Language Acquisition and Comprehension Flashcards Preview

CSET Subtest 2 > Language Acquisition and Comprehension > Flashcards

Flashcards in Language Acquisition and Comprehension Deck (55)
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1
Q

Language Acquisition

A

Process by which people acquire the ability to understand and use words. Chomsky explained this process with the theory of Universal Grammar/Language Acquisition Device. Capacity is innate. Children acquire knowledge in a series of iterative stages. Age 2 basic vocab, increases, learns rapidly, by 4-6 child masters basic sentence and grammar.

2
Q

Genetic Predisposition or Innate Capacity

A

Refers to Chomsky’s theory of a Universal Grammar that is programmed into every human brain and facilitates language development.

3
Q

Social Interaction

A

Some experts believe that a child’s social environment is crucial to language development. Adults play an important role by giving children examples of correct usage to imitate. Exposure to more complex vocabulary. Emphasis on actually using language rather than just hearing it. Most successful second-language learners are those who want to integrate into the culture.

4
Q

Sociocultural Factors

A

Social class has a major effect on how children use language. Sociocultural factors determine degree og language usage and skills.

5
Q

Affective Factors

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Personal qualities such as empathy, self-esteem, extroversion, lack of inhibition or anxiety, ability to imitate, and overall outlook tat would positively affect that acquisition of language skills

6
Q

4 factors that affect language development

A

Genetic Predisposition or innate capacity, social interactions, sociocultural factors, and affective factors.

7
Q

Bilingualism

A

System in which students are taught in their native language

8
Q

Transitional

A

System that allows students to speak their own language until they have learned enough English to participate in English-only classes.

9
Q

Total Immersion (Sink or Swim Approach)

A

Students must immediately take part in English-only classes with no transitional period.

10
Q

Krashen’s Theory of Second Language Acquisition

A

The Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, The Affective Filter Hypothesis

11
Q

The Acquisition-Learning Hypothesis

A

Two independent systems for learning a second language- the acquired system and the learned system. The acquired system uses a subconscious process much like the one that children go through in learning a first language. Depends on natural, meaningful communication in the target language, so that the speaker is concentrating mainly on communicating instead of on forming sentences. The learning system is the traditional process of formal instruction in a language. Acquisition is significantly more important than learning.

12
Q

The Monitor Hypothesis

A

Acquisition and learning are related with acquisition being the initiator of an utterance and learning being its monitor or editor. The role of the monitor is minor, useful only in correcting deviations from standard speech and giving speech a more polished look. The monitor function is also used only when certain conditions are met, i.e., the learner of a second language must have time to monitor, a focus on form or correctness, and a knowledge of the rule to be monitored.

13
Q

The Natural Order Hypothesis

A

Acquiring grammatical structures in a second language always follows a ‘natural order’ regardless of the student’s age, first language background, and conditions of exposure to the second language.

14
Q

The Input Hypothesis

A

Concerned with acquisition and not learning, posits that a second language learner makes progress along the “natural order” of development each time he or she receives input from the second language that is one step beyond his or her current level of competence in the language.

15
Q

The Affective Filter Hypothesis

A

A number of affective variables such as motivation, self-confidence, and anxiety, play an important ‘facilitative but non-causal’ role in language acquisition. Low motivation, lack of self-esteem, and high levels of anxiety act as filters that form a mental block, preventing the student from using comprehensible input for acquisition.

Ex. Business person who is embarrassed of misspeaking so he/she uses only known vocab and sentence structures

16
Q

Syntactic Errors

A

Often due to the deployment of First Language rules to Second Language. Constitutes an Interlanguage, which is a crucial step in development.

17
Q

Factors that affect second language development

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Linguistic distance between languages, student’s level of proficiency in the first language, student’s prior knowledge of the second language, desire to integrate into language culture, peer group pressure and family influence, age of the language learner

18
Q

Critical Period Hypothesis

A

A person’s ability to learn language peaks during early child. Children under 15 tend to achieve greater proficiency in grammar, pronunciation, and grammar, vocabulary, and comprehension

19
Q

Transfer

A

When a speaker uses his or her second language in a way that is semantically and syntactically appropriate for the first or native language but not for the second.

20
Q

Negative Transfer

A

When a speaker uses skills from a previously learned behavior or topic but applies them incorrectly to a new topic.

Ex. Fake-> Faked assumes that take is taked

21
Q

Hypercorrection

A

When a person who has been corrected for a mistake in usage makes further mistakes in trying to avoid the original error.

Ex. “Me and him played soccer yesterday” tries to avoid using the objective case me altogether and incorrectly says “The teacher gave he and I the assignment yesterday.”

