SLA Sample Questions Fall 2024 PDF

Sample of SLA Questions Week 2 1. What are the main differences between error analysis and contrastive analysis? Contrastive analysis looks at the differences and similarities between two languages (the learner's first language and the target language) to predict where learners might make mistakes;...

Sample of SLA Questions Week 2 1. What are the main differences between error analysis and contrastive analysis? Contrastive analysis looks at the differences and similarities between two languages (the learner's first language and the target language) to predict where learners might make mistakes; for instance, it compares English and Spanish grammar to see where Spanish speakers might struggle when learning English. Error Analysis focuses on the actual mistakes learners make when using the target language. Error Analysis is conducted after errors have been made. 2. Name five types of errors and elaborate on two of them with examples. 1- Referential or lexical 2.Syntactical, textual, structural, or grammatical3.Phonological 4. Interpretive 5.Stylistic, pragmatic, or social, Find example on ppts week 2 3. What are the purposes of studying the learner's language?  The study of leaner language helps teachers to assess teaching procedures in the light of what they can reasonably expect to accomplish in the classroom.  It also helps learners to be aware of the steps that they go through in acquiring L2 features.  It provides a deeper understanding of errors that L2 learners make.  An increase in error may not result from a lack of practice or transfer from L1; rather, it can be an indication of progress (e.g., due to overgeneralization) 4. What are two central factors in socio-cultural theory? Interaction, scaffolding, and language Language learners should interact with others to learn the language in social context. The teachers and peers and knowledgeable others provide scaffolding and help to language learners. 5. Explain the monitor hypothesis. The Monitor Hypothesis, proposed by Stephen Krashen, explains how learners use their conscious knowledge of grammar rules to correct their language production.The monitor only works effectively when: The learner knows the rule (e.g., knows the past tense rule). The learner has enough time to think about the rule. The learner is focused on accuracy (e.g., in writing or formal speaking).. 6. What are the main criticisms of the input hypothesis? Name three criticisms.  McLaughlin claims that the concept of a learner’s ―level‖ is extremely difficult to define, just as the idea of i+1  How can we know which language data contains i+1 rather than i+3  It is difficult to determine the learners' current levels due to individual differences. 7. Name three main cognitive theories and explain one of them. (Week 9) The cognitive perspective- Information processing- Usage-based learning Cognitive theory is based on the idea that children are born with limited cognitive ability upon which all new knowledge can be built. Knowledge can be developed via 'building blocks of knowledge' named schemas. 9- What are cognitive strategies? Name three cognitive strategies that you regularly use. (week 9) Cognitive strategies are one type of learning strategy that learners use to learn more successfully by processing and organizing language input. Some cognitive strategies such as repetition, guessing meaning from the context, mnemonics, visualization, translation, categorizing or grouping. 10- What are metacognitive strategies? Metacognitive strategies help learners plan, monitor, and evaluate their own learning processes. Metacognitive strategies focus on managing how learning is approached and adjusted to be more effective. 11- What are the main differences between Vygotsky and Piaget's cognitive theories? (week 9) According to Jean Piaget, a child develops thinking skills before language, while Vygotsky believes that thinking and language develop separately at first and later combine. Piaget says language develops from a child's natural thinking abilities, while Vygotsky argues that both thinking and social interaction help a child develop language. 12- What is cognitive load? How can teachers avoid this problem? When working memory is overtaxed with too much information, it results in cognitive load. Teachers can help manage cognitive load (to avoid overwhelming working memory) by breaking down information into smaller chunks. 13- How do we transfer information from short-term memory to long-term memory? (week 9) By elaboration, chunking; breaking information into manageable chunks, and association 14- What are the two aphorisms of the usage-based theory? Meaning is use, Structure emerges from the use 15-Which areas of the brain are responsible for the production and comprehension of speech? Broca’s area is responsible for speech production Wernicke’s area is responsible for speech comprehension 16- What is Broca’s aphasia? People with Broca's aphasia have difficulty speaking, and their speech may be slow, effortful, and fragmented. They may have trouble forming complete sentences.The main problem is with producing grammatical structures. They may struggle with verb tenses, plurals, and sentence structures. 