Psychology Chapter on Personality and SLA

L1 acquisition occurs within a critical biological window, while L2 varies by individual factors.

Factors such as age influence how effectively someone learns a second language.

Neuroplasticity enables younger learners to acquire language more intuitively.

The hypothesis proposes there is a limited timeframe for effective language learning.

Post-critical period, language acquisition becomes significantly more challenging.

Research shows brain plasticity declines after puberty, affecting language learning.

Suggests a strict deadline for achieving native-like proficiency after a certain age.

Certain studies show that language learning ability declines post-puberty.

A set of traits, attitudes, and behaviors that distinguish one individual from another.

They help explain why learners attain different levels of success in L2 acquisition.

Handwriting style is not considered an individual difference in SLA.

Personality factors contribute to motivation and strategy choices in language learning.

Cognitive, Psychoanalytic, and Learning approaches are the three major approaches to personality.

Focuses on early childhood experiences and unconscious processes in personality.

Views personality as a result of reinforcement and experiences.

Emphasizes personal growth and self-actualization in personality development.

Type theories classify individuals into distinct categories, while trait theories place individuals on a continuum.

Extraverts gain energy from social interactions, while introverts gain energy from solitude.

The fourth dichotomy is Judging–Perceiving in MBTI.

Aims to measure psychological preferences in perceiving the world and making decisions.

It lacks strong scientific validation according to major critics.

The five traits are Openness, Conscientiousness, Extraversion, Agreeableness, Neuroticism.

Describes being imaginative and open to new experiences in the Big Five.

It claims that near-native proficiency is possible after the critical period, though harder.

Based on group membership and emotional significance.

Learning cultural and social norms through language.

Language proficiency negatively correlates with the age of arrival in a new country.

Investment in learning and using both languages.

Doesn't consider motivation or different educational backgrounds in learning.

Maturation affects language learning without strict start or end times.

Can lead to difficulty integrating into social structures.

Older learners often have reduced working memory capacity.

Increases cultural adaptability and psychological well-being.

Adults have more developed cognitive strategies for learning languages.

Bilingual children may feel discomfort due to power reversal with parents.

Frequent exposure and interaction enhances language learning at any age.

A tool for negotiating identity in different social contexts.

Social environments enhance motivation and opportunities for interaction.

Promotes the integration of multiple linguistic resources in communication.

Reflects motivation to integrate into a language community.

Higher literacy skills improve reading comprehension in a second language.

High motivation can lead to greater willingness to take risks in speaking.

Can marginalize minority language speakers.

Addresses social inequalities in education through inclusive learning strategies.

The specialization of brain hemispheres in language processing.

The process where a second language may be lost or forgotten over time.

Involves adaptation and interaction with cultural influences.

Determines relations in multiple cultural groups.

Motivation and immersion help adult learners offset age-related declines.

Shape self-perception and engagement with new communities.

Acquisition of two languages from birth or early childhood.

Different learners may focus on aspects like communication, accuracy, or culture.

All learners should strive for fluency similar to native speakers.

Instruction should be tailored to learners' specific needs, there is no one best method.

Language learning requires time and gradual progress.

Motivation plays a crucial role in the success of language learning, contrary to some beliefs.

L2 learners often receive less frequent and less rich input compared to L1 learners.

Adult L2 learners face decreased cognitive flexibility and rely more on explicit learning strategies than children.

Simultaneous bilinguals learn two languages at the same time, while successive bilinguals learn one after the other.

Overgeneralization in L2 acquisition occurs when a learner applies a grammatical rule too broadly, like treating irregular verbs as regular.

Simplification leads to L2 learners dropping grammatical features like tense markers or function words.

Linguistic interference involves the influence of one language on another, affecting pronunciation, syntax, or vocabulary.

Phonological interference is when a speaker has a foreign accent due to their first language.

Contrastive Analysis (CA) predicts learner difficulties based on the differences between L1 and L2.

Connectionism explains language learning by emphasizing the strengthening of associations between stimuli and responses.

Krashen’s Affective Filter Hypothesis states that emotional states like anxiety can block language acquisition.

According to the Monitor Model, SLA requires comprehensible input that is slightly above the learner's current level.

The primary function of interaction in language learning is to provide input, feedback, and opportunities for negotiation of meaning.

Foreigner talk simplifies speech when addressing non-native speakers, aiding understanding.

