according to Griffiths (2003)?

<p>Higher-level students reported using strategies more frequently. (D)</p> Signup and view all the answers

What concept does metacognition relate to in second language learning?

<p>Motivation for long-term efforts (A)</p> Signup and view all the answers

Which of the following is NOT a component of metacognition as described by Flavell (1971)?

<p>Learning outcomes (B)</p> Signup and view all the answers

What does metacognition enable learners to do?

<p>Control their thinking and learning (B)</p> Signup and view all the answers

What is the term used to describe 'knowledge about knowledge' in the context of metacognition?

<p>Metacognitive knowledge (C)</p> Signup and view all the answers

According to research, what aspect enhances the use of metacognitive strategies among learners?

<p>Heightened metacognitive knowledge (A)</p> Signup and view all the answers

What is a notable trend identified by Zhang and Xiao (2006) regarding higher-level students?

<p>They showed a significant agreement for several strategy items. (D)</p> Signup and view all the answers

At what age does explicit language aptitude typically peak?

<p>Around 11 years (D)</p> Signup and view all the answers

What does implicit aptitude primarily involve?

<p>Unconscious computation of linguistic tokens (D)</p> Signup and view all the answers

Which type of validity measures correlation within the same paradigm?

<p>Convergent validity (C)</p> Signup and view all the answers

What aspect is traditional aptitude significantly correlated with?

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

What method is used to measure implicit aptitude?

<p>Serial reaction time (SRT) tasks (B)</p> Signup and view all the answers

What is a key difference between implicit and explicit learning?

<p>Implicit learning does not depend on explicit instruction (C)</p> Signup and view all the answers

Which of the following is true regarding traditional aptitude's correlation with anxiety?

<p>It is negatively correlated (B)</p> Signup and view all the answers

What does predictive validity assess in relation to aptitude?

<p>Future learning behaviors and outcomes (C)</p> Signup and view all the answers

Flashcards

Explicit Language Aptitude

The ability to learn a new language explicitly, through formal instruction and conscious effort.

Implicit Language Aptitude

The unconscious ability to pick up language patterns and rules without deliberate study.

Convergent Validity

A measure of how well a test or tool measures what it is supposed to measure.

Divergent Validity

A measure of how well a test or tool distinguishes itself from other tests measuring different concepts.

Signup and view all the flashcards

Predictive Validity

The degree to which a test accurately predicts future performance.

Signup and view all the flashcards

Serial Reaction Time (SRT) Task

A type of cognitive task that measures implicit learning by assessing how quickly someone learns a sequence of stimuli.

Signup and view all the flashcards

Aptitude and L2 Attainment

The relationship between a person's language aptitude and their success in learning a second language.

Signup and view all the flashcards

Aptitude and Age

The influence of age on the relationship between language aptitude and L2 learning.

Signup and view all the flashcards

Learning Styles

An individual's favored methods of absorbing, processing, and retaining new information and skills.

Signup and view all the flashcards

Learning Strategies

Conscious actions and thoughts learners use to help them learn a language, from basic to advanced levels.

Signup and view all the flashcards

Self-Fulfilling Prophecy (Learning Styles)

The idea that identifying a learner's style might lead them to rely on that style, potentially limiting their learning.

Signup and view all the flashcards

Style Stretching

The practice of pushing oneself beyond their typical learning style to try new methods.

Signup and view all the flashcards

Guessing/Inferring (Learning Strategy)

The ability to figure out the meaning of something even when it's not fully clear.

Signup and view all the flashcards

Communicating (Learning Strategy)

Actively participating in communication, regardless of mistakes, to practice and improve.

Signup and view all the flashcards

Memory Strategies

Learning strategies that focus on memorizing and remembering information

Signup and view all the flashcards

Cognitive Strategies

Learning strategies that focus on understanding concepts and logical relationships

Signup and view all the flashcards

Declarative Memory (DM)

A memory system responsible for storing and consciously recalling facts, events, and knowledge. Examples include remembering a phone number or the capital of a country.

Signup and view all the flashcards

Procedural Memory (PM)

A memory system responsible for learning and remembering how to perform skills and procedures, often without conscious awareness. Examples include riding a bike or typing on a keyboard.

Signup and view all the flashcards

Generalization

The process of using existing knowledge and understanding to apply new information or situations. It involves transferring learned knowledge to similar situations.

Signup and view all the flashcards

Co-optation

The co-opting of brain systems originally designed for other purposes to support language learning.

Signup and view all the flashcards

Declarative-Procedural (DP) Model

The theoretical model proposing that declarative and procedural memory systems are both involved in language learning.

