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Online flashcards for exam 1

https://quizlet.com/_bk0jso?x=1qqt&i=2zls6s

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Introducing Second Language Acquisition - UU - Exam 1 Flashcards | Quizlet

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Introducing Second Language Acquisition Chapters 2, 10, 4, 5 & 6.3 Learn with flashcards, games and more — for free.

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Krashen's Monitor Model proposed that only "acquisition" or subconsciously acquired knowledgde leads to productive output; "learning," the learner's conscious knowledge of the rules of a language, only serves as a monitor.

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Cognitive Linguistics: an approach viewing meaning as central to language; language is seen as inextricably linked to cognition

(more research on p. 105)

Complex Adaptive System (CAS): the view that language is acquired and developed through the combined influences of social interaction and cognitive processes
Complexity Theory (CT): the theory that emerges from the CAS view, that language is acquired and developed through social interaction and cognitive processes

(more research on pp. 106-107)

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Zone of proximal development (ZPD) (Vygotsky)

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Zone of proximal development (ZPD) (Vygotsky)

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"The distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance."(Vygotsky 1978, p. 86)

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Using computers and computerized resources in L2 learning.

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Monitor Model hypothesis stipulating that language elements are acquired in an essentially fixed, pre-determined order.

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Applied to SLA, refers to the view that social interaction is necessary for L2 development and learning needs to be examined in its social context

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purposeful alternation of language mode of input and output in a variety of bilingual classrooms

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Schimdt 1995
What learners notice in the input will become part of their intake.

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an error in learner language which does not result from transfer from the first language, but which reflects the learner´s gradual discovery of the second language system

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Krashen's model of SLA based on the concept that learners have two systems (acquisition and learning) and that the learned system acts as a monitor (editor) of the acquired system.

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Controlled processing --> new learning --> slow and effortful, limited by short-term memory constraints. This practice lead to:
gradual automatization of knowledge, which is:
Automatic processing --> highly practiced skill --> relatively rapidly and without conscious effort

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Second language learners no longer have access to UG.

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exposing students to large volumes of input or instances of a certain linguistic trait

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(table 4.1 - page 70)
* Collection of learner language
* Identification of errors
* Description of errors
* Explanation of errors
* Evaluation of errors

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Swain 1985
Having to produce L2 encourages learner to attend to the language and improve proficiency

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Using techniques such as highlighting or bold type to attract emphasis to specific characteristics of the target language so that pupils notice and remember them.

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4.5 the monitor model / input hypothesis

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4.5 the monitor model / input hypothesis

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UG is present and available to L2 learners, but the L1 acquisition process has to some extent affected its availability in L2 acquisition, so that learners access UG indirectly, through their L1

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In the classroom, focusing on formal components of language by isolating them for practice through exercises rather than bringing attention to forms through important activities.

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Declarative knowledge is knowing something is the case, like knowing a grammatical rule.
Procedural knowledge is knowing how to do something, like knowing how to ride a bike.

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A term for the language produced by a learner that differs in systematic ways from that of a native speaker.

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Nature and availability of UG are the same in L1 and L2 acquisition: L2 learners continue to have full, direct access to UG, similar to the case of children learning their L1

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This term refers to instances of phonological, lexical, grammatical, or other aspects of transfer from one language to another.

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Drawing attention to the incorrect utterance of a learner.

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This predicts that when there are similarities between two languages, learners will acquire L2 structures more easily; when there are differences a learner will have more difficulty.

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Learners and competent speakers interact, making adjustments until they understand one another.

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- SLA is a series of sequenced stages leading to highly skilled behaviour.
- Declarative knowledge precedes procedural knowledge
- Controlled processing becomes automatic processing after a lot of practice.

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Comparison of the linguistic structures of two or more languages, to determine their similarities and differences. The CA approach used CA as tool for L2 teaching.

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A small set of alternatives for a given grammatical feature; for example, whether a complement, such as a preposition, precedes or follows the main elements (or the "head") such as the noun (N) of a noun phrase (Prep N or N Prep)

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Rephrasing an L2 learner's incorrect utterance correctly

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An approach to L2 acquisition research involving the description and classification of errors in order to gain insight into the learner´s current underlying knowledge of the L2 system (Pit Corder).

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The interaction approach- input, interaction and output in SLA is emphasized.
Interaction Hypothesis (Long, 1983): conversational interaction plays a big role in learning an L2, promotes acquisition better.

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The innate principles and properties that characterize the grammar of all human languages; also used to describe the theoretical view associated with this concept. Views language as unique and different from other cognitive systems

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Mental processes are involved in L2 acquisition.
Two kinds of memory:
- declarative memory
- procedural

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Include definitions, buzzwords, scholar's names, etc.