Test1

Question 1

Explain the case of genie

Answer 1

Genie was a 13 years old she was neglected, abused and isolated. She was Under her own parents control. She was beaten whenever she made any kind of noise. After 5 years she didn’t even reach the language of a 5 years old and she was13.

Question 2

The victor case

Answer 2

He was 12 years old when discovered. He was found naked in the woods and apparently never had any contact with humans. After 5 years of socializing with a young doctor victor had made very little progree in his language.

Question 3

Metalinguistic awareness

Answer 3

The ability to treat language as an object, seperate from the meaning in conveys, being able to define a word, being able to say what sounds make up a word

Question 4

Behaviorist perspective

Answer 4

B.F. Skinner: children imitate and practice what they hear until they develop ( habits of correct language use) positive reinforcement ex: with the dogs that salivate when they hear the bell ring

Question 5

Telegraphic sentence

Answer 5

Two words from a different sentence without prepositions, articles ( simple sentences)

Question 6

Innatist perspective

Answer 6

Noam Chomsky: Children are biologically programmed to acquire and develop language ( it’s innate) the only environmental factor is the availibilty of people to speak to the child. The childs biological endowment will do the rest.

Question 7

The critical period hypothesis (CPH)

Answer 7

Children who are not given access to language in enfancy and early childhood will never acquire language if these deprivations go on for too long ( victor & genie)

Question 8

Physical interaction

Answer 8

Language develops through physical interaction with the environment. The object permanance, the stability of quantities regardless of changes in their appearance. Logical inferencing, no need for tangible evidence

Question 9

Zone of proximal development

Answer 9

A personal experience in which a learner reaches a higher level of performance because of support and interaction with another individual who possesses greater skill and experience.

Question 10

Scaffholding

Answer 10

Vygostsky: a temporary framework that is put up for support access to meaning and taken away as needed when the child secure.

Question 11

Childhood bilingualism

Answer 11

1. Code switching
2. Basic interpersonal communication skills ( BICS)
   Def: they learn from watching and immitating interactions among their peers.
3. Cognitive academic language proficiency
   Def: takes more time to acquire
   A) accurancy vs. Fluency
4. Simultaneouse bilinguals
5. Sequential bilinguals
6. Substractive bilinguals
7. Additive bilingualism

Question 12

Stage 1

Answer 12

Single words, formulae, or sentence fragments

Question 13

Stage 2

Answer 13

Declarative word order, no inversion, no fronting

Question 14

Stage 3

Answer 14

Incorrect grammatical morphemes and incorrect syntax

They are able to put the right fronting question like Do, Where, Does and Is this but arent’ able to continue after

Question 15

Stage 4

Answer 15

Inversion in wh + copula; yes/no questions with other auxiliaries
Ex: where is the sun?
Is there a fish in the water?

Question 16

Stage 5

Answer 16

Inversion in wh- questions with both an auxiliary and a lexical verb… But incorrect syntax for embedded questions ( noun clauses that request information within questions)

Question 17

Stage 6

Answer 17

Complex questions ( all past markers correctly positioned and formed)
Ex: questions tag: It’s better, isn’t it?
Negative questions: why can’t you go?
Embedded questions: can you tell me what the date is today?

Question 18

Phonology

Answer 18

Organization of sounds in language. Study of phonemes

Question 19

Brown

Answer 19

1. Present progressive - ing
2. Plural- s
3. Irregular past forms ( baby went)
4. Possessive (-s)
5. Copula ( mommy IS happy)
6. Articles ( THE and A)
7. Regular past- ed
8. Third person singular simple present - s
9. Auxiliary be ( he IS coming)

Question 20

Contrastive analysis hypothesis (CAH)

Answer 20

Errors where assumed to be the result of transfer from learners first language.

Question 21

Ringbom’s study

Answer 21

The interferences errors made in english by both Finnish and Swedish were most often traceable to Swedish, not Finnish. Because Swedish and english are very similar languages ( share many characteristics). So Swedish speakers will be more willing to take guesses. Harder for Finnish speaker because english is a totally different language.

Question 22

Error analysis

Answer 22

Error analysis differed from constrasting analysis in that it didnot set out to predict errors. Rather, it sought to discover and describe different kinds of errors in an effort to understand how learners process second language data. Error analysis was based on the hypothesis that, like child language, second language learner language is a system in its own right– one that is rule- governed and predictable

Question 23

Who is a stimultaneous bilingual?

Answer 23

When a child acquires two languages at the same time

Question 24

Who is a sequential bilingual?

Answer 24

A person who learns a 2nd language after acquiring his/her 1st language

Question 25

What is a subtractive bilingualism?

Answer 25

It is a situation in which the child or L2 learner is deprived of interaction in her/his L1, and this results in arrested development of L2

Question 26

According to the behaviourist perspective, how do children and L2 learners aquire language?

Answer 26

They immitate and practice what they hear until they form correct habits of language

Question 27

What is the logical problem of language acquisition that compelled Noam Chomsky to develop the innatist perpective of language acquisition?

Answer 27

How do children and L2 learners come to know more of the target language, then what they've have been exposed to?

Question 28

According to the innatist perspective, how do children and L2 learners acquire language?

Answer 28

Biological endowment

Question 29

What is the critical period hypothesis?

Answer 29

There is a limited period of time in a persons life in which language acquisition can take place

Question 30

How do the cases of Victor and Genie illustrate the critical period hypothesis?

Answer 30

They were unable to speak because they were exposed to language interaction after they had passed their critical period

Question 31

What does the term metalinguistics awareness mean? Give an example of an ability that would demonstrate a speaker's metalinguistic awareness

Answer 31

It is being able to treat language as an object that is seperate from the meaning it conveys

Question 32

What is the fundamental difference between Jean Piaget's and Lev Vygotsky's interactionist perspectives on language acauisition?