17. What are the main principles of innateness theory? Nature over Nurture Children have innate ability to learn language LAD is responsible to help in language learning Language is learned by following UG. Generative Grammar is developed by universal Grammar 18. Explain Schmitt’s noticing hypothesis. A concept in L2 acquisition which states that L2 leaners cannot learn the grammatical features of a language unless they notice them; therefore, noticing is the essential starting point for acquisition. 19. Explain the localization view. Our brain comprehends and produces speech in a definite pattern. Specific aspects of language ability can be accorded to specific locations in the brain. 20. What are the applications of Vygotsky's theory in EFL classrooms?  Developing collaborative dialogue  Developing communicative skills  Collaborative speaking and writing  Our interlanguage constantly evolves through creative mistakes 21. What are the functions of adjacency pairs? Adjacency pairs are used to coordinate turns They help in opening and closing a conversation Negotiate deals Change topics Greeting Good morning Good morning 22. How can teachers turn students’ explicit grammatical knowledge into implicit knowledge? Explicit grammatical knowledge can become implicit knowledge by: repeated and varied exposure meaningful contexts 23. Name four of the benefits of conscious raising activities. Promote noticing increased awareness of target form in input and output Can assist with self-monitoring Can involve cooperative learning Appeal to analytical learners Can be motivating – solving a puzzle Encourage critical thinking Encourage learner autonomy Offer a change of pace 24. How can teachers foster integrative motivation among language learners? Provide specific strategies.  Integrate literature and storytelling from the target culture into the curriculum  Integrate authentic materials, such as movies, music, and news articles from the target language's culture  Facilitate language exchange programs where students can interact with native speakers of the target language.  Create opportunities for students to use the language in real-life situations, such as simulations, role-plays, or interactions with native speakers. 25. Explore the influence of age on second language acquisition. How might teaching methods differ for younger and older language learners? Propose three teaching techniques for teaching adult and young learners (week 15) Age has very little (if any) effect on the acquisition process. The effect may be  minimal in the case of grammar—but perhaps a little bit more significant in the case of pronunciation. In naturalistic settings, children achieve more native-like accents than those who start as teenagers or adults. Teaching young learners: 1- Play-based learning 2- Visual and auditory input 3- Storytelling and Creativity 4-Total Physical Response (TPR) Teaching adult learners 1- Structured Grammar Instruction 2- Real-Life Applications 3- Project-Based Learning: 4-Task-based learning 5- Reflective learning 6- Integrating digital and online resources 26- Is input enough for second language learning? No, input helps with comprehension, but learners may struggle to produce the language without practice and interaction in speaking and writing (output). As highlighted in the Interaction Hypothesis (Long), interaction allows learners to negotiate meaning, ask for clarification, and practice using the language in real-life contexts. This active use of language promotes deeper learning. For example, interaction with peers or teachers provide feedback, which helps learners adjust their language use. 27- Name a few negotiations of meaning activities. Information gap activities such as jigsaw readings or listening, group story building, spot the difference, and communicative crosswords. (week 11) 28- How can ongoing professional development contribute to the continuous improvement of language teachers in the field of second language acquisition? Enhance Instructional Strategies Integrate Technology in Language Instruction Improve Assessment Practices Effective Classroom Management Support Individual Learner Differences 29- What are the sources of avoidance?  Differences between the L1 and the L2  Structure of the target language is complex  It is difficult to use in a particular context  They don’t like say it. 30- How can teachers foster integrative motivation among language learners? Provide specific strategies. Integrate literature and storytelling from the target culture into the curriculum Integrate authentic materials, such as movies, music, and news articles from the target language's culture Facilitate language exchange programs where students can interact with native speakers of the target language. Create opportunities for students to use the language in real-life situations, such as simulations, role-plays, or interactions with native speakers. 31- Explain various sources of input in SLA. 1. Authentic and pedagogic materials and books 2. Foreigner talk: native-nonnative speaker talk 3. Teacher talk: student-teacher talk 4. Interlanguage talk: learner-learner talk 5. The learners’ own Interlanguage 32- What activities can we use for teaching negotiation of meaning in the classroom? Information gap activities such as jigsaw readings or listening, group story building, spot the difference and communicative crosswords are examples of activities that give learners the opportunity to develop their communicative competence through negotiation of meaning as they share information.  