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Theories and hypotheses Flashcards

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1
Q

structural conformity hypothesis

A

all universals that are true for primary languages are also true for IL

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2
Q

concept oriented approach

A

function –> form, assumption that learners have the need to express a given concept in which the investigation begins with the identification of one function or concept and follows the way it’s expressed through development

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3
Q

aspect hypothesis

A

form –> function, initially influenced by the inherent semantic aspects of verbs or predicates in the acquisition of tense and aspect markers associated with those verbs

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4
Q

prototype theory

A

there are good members and marginal members in the category, learners start with prototypical examples and extend outward

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5
Q

discourse hypothesis

A

form-to-function approach - learners use emerging verbal morphology to distinguish foreground from background in narratives

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6
Q

cross linguistic influence

A

creative process in which learners actively select features of other known languages to hypothesize about TL

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7
Q

transfer to somewhere principle

A

L1 doesn’t have influence in the beginning (similarities not recognized), when similarities recognized knowledge is consciously applied

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8
Q

markedness differential hypothesis

A

more common forms are unmarked and easy, less common forms are marked and more difficult

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9
Q

fundamental difference hypothesis

A

what happens in child LA is not the same as what happens in adult SLA

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10
Q

access to UG hypothesis

A

the innate language faculty is alive in SLA and constraints the grammar of L2 learners as it does for L1 children

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11
Q

L1 is the basis of the initial state - which 2 hypotheses?

A

full transfer/full access, minimal trees

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12
Q

UG is the initial state - 2 hypothesis

A

initial hypothesis of syntax, full access without transfer

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13
Q

representational deficit hypothesis

A

the only features and categories available to L2 learners are those that are present in their L1

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14
Q

prosodic transfer hypothesis

A

one of the reasons the Lerners don’t acquire L2 morphology is because of the transfer of L1 phonological representations

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14
Q

missing surface inflectional hypothesis

A

no representational deficit, but the only issue is difficulty of mapping intact representations onto the surface morphology of the L2

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15
Q

feature reassembly hypothesis

A

learners complete a process where they reconfigure features from their L1 onto different lexical items in the L2

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16
Q

shallow structure hypothesis

A

processing by L2 learners involves less detail in their syntactic representations during sentence comprehension

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17
Q

full transfer

A

starting point is the L1 grammar, but full access to UG

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18
Q

minimal trees

A

both L1 and UG are available

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19
Q

full access

A

starting point is UG, disconnect between L1 and L2

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20
Q

bottleneck hypothesis

A

learners are able to acquire syntax and semantics but inflectional morphemes and formal features might be problematic

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21
Q

interface hypothesis

A

structures that involve an interface between syntax and another cognitive domain are more difficult to acquire

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22
Q

similarity differential rate hypothesis

A

rate difference between the acquisition of similar vs dissimilar sounds

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23
Q

processing approaches

A

concern with the processing mechanisms and capacities of the human brain for comprehending and producing language

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24
spreading activation model
activation can move backward through levels
24
2 processing approaches
spreading activation model, modular model
25
modular models
activation can only move forward, any error that is detected will cause a return
26
processability theory
concept of a linguistic process, as a feature of the mind
27
canonical order strategy
strategies that separate linguistic units require greater processing capacity than strategies that involve direct mapping onto surface strings
28
initialization/finalization strategy
elements will be moved into initial and/or final position rather than somewhere in the middles
29
subordinate clause strategy
movement in subordinate clauses is avoided
30
three mechanisms that constrain movement from one stage to the next
canonical order strategy, initialization/finalization strategy, subordinate clause strategy
31
processing determinism
the lower the processing cost of different parts of language, the earlier and more easily that part will be acquired
32
autonomous induction theory
attributes difficulty in learning to parsing problems
33
shallow structure hypothesis
representations adult L2 learners compute for comprehension are shallower and less detailed than that of native speakers, rely more on non-structural information
34
emergentist approaches to language learning
patterns emerge from the input learners receive, general learning processing not innate language modules
35
competition model
assumption that form and function can't be separated, language processing involves competition among various cues
36
unified competition model
neurocognitive, developmental, social elements
37
frequency-based accounts
humans are sensitive to the frequencies of events in thier experience
38
parallel distributed processing
neural network approach
39
complex dynamic systems theory, chaos
outcomes of interactions of variables over time can't be predicted using math
40
critical period hypothesis
limited developmental period during which it's possible to acquire a language to native-like levels
41
MLAT
modern language aptitude test
42
Skehan - components of aptitude
phonemic coding ability, language analytic ability (inductive ability, grammatical sensitivity), memory and learning
43
Hi-LAB
high level language aptitude batter, which cognitive factors predict attainment of highly advanced L2 learners
44
three temporal steps of motivation
preactioanl stage - motivation is generated, selection of goal actions stage - execuitive motivation, sustained activity postactional stage - retrospection
45
L2MSS
3 interacting components - ideal L2 self, ought-to L2 self, L2 learning experience
46
contrastive analysis hypothesis
the greater the difference between NL and TL, the more difficult it is to learn TL
47
mentalist approach, creative construction hypothesis
SLA resembles L1 acquisition
48
recapitulation hypothesis
if a child is surrounded by TL natives, L1 is not important
49
regression hypothesis
children may use L1 skills when difficulties with L2, but only at a very low level
50
monitor model
acquisitional model (implicit process), learning model (explicit knowledge)
51
three conditions of the monitor model
time, focus on the form, knowledge of the rule
52
affect filter hypothesis
based on affect input is either blocked or passes through
53
weak CAH
start with learners' errors, attempts to account for them on the basis of the NL-TL difference
54
L2 status factor
the initial state for the L3 is the L2 and transfer comes from L2 not L1
55
dynamic model of multilingualism
relies on dynamic systems theory to understand how L3 happens, the role of metalinguistic awareness
56
perceived positive language interaction
the perception held by many multilingual that languages studied in the past are interrelated in a positive way that can help support ability to learn more languages
57
cognitive phonology model
explains learner errors for sign language - two sources: accurate perception of sign formulation, poor motor dexterity
58
focus on form
students' attention on linguistic elements as they arise incidentally, focus on meaning or communication
59
focus on formS
explicit grammatical information given by teacher, precedes activity and isn't prompted by student errors
60
notion of task essential
distinguishes between whether a form is natural in the task, useful in the task, essential to the task
61
involvement load
motivational-cognitive model that looks at vocabulary gains induced by different activities
62
cognition hypothesis
task complexity, task condition, task demands
63
CAF
complexity - length of utterances, coordination... accuracy - deviation from the norm fluency - oral-fluency, speed, pauses...
64
cognition hypothesis
not a limited attention, system, separate attentional pools
65
primacy of content words
learners process content words in the input before anything else
66
lexical-preference principle
if grammatical forms express a meaning that can also be encoded lexically, learners will not initially process those grammatical formst
67
the first-noun principle
learners tend to process the first noun or pronoun they encounter in the sentence as the subject
68

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