Written input is important for literacy development as it exposes learners to vocabulary and grammar in structured contexts.

Crosslinguistic influence means skills in one language can transfer to another depending on writing system similarities.

The tendency for a person's first language to influence their second language acquisition.

Combining elements of two languages in speech or writing, often seen in bilinguals.

Bilinguals may prefer to express emotions in their first language.

Bilingualism improves cognitive flexibility and problem-solving skills by managing two languages.

Exposure and consistent use of both languages improve proficiency in bilinguals.

Late bilinguals may achieve fluency but often rely on L1 for structure and pronunciation.

Bilingualism enhances attention switching, impulse control, and multitasking abilities.

Both early and late bilingualism provide distinct cognitive, social, and professional benefits.

Increased exposure, immersion, and strategic learning enhance L2 proficiency for late bilinguals.

Language is learned through real-life interactions without formal instruction.

A method where grammar and vocabulary are taught systematically in isolated steps.

These settings emphasize using language in meaningful contexts through interaction.

Analyzes classroom interactions and teaching practices for language learning.

Responses to learner errors designed to facilitate improvement in language skills.

The COLT Scheme comprises teaching practices and language use analysis.

Using a word from the first language with an incorrect meaning in the second language.

Higher frequency of exposure to linguistic structures increases the likelihood of acquisition.

Bilingualism involves multiple factors, such as fluency, frequency of use, and context of acquisition.

Not all individuals in language contact situations become bilingual.

Bilingualism is complex and cannot be reduced to a single definition.

Simultaneous bilinguals learn two languages from early childhood; sequential bilinguals learn L2 after L1.

Acquiring a second language without losing competence in the first.

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.

They have separate linguistic systems for each language.

It enhances cross-cultural competence and marketability.

Identity is a coherent and consistent process throughout adulthood.

Identity is formed through social relationships and interactions.

A new, hybrid identity that integrates elements from multiple cultures.

Meadian identity is multiple and evolving; Eriksonian identity is stable.

Learning a second language after early childhood, typically as an adult.

The belief that bilingualism causes language delays in children.

Bilingual children develop separate language systems and perform well compared to monolinguals.

Both early and late bilinguals go through identifiable stages when learning languages.

The amount and quality of language exposure impact development for both early and late bilinguals.

Bilingualism improves memory, attention, and problem-solving skills.

The ability to reflect on and manipulate language structures.

Bilinguals have better task-switching and attention management skills.

Bilinguals express cultural identity through their languages.

Languages may evoke different emotions and attitudes, shaping identity.

The theory stating an optimal window for language acquisition exists in early childhood.

Early bilinguals show higher brain plasticity, aiding seamless language integration.

Early bilinguals are more likely to acquire native-like pronunciation than late bilinguals.

Late bilinguals often use explicit learning (grammar rules), while early bilinguals acquire language more naturally.

Directly stating what is incorrect and providing the correct form.

Reformulating a student's incorrect sentence without directly pointing out the mistake.

Students may not notice the correction.

Prompting students to self-correct their mistakes.

Encouraging learners to reflect on grammar rules without providing the correct form.

Explicit language-focused exchanges lead to the most learner modifications.

Explicit corrective feedback is more effective than recasts in both oral and written forms.

Open and closed questions.

A question where the teacher already knows the answer.

A question where the teacher does not know the answer in advance.

Teachers used more display questions than referential questions.

Longer wait times lead to more complex student responses.

A qualitative approach to observing teaching and learning in natural settings.

The ability to use language appropriately in social and cultural contexts.

Understanding how to convey and interpret meaning in social interactions.

A Big Five trait associated with social confidence and energy.

It encourages risk-taking and active participation in communication.

Extraverts may over-rely on guessing and lack attention to accuracy.

It contributes to language anxiety and fear of making mistakes.

Individuals tend to build strong relationships and cooperate in language learning.

It measures the Big Five personality traits.

Findings are often inconsistent and results inconclusive.

The linguistic forms to which learners are exposed.

Necessary for L2 acquisition as proposed by Krashen.

L1 occurs naturally with exposure; L2 requires active processing of input.

Input adjusted during conversation through negotiation and interaction.

Helps children acquire their first language by providing structured input.

L2 acquisition occurs with comprehensible input slightly above the learner's level.

Influenced by the amount of exposure to each language.