Exam 2 Flashcards
(24 cards)
Innatism
-humans born with innate capacity to acquire language
-“pre-wired for universal structures of human language (nouns, verbs, etc)
-ANY language
-brain sets parameters for language it’s taking in most
-explains rapidness and lack of instruction learn language
CPH (critical period hypothesis)
-critical age for learning language, after that, one cannot (2 mo.-puberty)
-Victor and Genie
PROBLEMS
-We cant SEE innatism working, only observe child lang.
-denies importance of caregiver (other than lang. input)
Social Interactionism
-humans want/need language to communicate with other humans beings and they play an essential role
-learn via INTERACTIONS, pragmatics too
CHILD DIRECTED SPEECH
-short sentences
-here and now
-high pitch
-slow speed
-repetion
-lots of questions
-some baby words
PROBLEMS
-doesnt describe how they learn lang. so FAST
Babbling
0-6 mo.
- Consonant sounds
- Stops (p, k), Fricatives (f, v), Interdentals
One-Word Stage (1-1.6)
“chair”, “go”
Expressive Children “bye bye” social words
Referential children nouns and verbs (content words)
Underextension
child knows a word but doesn’t use it in all appropriate situations
-knows BEAR but only uses it to describe HIS teddy bear (not other bears)
Overextension
- knows word, too wide a range
- Knows BEAR but uses it for ALL stuffed animals not just the teddy bear
Two Word Stage (1.6-2)
EX: baby chair
mommy go
-Caregiver must fill in syntax to interpret
Acquisition
happens naturally w/o conscious learning, learner “picks it up”
KRASHEN: Only what we ACQUIRE really sticks with us and is available for USE when we need it.
Learning
conscious, intentional, formal
Natural Order
Predictable order for acquisition of lang. structures
- based on complexity of structures NOT frequency
- order is the same no matter learner’s L1
Monitor
-contains LEARNED lang. Only avail. when learner is... -focused on correct form -knows the rule -Has enough time to think about all of that
Affective Filter
Affect is our emotional response situations
- Anxiety raises > raised filter > blocks out input hinders aquisition
- envir. fun and stress free
Negative Transfer
L1 negatively affects L2
- words in first lang. dont help them acquire L2,
- not related
- hurts them
Positive Transfer
L1 helps learn L2
-the languages are similar
Interlanguage
-leaners form hypothesis based on how Thier L1 works
they test hyp., make errors by using the lang. in the world
and make changes
where the L1 helps and hurts them
Instrumental Motivation
motivated to use lang. as “instrument” for some other goal
job abroad
Assimilative Motivation
for permanent residence in the culture (wants to become a part of a CULTURE)
Extrinsic Motivation
comes from external source
Graduation requirement, easy grade
(intrinsic more powerful than extrinsic)
Intrinsic
comes from learner them self, learning for sake of learner
Ambiguity tolerance
degree to which you tolerate being confronted by totally new and unfamiliar information ,
with nothing to compare it to
accept or get past ambiguity???
Empathy
put yourself in someone else’s shoes
awareness of self and others
Global Learner
“feild dependent”
want to know the end goal FIRST, and want to know how that goal fits in with other, similar goals and tasks
-“big picture”
Analytical Learner
“field independent”
- begin w/ step 1,
- proceed in linear fashion toward end goal
- less concerned with end goal while they work
Behaviorism
-oldest theory
-language learned through: imitation, practice, & positive reinforcement
-child needs lots of modeling & lots of positive reinforcement
PROBLEMS:
-not all caregivers give pos. reinforcement, but all children learn in a uniform way (stages of acquisition)
-child. produce lang. that is NOT imitative of adults
-child. learn very complex languages VERY fast!