Signup and view all the flashcards

Rule-governed Learning in Grammar

The ability to learn and apply grammatical rules to form new words and phrases, often unconsciously. For example, adding '-ed' to form past tense verbs.

Signup and view all the flashcards

Chunking

Memorizing individual words or phrases without understanding the underlying grammatical rules. For example, learning "kicked" without knowing the past tense rule.

Signup and view all the flashcards

Analogical Learning

The use of existing knowledge and understanding to create new linguistic forms by analogy. For example, learning "blicked" from "kicked" based on past tense rule.

Signup and view all the flashcards

Inductive vs Deductive Instruction and Aptitude

Inductive instruction, where learners discover rules and patterns independently, is more beneficial for learners with high aptitude. Conversely, deductive instruction, where rules are explicitly taught, is more effective for low-aptitude learners.

Signup and view all the flashcards

Implicit Aptitude and Complex Structures

Unconscious language learning ability may negatively impact learning complex language structures if learners engage in conscious processing. This suggests a potential conflict between implicit and explicit learning processes.

Signup and view all the flashcards

Exclusive Instruction Limits Learning

The effectiveness of explicit and implicit instruction depends on learner aptitude. Using only one type may limit learning opportunities for learners who excel in the other domain.

Signup and view all the flashcards

What is Working Memory?

Working memory (WM) is the cognitive system responsible for holding information in mind and manipulating it for tasks. It's like a mental workspace.

Signup and view all the flashcards

Working Memory vs Long-Term Memory

Working memory may play a more critical role in learning than long-term memory (LTM). It's essential for cognitive processing and actions, such as planning and decision-making.

Signup and view all the flashcards

Working Memory and Age

Working memory capacity generally increases during childhood and declines with age. This suggests a relationship between developmental stages and cognitive resources.

Signup and view all the flashcards

Types of Working Memory

There are two main types of working memory: phonological working memory (PWM) and executive working memory (EWM). PWM is involved in verbal information, while EWM manages attention and control.

Signup and view all the flashcards

Working Memory and Instruction Type

Working memory capacity and language aptitude play a crucial role in explicit instruction. This implies that conscious learning processes depend on mental resources more than implicit methods.

Signup and view all the flashcards

Metacognition

The ability to think about and control one's own thinking and learning processes, including planning, monitoring, and evaluating.

Signup and view all the flashcards

Metacognitive Knowledge

Knowledge about one's own cognitive processes, including strengths and weaknesses, preferred learning strategies, and how effectively one learns.

Signup and view all the flashcards

Metacognitive Experience

Experiences that shape and refine metacognitive knowledge, such as successful and unsuccessful learning attempts.

Signup and view all the flashcards

Metacognitive Goals

Specific goals or objectives that guide one's learning process, such as mastering a particular skill or achieving a certain level of proficiency.

Signup and view all the flashcards

Metacognitive Strategies

Strategies consciously employed to enhance learning, such as planning study time, asking questions, or seeking clarification.

Signup and view all the flashcards

Self-Regulation

A learner's ability to effectively manage and control their own learning process, including setting goals, monitoring progress, and adjusting strategies.

Signup and view all the flashcards

Metacognition and Learning Success

The stronger a student's metacognition, the greater their learning success. It's a significant factor, even more so than general intelligence.

Signup and view all the flashcards

Metacognition and L2 Learning

Metacognition plays a vital role in second-language learning, contributing to both motivation and the development of learning strategies.

Signup and view all the flashcards

Generalization in Language Learning

The process of using existing knowledge and understanding to apply new information or situations. It involves transferring learned knowledge to similar situations.

Signup and view all the flashcards

Co-optation in Language Learning

The idea that parts of the brain originally designed for other functions are adapted to support language learning.

Signup and view all the flashcards

Study Notes

Second Language Acquisition - Lecture 2: Cognitive Differences

  • The lecture focuses on explicit and implicit language aptitudes, drawing on Li et al. (2022).
  • Explicit aptitude increases up to approximately age 11.
  • Implicit aptitude involves unconscious processing of linguistic patterns and rules, defined as the "unconscious tallying and computation of linguistic tokens to extract linguistic regularities that govern the distribution and contingency between linguistic units." (Li & DeKeyser, 2021).
  • Explicit aptitude is contrasted with implicit aptitude, which are linked to deductive versus inductive instruction.
  • Validity of measures for aptitude is discussed - including convergent, divergent, and predictive validity.

