Language Acquisition Studies: Questions and Answers

Week 6: 5\. According to Lenneberg (1967), what happens after the critical period ends? A\) Language recovery and acquisition become significantly more difficult\ B) The brain increases its capacity for learning new languages\ C) Language learning continues as easily as before\ D) Only cognitive f...

Week 6: 5\. According to Lenneberg (1967), what happens after the critical period ends? A\) Language recovery and acquisition become significantly more difficult\ B) The brain increases its capacity for learning new languages\ C) Language learning continues as easily as before\ D) Only cognitive factors influence language acquisition 11\. What was a key finding of Johnson and Newport (1989)? A\) Adults learn languages more efficiently than children\ B) Age of arrival in a country negatively correlates with language proficiency\ C) All second-language learners perform equally well regardless of age\ D) Universal Grammar plays no role in L2 acquisition 16\. What is the \"maturational period\" concept proposed by Hyltenstam and Abrahamsson (2000)? A\) Language acquisition is possible only in childhood\ B) Motivation is the most important factor in SLA\ C) Maturation affects language learning without strict onset and offset phases\ D) There is no difference between child and adult learners 19\. What did Birdsong & Molis (2001) conclude? A\) Age has no impact on SLA\ B) Age effects level off after puberty, but some late learners achieve high proficiency\ C) Adults learn languages better than children\ D) The critical period lasts until age 20 Week 7: 4\. According to Richards et al. (2002), how do personality factors influence language learning? A\) They contribute to motivation and the choice of learner strategies\ B) They have no measurable impact on SLA\ C) They only affect language learning in children\ D) They determine ultimate L2 proficiency completely 10\. What is the primary distinction between introverts and extraverts according to Jung's Typology? A\) Extraverts are more intelligent than introverts\ B) Extraverts gain energy from social interactions, while introverts gain energy from solitude\ C) Introverts are more emotional than extraverts\ D) Extraverts always perform better in language learning 11\. What is the fourth dichotomy added to Jung's Typology in the Myers-Briggs Type Indicator (MBTI)? A\) Extraversion--Introversion\ B) Thinking--Feeling\ C) Sensing--Intuition\ D) Judging--Perceiving Week 8: 2\. According to Krashen (1985), what type of input is necessary for L2 acquisition? A\) Simplified input\ B) Modified input\ C) Comprehensible input\ D) Randomized input Week 9: 2\. According to Li (2006), what is a limitation of defining bilingualism based solely on language contact? A\) Language contact is irrelevant to bilingualism\ B) Not all individuals in language contact situations become bilingual\ C) Only early childhood language contact leads to bilingualism\ D) Bilingualism is always a result of extensive exposure 3\. What is the primary argument of Baker and Prys Jones (1998) regarding bilingualism? A\) Bilingualism is best measured through grammar proficiency\ B) Bilingualism is complex and cannot be reduced to a single definition\ C) Bilingual individuals must be literate in both languages\ D) Language dominance is the only factor in bilingual identity 10\. According to Erikson, what is a key characteristic of identity? A\) It is a coherent and consistent process throughout adulthood\ B) It is fixed and does not change\ C) Identity is primarily shaped by genetics\ D) Identity is only influenced by early childhood experiences 13\. According to Fought (2006), how is identity represented in popular media? A\) As a tangible entity that can be found and displayed\ B) As a concept that has no real impact on individuals\ C) As something irrelevant to language and culture\ D) As a rigid structure that does not change over time 14\. What does Sapir (1912) argue about identity? A\) Identity is fixed at birth\ B) Social forces influence language and identity development\ C) Identity does not affect bilinguals\ D) Cultural norms have no effect on language learning 15\. What is the difference between Meadian and Eriksonian views on identity? A\) Meadian identity is multiple and evolving, while Eriksonian identity is stable\ B) Eriksonian identity changes based on social context\ C) Meadian identity remains constant across cultures\ D) Both theories reject the role of language in identity formation 16\. According to Tajfel (1982), what is social identity based on? A\) Group membership and the emotional significance attached to it\ B) Individual intelligence and learning ability\ C) Physical appearance and cultural background\ D) A fixed set of personality traits 30\. According to Norton (2014b), what impact do imagined identities have on bilingual individuals? A\) They shape self-perception and influence engagement with new linguistic and cultural communities\ B) They limit an individual's ability to integrate into new environments\ C) They only apply to bilingual children\ D) They are irrelevant in language learning Week 10: 3\. According to Grosjean (2010), which form of bilingualism is more common? A\) Early bilingualism\ B) Late bilingualism\ C) Both are equally common\ D) Bilingualism is rare in general Week 11: 15\. What was a key finding of Oliver and Mackey's (2003) study on corrective feedback? A\) Feedback was most frequent in non-verbal interactions\ B) Explicit language-focused exchanges led to the most learner modifications\ C) Teachers did not use corrective feedback in classrooms\ D) Recasts were the least common type of feedback 16\. What did Sheen's (2010) study reveal about written vs. oral corrective feedback? A\) Oral feedback is always more effective than written feedback\ B) Explicit corrective feedback is more effective than recasts in both oral and written forms\ C) Written feedback is ineffective in language learning\ D) Oral feedback discourages students from participating 20\. What did Long and Sato (1983) find about teachers' question types? A\) Teachers mostly used referential questions\ B) Students preferred answering referential questions\ C) Teachers used more display questions than referential questions\ D) Display questions were more effective for communication 23\. What did Watson-Gegeo's (1992) study on home and school language use find? A\) Differences between home and school language use affected student success\ B) Home language had no impact on academic achievement\ C) School language use was identical to home language use\ D) Parents' attitudes had no effect on children\'s language development