Colloquium 1 Flashcards
(56 cards)
1
Q
First language
A
L1
2
Q
Second language
A
L2
3
Q
Native language
A
NL
4
Q
Non-native language
A
NNL
5
Q
Target language
A
TL
6
Q
Native speaker
A
NS
7
Q
Non-native speaker
A
NNS
8
Q
L1 speaker
A
L1er
9
Q
L2 learner/speaker
A
L2er
10
Q
Simultaneous bilingual
A
2L1er
11
Q
First language acquisition
A
L1A/FLA
12
Q
(Child/adult) second language acquisition
A
L2A, SLA
13
Q
Children who acquire more than one language from birth
A
Simultaneous/early bilinguals
14
Q
Those who learn another language later in life
A
Consecutive/sequential/late bilinguals
15
Q
Acronym for the discipline studying second language acquisition
A
SLA
16
Q
Discipline studying language teaching
A
Language pedagogy
17
Q
SLA about language teaching is if
A
Language teaching affects the course if acquisition
18
Q
Relevance od SLA
A
-linguistics (language behaviour and human mind)
-language pedagogy (methodologies and reasonable expectations)
-cross cultural communication
-language policy and language planning (programmes and education)
19
Q
Milestones od vocal/linguistic development
A
- Crying
- Cooing (6-8 weeks)
- Babbling (6-8 months) - constonant-vowel sounds
- Holophrastic stage (12-18 months) - protowords, one word utterances: gone, dada, teddy
- Telegraphic speech (12-24 months) - 50 word vocabulary, simple sentences ( mommy play, baby fall down, more car, there potty - they lack function words and grammatical morphemes.
- Emergence of function words and grammatical morphemes (24-36 months)
- Filling in the missing grammatical elements, asking questions, adapting speech to babies or adults (3 1/2 - 4 years)
20
Q
Start of FLA
A
Before the baby is born
21
Q
Hearing subtle phonetic differences very early
A
Auditory discrimination
- bilingual environments - retaining the auditory discrimination ability longer
- lost by the age of one
Human speaker important
22
Q
Different stages of developments that bort L1 and L2 learners pass through
A
Developmental sequences/stages
23
Q
Developmental sequences related to
A
- Cognitive development
- Gradual mastery of the linguistic elements for expressing ideas present in children’s cognitive understanding
24
Q
Grammatical morpheme in order of acquisition
A
1 Present progressive
2 Plural - s
3 Irregular past forms
4 Possessive -s
5 Copula
6 Articles the and a
7 Regular past -ed
8 Third person singular simple present -s
9 Auxiliary be
- no satisfactory explanation for the sequence - the order is determined by interaction of factors - frequency of morpheme usage, cognitive complexity of meanings, difficulty perceiving or pronouncing the morphemes
25
What is the wug test
An example of elicited production test with nonce words
- language is not just a list of memorised words
- language develops systematically
And goes beyond things they hear
26
Negation - stages of acquisition
Stage 1 no alone of first word in the utterance
Stage 2 utterances become longer and no appears before verbs, also using don't
Stage 3 adding other forms of negative (can't and don't) without tense/person agreement
Stage 4 negative element with a correct form of auxiliary verb (do, be) but not without difficulties - have no more cookies
27
By what age have do children generally master the basic structures of language
Age 4
They and 3year olds learn several new words per day and begin to acquire less frequent and more complex linguistic structures
28
What is metalinguistic awareness and when is it begining to form
3- 4 year olds (preschool children) begin to develope mla
The ability to treat language separate from the meaning it conveys (defining a word, say what sounds make up a word and give judgements about cake the eat or drink the chair) - boosted by learning to read, discovery of ambiguity
29
In school years
-Acquisition of different registers
Learning the standard variety
Reading variety of text types
30
Stimulus-response theory
Stimulus of praise and approval provokes response of more and better imitation
(The behaviourist perspective/Skinner)
- importance of the environment
31
The logical problem of language acquisition
- poverty of the stimulus argument
Chomsky
The phenomenon that children seem to know more about the structure of their first language than they could have deducted from input
The base of the argument that language is innate/inborn
32
Innatism
LA is based on internal, language specific cognitive abilities
33
Innatist perspective:
