46 Questions
Match the individual differences that may affect L2 outcomes:
Imaginative or creative = Advantageous for L2 learning Empathetic = Not relevant to L2 learning Tolerant of ambiguity = Advantageous for L2 learning Intolerant of ambiguity = Not advantageous for L2 learning
Match the factors that influence learning strategy selection:
Motivation = Influences learning strategy selection Cognitive style = Influences learning strategy selection Personality = Does not influence learning strategy selection Age = Influences learning strategy selection
Match the characteristics of effective learning strategies:
Culturally based = May be effective in some contexts Context-independent = Not effective in any context Inherently effective = More effective in some contexts Transferred from other domains = May be effective in language learning
Match the factors that affect differential L2 outcomes:
Age = Affects differential L2 outcomes Sex = Affects differential L2 outcomes Aptitude = Affects differential L2 outcomes Language input = Does not affect differential L2 outcomes
Match the influences on learning strategy selection:
Context of use = Influences learning strategy selection Opportunities for learning = Influences learning strategy selection Educational system = Does not influence learning strategy selection Cultural socialization = Influences learning strategy selection
Match the role of individual differences in L2 learning:
Aptitude = Affects L2 learning outcomes Motivation = Affects L2 learning outcomes Learning style = Affects L2 learning outcomes Personality = Does not affect L2 learning outcomes
Match the researchers with their contributions to the field of cognitive style:
Witkin et al. = Introduced the field-dependent/field-independent distinction Chapelle and Green = Reviewed the application of FD/FI in SLA research Unknown = Identified the role of cognitive style in language learning None of the above = Developed the embedded figures test
Match the cognitive style dimensions with their characteristics:
Field-dependent = Difficulty disassembling visual stimuli and relying on external referents Field-independent = Ability to restructure visual stimuli and rely on internal referents None of the above = No correlation with L2 proficiency Both = Involve individual perceptual differences
Match the cognitive tasks with their descriptions:
Disassembling = Breaking down complex visual stimuli into simpler components Restructuring = Rearranging visual stimuli to form new patterns Internal referents = Relying on internal cognitive processes for guidance External referents = Relying on external cues for guidance
Match the research areas with their focuses:
SLA = Second Language Acquisition, including cognitive style and L2 learning Cognitive psychology = General cognitive processes and individual differences Linguistics = Language structure and syntax Education = Teaching methods and learning strategies
Match the test types with their purposes:
Embedded figures test = Measuring field-dependent/field-independent cognitive style Language proficiency test = Assessing L2 learners' language abilities Cognitive style survey = Identifying individual differences in cognitive style Intelligence test = Assessing general intelligence or cognitive ability
Match the cognitive style concepts with their implications for L2 learning:
Field-dependent = May rely more on external guidance and feedback Field-independent = May rely more on internal cognitive processes and self-directed learning Cognitive style = Influences an individual's approaches to learning and problem-solving Learning strategies = May involve a combination of cognitive style and language learning strategies
Match the following factors with their influence on language development:
Age = Unclear correlation with L2 learning success Sex = No significant correlation with L2 learning success Aptitude = Strong correlation with L2 learning success Motivation = Positive correlation with L2 learning success
Match the following research approaches with their focus:
Neurological representation studies = How language is organized in the brain Experimental studies = Cause-and-effect relationships in L2 learning Good language learner studies = Correlations between traits and successful SLA Surveys = Self-reported language learning experiences
Match the following language learning contexts with their characteristics:
Social contexts = Influence of social environments on L2 learning Linguistic perspective = Focus on language structures and rules Psychological perspective = Focus on individual differences in learners Neurological perspective = Focus on brain mechanisms in L2 learning
Match the following individual differences with their correlation with L2 learning success:
Cognitive style = Weak correlation with L2 learning success Personality = Some correlation with L2 learning success Learning strategies = Strong correlation with L2 learning success Motivation = Positive correlation with L2 learning success
Match the following age-related findings with their implications for L2 learning:
Children are more successful L2 learners = Debunked as a myth Adults are more successful L2 learners = Unsupported by evidence Age has no impact on L2 learning = Not entirely supported by evidence Age effects on L2 learning are complex = Supported by some evidence
Match the following research methods with their focus:
Experimental studies = Manipulating variables to identify cause-and-effect Correlational studies = Identifying relationships between traits and L2 learning success Case studies = In-depth examination of individual L2 learners Survey research = Self-reported language learning experiences
The book 'Complex Systems and Applied Linguistics' provides an in-depth explanation of the cognitive neuroscience of language.
False
The study of complex systems in language development has been extensively explored in the field of SLA.
False
The book 'A Cognitive Approach to Language Learning' emphasizes the role of sociolinguistics in language learning.
False
The compilation of articles in 'Mind and Context in Adult Second Language Acquisition' explore the role of context in language learning.
True
Complexity Theory has been widely applied to first language acquisition.
False
The book 'Complex Systems and Applied Linguistics' provides a comprehensive overview of the history of complex systems.
True
The frequency of input has a strong deterministic role in language learning according to many linguists and psychologists.
False
Complexity Theory is also known as Dynamic Systems Theory or Complex Systems Theory in the field of SLA.
True
Repetition drills are still a common practice in language teaching.
False
Frequency of input is not a significant factor in language acquisition.
False
Complexity Theory focuses on the simplicity of language systems.
False
Researchers have thoroughly explored the role of frequency in SLA, and no further research is needed in this area.
False
The dynamic process takes into account the variable effects of communicative functions and opportunities in language development
True
The claims of UG suggest that grammar rules are emergent properties of language usage
False
Complex systems in nature, including language development, can be fully explained by top-down governance
False
The dynamic process of language development is influenced by the intentions and acts of learners
True
The structural relationships of L1 and L2 have no impact on language development
False
Complexity Theory views language development as a static and rule-driven process
False
The brain organization of the second language is significantly different from the first language.
False
The Language Acquisition Device (LAD) is a concept that explains how second languages are learned.
False
The processes of learning a second language are similar to learning other complex knowledge and skills.
True
Age is not a significant factor in language-learning outcomes.
False
Motivation is not a significant factor in language-learning outcomes.
False
Individual cognitive factors can be fully assessed independently of the learner's social context.
False
Humans are inherently solitary creatures.
False
The psychology of Second Language Acquisition involves the study of language development as a static and rule-driven process.
False
The dynamic process of language development is not influenced by the intentions and acts of learners.
False
Frequency of input has no significant role in language learning.
False
Explore the role of personality factors and learning strategies in achieving success in second language acquisition. Learn how traits like creativity and empathy can impact L2 outcomes.
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