Podcast
Questions and Answers
The first learned language is the first lost in the event of brain damage.
The first learned language is the first lost in the event of brain damage.
False (B)
L1 is the first language to recover after brain damage.
L1 is the first language to recover after brain damage.
True (A)
The language used most frequently before the incident is the first to recover.
The language used most frequently before the incident is the first to recover.
False (B)
Different languages are always affected equally after brain damage.
Different languages are always affected equally after brain damage.
The pattern of language loss and recovery is the same for all individuals.
The pattern of language loss and recovery is the same for all individuals.
The last learned language is the last to remain in the event of brain damage.
The last learned language is the last to remain in the event of brain damage.
Language recovery is solely dependent on the order of language acquisition.
Language recovery is solely dependent on the order of language acquisition.
L1 is the first language to be lost in the event of brain damage.
L1 is the first language to be lost in the event of brain damage.
The frequency of use of a language before brain damage does not affect language recovery.
The frequency of use of a language before brain damage does not affect language recovery.
Brain damage always affects all languages equally.
Brain damage always affects all languages equally.
Metacognitive strategies involve direct analysis or synthesis of linguistic material.
Metacognitive strategies involve direct analysis or synthesis of linguistic material.
Cognitive strategies regulate language learning by planning and monitoring.
Cognitive strategies regulate language learning by planning and monitoring.
Social/affective strategies involve planning and monitoring language learning.
Social/affective strategies involve planning and monitoring language learning.
Metacognitive strategies make use of direct analysis or synthesis of linguistic material.
Metacognitive strategies make use of direct analysis or synthesis of linguistic material.
Learning strategies can be categorized into three typologies.
Learning strategies can be categorized into three typologies.
Cognitive strategies involve interaction with others.
Cognitive strategies involve interaction with others.
Social/affective strategies regulate language learning by planning and monitoring.
Social/affective strategies regulate language learning by planning and monitoring.
Metacognitive strategies are used to analyze linguistic material.
Metacognitive strategies are used to analyze linguistic material.
Cognitive strategies involve planning and monitoring language learning.
Cognitive strategies involve planning and monitoring language learning.
Social/affective strategies are used to monitor language learning.
Social/affective strategies are used to monitor language learning.
Learning strategies can be categorized into two typologies.
Learning strategies can be categorized into two typologies.
What is the primary function of metacognitive strategies in language learning?
What is the primary function of metacognitive strategies in language learning?
What type of strategies involve direct analysis or synthesis of linguistic material?
What type of strategies involve direct analysis or synthesis of linguistic material?
Which type of strategies involve interaction with others?
Which type of strategies involve interaction with others?
What is the main goal of cognitive strategies in language learning?
What is the main goal of cognitive strategies in language learning?
How do metacognitive strategies contribute to language learning?
How do metacognitive strategies contribute to language learning?
What are the three categories of learning strategies?
What are the three categories of learning strategies?
What is the primary focus of social/affective strategies?
What is the primary focus of social/affective strategies?
How do cognitive strategies facilitate language learning?
How do cognitive strategies facilitate language learning?
What role do metacognitive strategies play in regulating language learning?
What role do metacognitive strategies play in regulating language learning?
What is the key characteristic of social/affective strategies?
What is the key characteristic of social/affective strategies?
What is the speculated order of language recovery after brain damage?
What is the speculated order of language recovery after brain damage?
What factor can influence which language recovers first after brain damage?
What factor can influence which language recovers first after brain damage?
Do different languages always show the same sort of loss or disruption after brain damage?
Do different languages always show the same sort of loss or disruption after brain damage?
What happens to the last learned language in the event of brain damage?
What happens to the last learned language in the event of brain damage?
Can different abilities in the same language be differentially impaired after brain damage?
Can different abilities in the same language be differentially impaired after brain damage?
What determines the order of language loss and recovery after brain damage?
What determines the order of language loss and recovery after brain damage?
Is the pattern of language loss and recovery the same for all individuals?
Is the pattern of language loss and recovery the same for all individuals?
What is the relationship between language acquisition and language loss after brain damage?
What is the relationship between language acquisition and language loss after brain damage?
Can the frequency of language use prior to brain damage affect language recovery?
Can the frequency of language use prior to brain damage affect language recovery?
Is language recovery solely dependent on the order of language acquisition?
Is language recovery solely dependent on the order of language acquisition?
