Language Acquisition Week 6
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Questions and Answers

What is a key distinction between first language (L1) and second language (L2) acquisition?

  • L2 acquisition is more dependent on universal grammar than L1 acquisition
  • L1 is learned explicitly, whereas L2 is always learned implicitly
  • L1 acquisition occurs only in childhood, while L2 acquisition occurs only in adulthood
  • L1 acquisition occurs within a biological window, while L2 acquisition varies based on individual factors (correct)

    • Which of the following is considered an individual difference that affects L2 acquisition?

  • Alphabet type
  • Textbook availability
  • Age (correct)
  • Internet access

    • How does neuroplasticity affect language learning?

  • It allows younger learners to acquire languages more intuitively (correct)
  • It only influences the learning of first languages
  • It prevents adults from learning new languages
  • It has no effect on language acquisition

    • What does the Critical Period Hypothesis (CPH) propose?

    <p>There is a limited time frame in which language learning is most effective (B)</p> Signup and view all the answers

    According to Lenneberg (1967), what happens after the critical period ends?

    <p>Language recovery and acquisition become significantly more difficult (B)</p> Signup and view all the answers

    Which of the following researchers supported the idea that brain plasticity declines after puberty?

    <p>Johnson &amp; Newport (B)</p> Signup and view all the answers

    What does the strong version of the Critical Period Hypothesis suggest?

    <p>There is a strict deadline after which native-like proficiency is impossible (C)</p> Signup and view all the answers

    What evidence supports the strong version of the CPH?

    <p>Cases of feral children failing to acquire full linguistic competence (C)</p> Signup and view all the answers

    What does the weak version of the CPH argue?

    <p>Although more difficult, near-native proficiency can be achieved after the critical period (B)</p> Signup and view all the answers

    What factor contributes to younger learners' superior pronunciation in an L2?

    <p>Greater neuroplasticity (B)</p> Signup and view all the answers

    What was a key finding of Johnson and Newport (1989)?

    <p>Age of arrival in a country negatively correlates with language proficiency (B)</p> Signup and view all the answers

    Which of the following is a limitation of the Critical Period Hypothesis?

    <p>Some adult learners achieve near-native proficiency, contradicting strict interpretations (C)</p> Signup and view all the answers

    What is a key external factor influencing age effects in SLA?

    <p>Exposure to language (A)</p> Signup and view all the answers

    What is the primary argument against the strict version of the Critical Period Hypothesis?

    <p>Some late learners achieve native-like proficiency (D)</p> Signup and view all the answers

    Which term describes the brain's ability to reorganize and form new neural connections?

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

    What is the "maturational period" concept proposed by Hyltenstam and Abrahamsson (2000)?

    <p>Maturation affects language learning without strict onset and offset phases (B)</p> Signup and view all the answers

    What is a common cognitive limitation affecting older learners?

    <p>Reduced working memory capacity (B)</p> Signup and view all the answers

    What advantage do adult learners have over children in SLA?

    <p>More developed cognitive strategies (A)</p> Signup and view all the answers

    What did Birdsong & Molis (2001) conclude?

    <p>Age effects level off after puberty, but some late learners achieve high proficiency (C)</p> Signup and view all the answers

    Which factor is NOT a key individual difference in SLA?

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

    What type of language input enhances learning at any age?

    <p>Frequent exposure and interaction (D)</p> Signup and view all the answers

    What role does social context play in SLA?

    <p>It provides motivation and interaction opportunities (A)</p> Signup and view all the answers

    How does literacy influence SLA?

    <p>Higher literacy skills improve reading comprehension in L2 (A)</p> Signup and view all the answers

    What factor can help adult learners compensate for age-related declines?

    <p>Motivation and immersion (C)</p> Signup and view all the answers

    What is an example of language forgetting?

    <p>Increased reliance on code-switching (D)</p> Signup and view all the answers

    What does lateralization refer to?

    <p>The specialization of brain hemispheres for language processing (A)</p> Signup and view all the answers

    How do children in immersion programs benefit linguistically?

    <p>They engage daily with fluent speakers (C)</p> Signup and view all the answers

    What is a possible outcome of high motivation in L2 learning?

    <p>Greater willingness to take risks in speaking (D)</p> Signup and view all the answers

    What is one technological advantage for adult SLA learners?

    <p>Access to language learning apps and feedback tools (A)</p> Signup and view all the answers

    What is a key conclusion about age effects in SLA?

