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TESOL Flashcards

(61 cards)

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1
Q

Morpheme

A

The smallest unit of language that has meaning

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2
Q

Behaviorism

A

Learning is the acquisition of behaviorism in any living being

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3
Q

Generative Linguistics

A

Humans have innate language and generate an infinite number of sentences using a finite system of rules

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4
Q

Founder of generative linguistic

A

Chomsky

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5
Q

Interlanguage

A

Unique linguistic system that L2 learners have when they are in between languages

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6
Q

Founder of interlanguage

A

Selinker

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7
Q

Acquisition

A

Implicit learning, L2 acquisition is similar to a child’s acquition

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8
Q

What does acquisition result in

A

Implicit Knowledge

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9
Q

Linguist who studied acquisition and learning in L2

A

Krashen

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10
Q

Learning

A

Explicit learning of rules and properties of language

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11
Q

What does learning result in

A

Explicit knowledge

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12
Q

Monitored Output

A

A learner can apply consciously learned rules

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13
Q

Fossilization

A

L2 learners internal linguistic system stops evolving

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14
Q

Studier of fossilization

A

Selinker

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15
Q

Krashens Hypotheses

A

Acquisition-learning, monitor, natural order, input, affective filter, reading

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16
Q

Zone of Proximal Development

A

What a learner is capable of doing supported or unsupported

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17
Q

Who founded the zone of proximal development

A

Vygotsky

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18
Q

Constructivism

A

We construct our own meaning not just through route

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19
Q

Communicative Approach

A

Focuses on meaning and real-life situations

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20
Q

Developmental Sequences

A

Stages in which a particular feature of language is acquired over time

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21
Q

Markedness

A

How often a linguistic form occurs

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22
Q

Unmarked

A

Most typical or frequent forms of language

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23
Q

Input

A

The language a learner is exposed to in communacitaive contexts

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24
Q

Salience

A

How a linguistic word or form stands out in the input

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25
Blocking
How previous knowledge can inhibit learning of something new
26
Poverty of the Stimulus
Parts of language that are missing because the learner either doesn't have or has not been exposed to the stimulus
27
Usage Based Approaches
Ties human learning to an interaction between external stimuli and internal learning mechanisms
28
What causes backsliding
A learner generalizing a learned grammar rule
29
Comprehensible Input
Parts of input that learners can make sense of in terms in terms of meaning
30
Modified Input
Input that is adjusted by another speaker to a language learner based on a perceived communication problem
31
Intake
The parts of input that learners can actually process at a given time and make use of for acquisition
32
Noticing the Gap
The idea that learners can compare what they produce to what they hear to see if there are differences
33
Negotiation of Meaning
The act of resolving comprehension problems during communicative interaction
34
Explicit Learning
Processing linguistic input with conscious attention paid to the formal properties of language
35
Reasting
When a speaker reformulates what a learner has just said in a more appropriate or nativelike way
36
Uptake
The moment in an interaction when a learner repeats something he or she has just heard
37
Skill Theory
If you don't practice output, it won't become automatic and fluent
38
Ultimate Attainment
How far learners get along the acquisition continuum or nativelikeness
39
Critical Period Hypothesis
If linguistic input is not provided before age five, the child will not learn the language
40
Nativelikeness
A mental representation for the L2 that is indistinguishable from that of native speakers
41
Fundamental Difference Hypothesis
Children and adults vary in L2 acquisition
42
Implicit Knowledge
Knowledge of language that exists outside of one's awareness whose contents can't be articulated by a person
43
Explicit Knowledge
Knowledge of language that is conscious and can be articulated by a person
44
Ordered Development
Language follows particular paths as it develops in the learners brain over time
45
Rate of Development
The relative speed which learners acquire language
46
Teachability Hypothesis
Learners cannot be taught something if they are not developmentally ready
47
Meta-analysis
A large-scale analysis of many studies focused on the same question or problem
48
What do short term studies analyze
Explicit language knowledge
49
Working Memory
The amount of information people can store and manipulate at any given time
50
Instrumental Motivation
A desire to learn a language because it will be useful usually for a professional or educational reason
51
Integrative motivation
A desire to learn language based on an interest in a target language and its culture
52
Self-concept
How learners see themselves includes positive and negative
53
What do language aptitude tests measure
Short term memory of rules, metacognitive, and metalinguistic strategies
54
Linguistic Aptitude
An innate ability to learn an L2 that varies among the population
55
What is language
Not a set of rules or patterns but a much more complex
56
The acquisition of formal features of language is ______
Ordered
57
Positions on initial state of language
Universal grammar by its-self, the L1, and only non-functional aspects of the L1
58
What is probably the initial state
The L1 plus Universal Grammar
59
Instruction on formal features of language
Does not affect ordered development
60
What is learning
The creation of new cognitive structures
61
Where do individual factors show up most
Vocabulary and syntactic knowledge

TESOL (1 decks)

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