Basic structure of LA is inborn (language acquisition device or universal grammar)
- LA is the triggering of what the child already knows (by input)
34
According to innatists children acquire language through hypothesis testing guided by
Universal grammar/lad
35
What is critical period hypothesis
There is a specific and limited time period when languages can be learned through LAD ( evidence from wild child studies, deaf signers and international adoptees
36
Interactionist perspective
Vigotsky - language tied to social interaction acquired through dialogue
Piaget - L development tied to cognitive development acquired through interaction with the world
Emphasis on the development and not the end state
Hypothesis that: LANGUAGE LEARNING IS BASED ON THE SAME COGNITIVE PROCESS AS ANY OTHER KNOWLEDGE OR SKILL - RESULT OF INTERACTION BETWEEN INTERNAL CHARACTERISTICS AND EXTERNAL ENVIRONMENT
37
Child-directed speech
Infant-directed speech
Caretaker speech
Motherese
Parentese
A modified way in which adults speak to little children
Equivalent in SLA - foreigner talk/teacher talk
38
Connectionism/usage based perspectives
LA result of exposure to input - INPUT FREQUENCY
No dedicated language a acquisition device
Child's language behaviour looks rule governed but it reflects the ability to learn language in chunks and formulas
Brain makes connections between things that go together - NETWORK OF ASSOCIATIONS
39
Children who learn more than one language from birth
Simultaneous/early bilinguals
40
Those who learn another language later may be called
Sequential/late/consecutive bilinguals
41
Code switching
One aspect of bilingual language use; the use of words or phrases from more than one language within the conversation
- reflects the absence of a particular vocabulary word or expression but can also be intentional
42
Two varieties of language children learn at school
1. BICS (BASIC INTERPERSONAL COMMUNICATION SKILLS)
2. CALP (COGNITIVE ACADEMIC LANGUAGE PROFICIENCY
43
Subtractive bilingualism
The loss of one language on the way to learning another - negative consequences to self-esteem, family relationship and academic learning
44
Additive bilingualism
The maintenance of the home language while the L2 is being learned - creates opportunities for cognitive and affective development in a language they understood
45
Bilingual acquisition
Issues of
Age of first exposure
End point
Ability
46
Types of bilinguals
1 Simultaneous
2 Consecutive (successive, sequential)
3 Early bilingual - early in childhood
4 Late bilingual - later than childhood
5 Balanced b. - mastery of two languages equivalent
6 Dominant b. - use and proficiency greater in one of the
7 Productive b. - s/b that speaks understands and possibly writes one or more languages
8 Receptive (passive) b. - understans a L2 in written or/and spoken form but does not speak or write it
9 Additive b. - someone whose two languages combine
10 Subtractive b. - second L acquired at the expense of the aptitudes of the L1
11 Horizontal b. - bilingual in two distinct languages which have a similar or equal status
12 Vertical b. - bilingual in a standard language and a distinct but related language or dialect
47
Selective attention
Cognitive advantage of bilingualism that is manifested in tasks that require it
48
Benefits of bilingualism
Communicative
Cultural/economic
Linguistic (metalinguistic awareness, reading readiness)
Cognitive (selective attention tasks)
49
Heritage language
Language which was first for an individual with respect to the order of acquisition but has not been completely acquired because of the switch to another dominant language
50
________ do not acquire the heritage language completely because they do not continue to use it as much in the language environment
Heritage speakers
51
Third language acquisition is also known as
Multilingualism/sla(bilingualism)?
52
Cross-linguistic influence
Mixing and merging of various languages known and being learned also multidimensional impact of different languages on one another
53
Interlanguage transfer
A special instance of crosslinguistic influence
The influence of one L2 over another
Eg tu as main Fax bekommen
54
Children's ability to create networks of association in the process of FLA is emphasised by
Usage-based theorists/connectionist
55
Wh- words order of acquisition
- predictable order in which they emerge
- stages
56
Fossilisation
Permanent cessation of learning in spite of further exposure to TL