    <p>Age influences learning, but other factors like motivation and exposure also matter (B)</p> Signup and view all the answers

    What is the definition of personality in the context of second language acquisition (SLA)?

    <p>A set of traits, attitudes, and behaviors that distinguish one individual from another (A)</p> Signup and view all the answers

    What is the main conclusion regarding personality in SLA?

    <p>Personality influences SLA, but its effects interact with other variables such as motivation and learning strategies (B)</p> Signup and view all the answers

    Flashcards

    L1 vs L2 Acquisition

    L1 acquisition occurs naturally in childhood; L2 varies with factors.

    Individual Differences in L2

    Variables like age and motivation affect L2 acquisition success.

    Neuroplasticity and Language Learning

    Neuroplasticity supports learning; younger learners benefit intuitively.

    Critical Period Hypothesis

    Proposes an optimal time frame for effective language learning.

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    Language Recovery Post-Critical Period

    After critical period, language acquisition becomes harder.

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    Brain Plasticity Decline

    Brain plasticity declines after puberty, impacting language learning.

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    Bilingual Language Input

    Equal exposure to both languages is crucial for bilingual development.

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    Recast in Feedback

    Reformulating student errors without explicit correction.

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    Elicitation Technique

    Prompting students to self-correct their mistakes.

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    Communicative Competence

    Using language appropriately in social contexts.

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    Pragmatic Competence

    Understanding and interpreting meanings in interactions.

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    Code-Switching

    Alternating between languages in a conversation.

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    L2 Classroom Observation

    Studying how second languages are instructed and learned.

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    Corrective Feedback

    Responses to learner errors to help improve accuracy.

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    Metalinguistic Feedback

    Encourages learners to reflect on grammar rules.

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    Simultaneous Bilingualism

    Acquiring two languages from early childhood.

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    Additive Bilingualism

    Learning a second language without losing the first.

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    Subtractive Bilingualism

    Learning a second language reduces proficiency in the first.

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    First Language Dominance

    The stronger influence of the first language on L2 learning.

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    Input Hypothesis

    L2 acquisition occurs when learners receive comprehensible input above their level.

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    Investment in Language Learning

    Reflects a person's motivation to integrate into a language community.

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    Frequency in Language Input

    More frequent exposure to language increases likelihood of acquisition.

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    Bilingual Identity

    The integration of using two languages within cultural contexts.

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    Early vs Late Bilingualism

    Early bilingualism involves acquiring languages from birth, late occurs post-childhood.

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    Social Context in Language Learning

    Consistent exposure and interactions enhance bilingual development.

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    Linguistic Interference

    Influence of one language on another in pronunciation or syntax.

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    Cognitive Advantages of Bilingualism

    Bilinguals show enhanced memory, attention, and problem-solving skills.

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    Wait Time in Classroom Questions

    Longer wait times lead to more complex student answers.

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    Ethnography in Language Research

    Qualitative observation of language teaching and learning settings.

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    Language Socialization

    Learning cultural norms through language interactions.

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    Study Notes

    Week 6: Key Differences in Language Acquisition

    • L1 (first language) acquisition often varies based on individual factors, while L2 (second language) acquisition is more dependent on individual factors.
    • Age is a factor influencing L2 acquisition, with younger learners sometimes acquiring languages more intuitively.
    • Neuroplasticity affects language learning, allowing younger learners to acquire languages more intuitively, but it's not exclusive to younger learners.

    Week 6: Critical Period Hypothesis (CPH)

    • The Critical Period Hypothesis suggests a limited time frame for most effective language learning.
    • The weak version of CPH argues that native-like proficiency is possible after the critical period, although it may be more challenging.

    Week 6: Post-Critical Period

    • Following the critical period, regaining or acquiring language becomes harder for some learners.
    • Language recovery and acquisition are typically more challenging after a specific period.

    Week 6: Language Learning (Continued)

    • Brain plasticity, age, and individual differences like available resources can impact L2 acquisition.

    Week 7: Personality in SLA

    • Personality, in the context of SLA, is a set of traits, attitudes, and behaviors that distinguish one individual from another
    • Individual differences (IDs) are significant in SLA research because they affect how successfully learners acquire an L2.
    • Working memory is considered an individual difference, whereas handwriting style is not.

    Week 7: Personality Theories

    • Psychoanalytic, cognitive, and humanistic theories are the major approaches to personality.
    • Key distinctions exist between trait and type theories regarding personality.