Explicit and Implicit Language Aptitudes

  • Convergent Validity: Aptitude is correlated with or behaves like similar variables within the same paradigm.
  • Divergent Validity: Aptitude is uncorrelated or dissociable within different paradigms that are theorized to be distinct.
  • Predictive Validity: Aptitude ability correlates with future learning, behaviors, processes, or outcomes.

Convergent and Divergent Validity

  • Traditional aptitude measures are significantly correlated with intelligence and working memory but dissociable (uncorrelated with motivation and negatively correlated with anxiety).
  • Implicit aptitude, measured by sequence learning tasks (e.g., SRT), is uncorrelated with explicit learning abilities. This suggests divergent validity.

Predictive Validity

  • Aptitude is linked to L2 attainment, both implicit and explicit aptitude, but explicit aptitude is more useful for late language learners (DeKeyser, 2000). Aptitude and treatment effects and explicit versus inductive/deductive instruction are also discussed. Certain situations might lead to implicit aptitude having a potential negative impact for complex structures.

Other Issues

  • Research gaps exist regarding learner groups (e.g., children, middle school learners).
  • The practical applications include usage like student selection, placement, and diagnostic testing.
  • The exclusive use of explicit or implicit instruction might not be optimal, wasting resources in other areas.

Working Memory

  • Working memory (WM) is the cognitive capacity enabling planning and goal maintenance.
  • Short-term memory is considered a subset of working memory, or a component of it that processes and attends to information.
  • Working Memory (WM) plays a crucial role in human cognition beyond long-term memory, as per Baddeley et al. (1988).

Working Memory Models

  • The types of models of working memory (e.g., "micro" models) are introduced.

Declarative and Procedural Memory as Predictors of Second Language Development

  • The Dual Processing (DP) model suggests that declarative and procedural memories system are co-opted for language.
  • Procedural memory might support rule-based grammatical learning across various aspects of language through combinations of information.
  • Declarative memory aids in memorization, generalization, and learning rules of chunks of language.

Declarative / Procedural Memory in L2

  • L2 lexicon is linked to declarative (DM) memory tasks, not procedural (PM), tasks.
  • The limited number of phonological studies and potential design limitations are discussed. Phonology is more closely linked with DM support than PM.
  • Morphophonology benefits from both DM and PM tasks.
  • Morphosyntax shows weaker correlation with DM and PM, but DM more relevant earlier on.
  • Practical application of DM and PM research is highlighted.

Learning Styles and Strategies

  • Learning styles are a natural approach to absorbing and processing information.
  • Strategies are deliberate actions to support specific tasks, which can range from the very initial stages to the most advanced stages to learning effectively
  • Recent studies question the effectiveness or value of L2 learning styles and criticize their reliability.
  • Rubin (1975) identified learning strategies, such as guessing and practicing.
  • Oxford (1990) categorized L2 learning strategies and Dörnyei (2005) emphasized self-regulation over specific learning styles.
  • Research has shown mixed results regarding the general usefulness or impact of learning styles in learning tasks.
  • Higher-level students use more learning strategies more frequently than lower-level students.

Metacognition

  • Metacognitive knowledge and strategies are crucial for successful L2 learning, especially fuelled by metacognitive experiences during learning.
  • Metacognition is essential for L2 learners.
  • Higher-order thinking skills are connected with metacognition and motivation for L2.
  • Metacognition is linked to knowledge about knowledge, or thoughts about thoughts, and is essential for self-regulation and self-evaluation.
  • Collaborative learning improves content knowledge as learners engage with different opinions, bolstering metacognition.

Metacognition in SLA

  • Metacognitive knowledge and processing might be different from L2 knowledge or processing as learners are aware of their own L2.
  • Metacognition involves understanding that L2 knowledge processing is more accurate and faster, and what they know to complete learning tasks.
  • Learners with higher levels of metacognition are better at recognizing what needs improvement and show greater motivation
  • Metacognitive skills enhance learning in multiple domains, including reading, writing, mathematics, and science.

Practical Applications

  • Teachers should address different metacognitive learning components.
  • Metacognition should be taught separately from regular L2 lessons.
  • Different L2 elements (grammar, pronunciation) evoke distinct metacognitive responses.

Studying That Suits You

Use AI to generate personalized quizzes and flashcards to suit your learning preferences.

Quiz Team

Related Documents

Language Acquisition Lecture 2 PDF

Description

Test your knowledge on the role of procedural and declarative memory in language acquisition. This quiz covers key concepts like the Dynamic Model, memory systems used in learning, and characteristics of effective language learners. Perfect for those studying linguistics or language education.

More Like This

Use Quizgecko on...
Browser
Open
Browser
Browser