22
Q

Borrowing

A

When a speaker switches into his or her first language and borrows single words or entire phrases for which he or she knows no equivalent in the second language. The result can be a hybrid language like Spanglish.

23
Q

Semantic Mapping

A

A method by which a teacher solicits responses to a word or phrase through a process of brainstorming or free association. The teacher might write a word or phrase on the blackboard and ask students to suggest other words they think of as a result.

24
Q

Semantic Feature Analysis

A

Reading comprehension activity for which students use a chart to organize information by categories, analyze ideas, compare concepts, and makes inferences about a written text

25
Q

Repeated Oral Reading

A

A student repeatedly reads aloud a short text, helps improve a student’s fluency and reading rate regardless of reading level.

26
Q

Note Taking

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Helps a reader to paraphrase what has been read and thus focus on meaning and interpretation.

27
Q

Word Analogies

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Compare two or more things by analyzing how they are alike or different. “What features does this word share with other words you have seen?”

28
Q

Visual Imaging Skills

A

Student’s ability to use personal images and experiences to comprehend a word’s meaning. “Can you describe an incident from your own life that reminds you of this word?”

29
Q

Cohesion Analysis

A

Method of analyzing how all the parts of a word come together to create an overall effect or covey a message Read ahead or review to understand how the parts fit together.

30
Q

Code Switching

A

when a person changes dialects or switches fro formal to informal speech depending on the group with which he or she is interacting

31
Q

Sight Words

A

Can be decoded immediately on sight : I, is, that, there, and am

32
Q

Language Sounds

A

Phonics (sound it out)

33
Q

Meanings of Word Parts

A

Morphemes

34
Q

Semantics

A

Student must develop an understanding of the meaning of words and sentences and how words fit together to create different meanings

35
Q

Appropriate Rhetorical Strategy

A

Consider Audience, purpose, and the genre of writing. Will determine tone and style of rhetoric.

36
Q

Nature of the Writing Process

A

Writer should follow the steps for comprehension, including planning, drafting, writing, revision, editing, and sharing

37
Q

Interaction with other Disciplines and Communities

A

Writer should consider how a piece of writing seeks to affect and is affected by different communities, including family, peers, and teachers, and what other disciplines it refers to or reflects

38
Q

Awareness of Though processes

A

The writer should reflect on or be aware of his or her own thought processes in the course of writing.

39
Q

Evaluation of Effectiveness

A

Writer should judge how well a piece of writing fulfills its original intention and meets the needs of its intended audience.

40
Q

Metacognition

A

Self-awareness during the reading process, ensures that a student’s mind is engaged while reading and that the student is ready to use a variety of tools and strategies to unlock the meaning of a text.

41
Q

Prereading Strategies

A

Help prepare a reader’s comprehension by accessing prior knowledge of the subject or seeking information that enriches the subject

42
Q

Predicting

A

Skill which the reader makes predictions about the text before and during the reading based on the evidence provided

43
Q

Questioning

A

When a reader asks and answers questions about a text all through the reading process. Why questions.

44
Q

Word Analysis

A

Decoding of Unfamiliar words or words used in an unfamiliar context throughout a text. Words can be decoded using context clues, syntactic clues, word structure, word families, and content-area information.

45
Q

Concept Formation

A

Used during and after the reading to connect and categorize ideas and reflect on the material’s overall meaning and effect.

46
Q

Literal Comprehension

A

Ability to obtain the basic facts and details of the story

47
Q

Inferential Comprehension

A

Ability to make inferences and draw conclusions about the story

48
Q

Applied Comprehension

A

Ability to move beyond the story to thick critically and creatively about its implications and larger meaning

49
Q

Bloom’s Taxonomy of Learning

A

Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating

50
Q

Knowledge Questions

A

What happened after
Who was it that
Can you tell why
Which is true or false

51
Q

Comprehension Questions

A

What was the main idea
Can you distinguish between
What do you think might happen next
Can you provide an example of

52
Q

Application Questions

A

Could this have happened in
Can you group by characteristics such as
Can you apply this outcome to some experience of your own
Would this example be useful if you had a

53
Q

Analysis Questions

A

Which events could have happened
If _ happened what might the ending have been
What were some of the motives behind
What was the problem with

54
Q

Sythesis Questions

A

If you had to compose a song about
What would happen if
If faced with the same problem as _ how would you
What proposal could you develop that would

55
Q

Evaluation Questions

A

How would you judge the value of
What is a better solution to
How effective are
If you were reviewing _, what would you write