    Week 7: Personality Traits and SLA

    • The Big Five personality traits - openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism — are relevant factors in SLA research.
    • Personality traits like agreeableness are linked to intercultural communication competence.

    Week 7: Social Context in SLA

    • Social context, such as access to language, environment and interactions are key components in SLA
    • Positive social interactions in language learning can help some learners overcome age-related limitations.

    Week 8: Input in SLA

    • Input is the linguistic forms which learners are exposed to in an L2 setting
    • Krashen suggests comprehensible input is vital for acquistion.
    • Interactionally modified input involves adjusting the input based on learners' needs.

    Week 8: Input and Language Acquisition

    • Input quality and quantity are critical for successful L2 acquisition in both early and advanced learners
    • Differences and similarities exist between L1 and L2 acquisition in relation to input.
    • Input for simultaneous bilinguals may differ from successive bilinguals.

    Week 8: Input and Language Acquisition (Continued)

    • Simultaneous bilinguals often learn languages concurrently early in childhood and their language development follows a natural pattern; successive bilinguals often acquire their second language later.
    • Certain techniques, such as explicit grammar instruction or simplified language, can support language acquisition.

    Week 9: Bilingualism Definitions and Types

    • Bilingualism encompasses various processes and experiences, including simultaneous and successive bilingual acquisition.
    • Defining bilingualism is complicated due to multiple factors influencing language acquisition.
    • Simultaneous bilingualism involves learning two languages concurrently, while successive bilinguals acquire a second language after the first.

    Week 9: Bilingualism

    • Differences arise regarding development for early and late bilinguals.
    • Language contact itself doesn't always translate directly into bilingual proficiency.
    • Factors like motivation and language use shape outcomes greatly.

    Week 9: Bilingual Identity

    • Different definitions of bilingualism exist; early and late bilinguals might form their identity differently by choosing a language based on social setting.
    • External factors can shape a bilingual person's identity
    • Societal context can significantly influence a bilingual person's identity.

    Week 10: Early and Late Bilingualism

    • Early bilinguals generally learn languages from birth or early childhood.
    • Late bilinguals acquire their second language after childhood.
    • Some common myths about bilingualism include it causing language delays in children, but research suggests this is not true.

    Week 10: Bilingualism Impacts

    • Both early and late bilinguals display similarities in language acquisition, development and overall impact of linguistic exposure.
    • Factors like input and exposure correlate with the proficiency level in both early and late bilinguals.
    • Social context and cultural background often influence how a bilingual identity develops.

    Week 11: Classroom Observations and Teaching

    • Observing and understanding L2 teaching and learning in classrooms highlight crucial learning components, such as learners' interaction with one another and the teacher's role in corrective feedback
    • Structure-based and communicative-oriented instructional settings differ in their approach to teaching and learning.
    • Teachers in communicative-oriented settings might use corrective feedback methods more frequently, unlike structure-based settings which might use more explicit grammar instruction. This implies that there are advantages and disadvantages to both methods.

    Week 11: Corrective Feedback Principles

    • Effective corrective feedback methods in the classroom significantly help learners by adjusting to their language learning needs.
    • Various methodologies are available to teachers who are responsible for instructing language learners, some involve direct correction; some let learners self-correct
    • Metalinguistic feedback, or the reflection of language rules, aims to help learners understand more about usage.

    Week 11: Classroom Methods and Practices

    • Classroom practices and methodologies should adapt to learners' needs, considering factors like structure and communication.
    • Teachers should encourage learners to reflect on grammar rules, providing corrective feedback.
    • Wait time for student responses is essential to encourage participation and fluency.

    Week 11: Language Learning Methods

    • Corrective feedback can aid language learners in numerous ways.
    • Understanding differences between types of corrective feedback like elicited imitation and recasts can enhance learning and lead to better outcomes for language learners.
    • Wait time serves a crucial role in language learning.

    Week 11-12: Specific Concepts

    • Different question types will be suited to different purposes and learning needs within a language learning environment; this means there is no single perfect method for asking questions, rather, there are different forms of questions, such as display questions, which are meant to assess comprehension, rather than requiring creative or unique answers.

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    PhD Language Acquisition & Bilingualism Revision Questions

    Description

    This quiz covers key differences in first and second language acquisition, focusing on individual factors, age, and the Critical Period Hypothesis. It also explores the challenges learners may face after the critical period in language recovery and acquisition.

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