Answer 32

Piaget's language is acquired through physical interaction with the environment. Vygotsky: language is acquired through social interaction

Question 33

Define the zone of proximal development and relate it to the act of language acquisition

Answer 33

Children and L2 learners acquire language when in contact with an interlocuter that passes greater knowledge and skill that they do.

Question 34

Explain the contrastive analysis hypothesis

Answer 34

An L2 that is similiar to the L1 is easier to acquire than an L2 that is different from the L1

Question 35

According to Ringbom's 1986 study' Finnish-Swedish bilinguals made errors in English that were traceable to Swedish but not Finnish. Why was this so?

Answer 35

English is closer to Swedish that it is to Finnish

Question 36

Give an example of a Francophone's developmental error in English that cannot be explained by contrastive analysis

Answer 36

Ex 1: traffic's accidents Ex 2: saying "I bought" as a result of acquisition and then replacing it "I buyed" as a result of learning that regular past ending for verbs

Question 37

Why might a language feature, such as the type illustrated in the answer to question #14, be an indication of linguistic progress- despite being incorrect?

Answer 37

It shows that the L2 learner is developing a more complex understanding of the L2 language system

Question 38

What is the name of the type of analysis that examines developing speech patterns in the L2 that cannot be attributed to interference from the L1?

Answer 38

Error analysis

Question 39

Order of grammatical morphemes

Answer 39

``` Present progressive -ing (mommy running) Plural -s ( two books) Irregular past forms ( baby went) Possessive -s (daddy's hat) Copula (mommy is happy) Articles the and a Regular past -ed (she walked) Third person singular simple present -s (she runs) Auxiliary be (he is coming) ```

Question 40

Order vs. Rate #1

Answer 40

A child who had mastered the grammatical morphemes at the bottom of the list had also mastered those at the top, but the reverse was not true. Thus, there was evidence for a developmental sequence' or order of acquisition. However the children did not acquire the morphemes at the same age or rate.

Question 41

Order vs. Rate #2

Answer 41

Eve = mastered nearly all the morphemes before 2 years old Sarah & Adam still trying at 3-4 years old The children mastered the morphemes at different ages, just as Adam, Eve, and Sarah had done, but the order of their aquisition was very similar. In the end there is no clear explanation for the sequence, and most researchers agree that the order is determined by an interaction among a number of different factors.

Question 42

Pragmatics

Answer 42

Pragmatics is the study of how language is used in context to express such things as directness, politeness, and deference. Ex: requesting Refusing Apologizing Differing authority Making a political statement or insulting someone They need to learn to recognize the many meanings that the same sentence can have in different situations.

Question 43

Language varaiables

Answer 43

1- the learner's proficiency level in L2 The study of how second language learners acquire this aspect of language is referred to as 'interlanguage pragmatics' 2- the learners's L1 background ( culture and customs)

Question 44

Stages of pragmatic language development

Answer 44

Stage 1- consists of minimal language that is often incomplete and highly context-dependent Stage 2- includes primarily memorized routines and frequent use of imperatives Stage 3- is marked by less use of formulas, more productive speech, and some mitigation of requests Stage 4- involves more complex language and increased use of mitagation, especially supportive statements Stage 5- is marked by more refinement of the force of requests

Question 45

Phonology segmentals

Answer 45

Most of them focused on the pronunciation of segmentals Getting learners to perceive and to produce distinctions between single sounds in minimal pair drills ( for example, 'ship' 'sheep'

Question 46

Phonology suprasegmentals

Answer 46

Both focus on pronunciation If it was taught, the emphasis was on suprasegmentals (rythm, stress, and intonation)-- aspects of pronunciations that were considered more likely to affect communication

Question 47

The 4 abilities that comprise language aptitude (skills) in the MLAT and PLAB test

Answer 47

1- the ability to identify and memorize new sounds 2- the ability to understand the function of particular words and sentences 3- the ability to figure out grammatical rules from language samples 4- the ability to remember new words

Question 48

MLAT

Answer 48

Modern language aptitude test

Question 49

PLAB

Answer 49

Pimsleur language aptitude battery

Question 50

*********Language teaching methods for which metalinguistic knowledge was an accurate measure of language proficiency

Answer 50

Three different types of instruction, which she called deductive, inductive, and structured input. Students were assessed on three measures of language aptitude: language analytic ability, phonemic coding ability, and working memory. They were then divided into three groups and given different types of instruction on direct object pronouns in french.

Question 51

****** He dismissal of IQ as a relevent factor in language proficiency... NB! The connection between IQ and the metalinguistic knowledge that is measured in the MLAT and PLAB tests... The current trend that demonstrates the limitations of defining language competence solely in terms of metalinguistic knowledge.

Answer 51

IQ test are not a relevent factor in language proficiency bcz it focuses only on metalinguistic knowledge; (language analysis, rule learning) may play less important role outside the classroom or in the classrooms where the instruction focuses more on communication and interaction. Both IQ and metalinguistic knowledge focuses on the analyze of the writing part of language. MLAT or PLAB are connected to IQ test considering the 4 abilities direct the three tests. Learners need to have the opportunity to communicate and interact in classroom or outside the classroom.

Question 52

Learning styles: cognitive

Answer 52

Cognitive - field-independent learners: good with details and lose track of the objectives; tend to seperate details from the general background - field-dependent learners: see things more holistically: characterized by the belief that the parts of something are intimitely interconnected and explicable only by reference to the whole.