33- Explain different types of oral corrective feedback. 1. Explicit correction: the teacher clearly indicates that what the student said was incorrect providing the correct form. 2. Recasts: The teacher reformulates all or part of the student’s utterance, replacing the erroneous part with the correct target language form, where the focus is on meaning: 3-Clarification requests (a kind of prompt) 4- Metalinguistic comments (feedback) 5-Elicitation 34- How can teachers address the diverse learning styles and preferences of individual learners in a language classroom? Provide practical examples. Learning Style Surveys Varied Instructional Materials Multimodal Activities Interactive Technology 35- Explain the output hypothesis and give an example. Week 11 Proposed by Merrill Swain, suggests that producing language (speaking or writing) is essential for second language learning because it helps learners notice gaps in their knowledge and refine their language use. Example: The student wants to say, "Governments should create policies to reduce carbon emissions," but instead says, "Governments should make policies for less carbon." While saying this, the student notices their output might not sound right (e.g., "less carbon" feels awkward). A peer or teacher provides feedback or reformulates the sentence correctly. The student realizes that he had to use specific vocabulary like "reduce carbon  emissions" in the future. 36- How would you integrate different learning styles while designing a lesson? Give an example. Refer to week 13, integrating learning styles into lesson planning 37- What is the teachability hypothesis? Give an example. Week 14- Teachability hypothesis is a model that explains the different rates at which people learn a second language. It's based on the idea that language instruction should be tailored to a learner's developmental stage, rather than a standard level or age. 38- Name four applications of Usage-Based Theory in teaching English ? Focus on Real-Life Language Use, Encouraging Frequent Exposure and Repetition, Using Dialogues and Role-Plays, Promoting Interaction and Social Engagement 39- What key knowledge and skills should language teachers possess to be effective in facilitating second language acquisition?  Linguistic Competence  Pedagogical Knowledge  Curriculum Design  Understanding of Second Language Acquisition Theories  Cultural Awareness 40- Name different types of compensatory strategies and explain two of them with  examples? (4 points) 1-Circumlocution : describing or exemplifying the target object of action Ex.: sayingg ―the thing you put your money in‖ when you mean wallet ―what you use to wipe your hands clean‖ for towel. 2. Approximation : using an alternative term which expresses the meaning of the target lexical item as closely as possible Ex.: saying ship when you mean sailboat or saying ―Stay away from strangers.‖ to mean ―Avoid strangers.‖ Use of all-purpose words: extending a general, empty lexical item to contexts where specific words are lacking Ex.: thingie / stuff / whats-its 3. Word coinage: creating a new word in order to communicate a concept Ex.: vegetarianist for vegetarian/airball for balloonn / ice cabinet (or ice box) for freezer 4. Prefabricated patterns: using memorized stock phrases, usually for "survival" purposes Ex.: ―What is your name?‖ ―I don’t speak English.‖ ―I don’t know.‖ 41- How do the interlocutors know when to take the turn? 1. The end of a phrase, clause, or sentence 2. A falling in intonation 3. A perceivable pause, usually 0.2 seconds 42- What are hedges? Give two examples? Week Words or phrases indicate that we’re not sure what we are saying is sufficiently correct or complete. They are concerned with the Gricean maxims. They can be referred to as „cautious notes‟. We use them to show that we are concerned about following the maxims while participating cooperatively in the conversation. Sort of…kind of… His hair was kind of long. As far as I know Correct me if I’m wrong. 43- Define the focus on form and explain the differences between focus on form and focus on forms. Week 14 Focus on form Focus on forms The word form refers to language Forms refers to discrete, isolated, form in general specific language forms Learners first engage in meaning; then Forms: Primary attention to form explore some linguistic features. Form: Occasional shift of attention to Forms: Most attention to form form triggered by perceived problem in pre-selceted in syllabus comprehension and production Linguistic features are explored in Forms are taught in isolation contexts 44- Explain the Critical Period Hypothesis. The critical period hypothesis (CPH) is a theory that states that there is a limited time period in which someone can learn a language like a native speaker: Time period The CPH suggests that the critical period is from early infancy to puberty, or around ages 12–13. 45- What is language aptitude? Refers to a person’s natural ability or talent for learning languages. It is often seen as a set of cognitive skills that help individuals acquire a new language more quickly or efficiently. Someone with high language aptitude might pick up new vocabulary quickly, easily understand grammatical rules, and pronounce words accurately, even if they are learning the language for the first time.