SLA Terms PDF

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Wichtige Begriffe für Second Language Acquisition Klausur. ...

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Wug Test ( Jean Berko Gleason 1958): Children show that their able to understand the patterns of plural forms and simple past in English. This is not based on the memorizing process but on the children’s abilities to use gained knowledge to form new word forms by generalizing these patterns. Metalinguistic awareness: the ability to treat language as an object separate to the meaning it conveys. Behaviourism: Children imitate the person’s language use around them and get positive reinforcement what motivates the children to go on with this process. Innatist perspective: Chomsky all human language is based on innate natural universal principles. Critical Period Hypothesis: The human species is genetically designed to acquire certain knowledge up to a certain point in their life ,in a way predetermined. scaffolding= supportive structure. Child directed speech : certain type of speech that is used to addresses children to reach higher awareness. BICS ( Basic Inter Communication Skills) , CALP( Cognitive academic language proficiency). Subtractive Bilingualism: The loss of one language in the way of learning another language. Additive bilingualism: Maintaining of home language while a new language is learned. Collaborative dialogue: a conversation between learners in which they learn together to solve a problem, for example reconstructing a story. Competition model: The Competition Model posits that the meaning of language is interpreted by comparing a number of linguistic cues within a sentence, and that language is learned through the competition of basic cognitive mechanisms in the presence of a rich linguistic environment. Connectionism: a theory of knowledge including language as a complex system of units that become interconnected in the mind as they are encountered together. Errors in early word use or developmental errors are mistakes that children commonly commit when first learning language. Field dependent/field independent: field independent persons for example could pick out the hidden figures in a complicated drawing while field dependent people inclined to see the painting as a whole and have difficulty separating it into parts. Fossilization: this term is used to describe a persistent lack of of change in interlanguage patters, even after extended exposure to or instruction in target language. Mitigation: In pragmatics, a phrase or tone of voice used to reduce or soften the possible negative impact what is said. Instrumental motivation: motivation that is essentially practical, such as the the need to learn the language in order to get a better job. Integrative motivation: motivation for second language learning based on the desire to know more about the culture and community of the target language group and even a desire to be more like members of that group. Natural order hypothesis( developmental sequences): the order in which certain features of a language are acquired in language learning. Negotiation for meaning: Interaction between speakers who make adjustments to their speech and use other techniques to repair a breakdown in communication. Obligatory context: Places in a sentence where a particular grammatical form is required if the sentence is to be correct.

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Overgeneralization: this type of error is the result of trying to use a rule or pattern in a context where it does not belong, for example putting regular ending for past tense as in buyed vs bought. Restructuring: cognitive activity that is seen as causing changes in the way information is organized in the brain, even though no new information has been learned. Zone of proximal development(ZPD): The metaphorical place in which a learner is capable of a higher level performance because there is support from interaction with an interlocutor ( someone more proficient). In Vygotsky’s theory, learning takes place through and during interaction in the learner’s ZPD. UG(Universal Grammar): Innate linguistic knowledge which , it is hypothesized, consists of a set of principles common to all languages. Semantic transparency is a descriptive phrase that has been used in linguistics to describe endocentric compounds. Endocentric compound words are those whose whole meaning can be figured out by an analysis of its parts or "morphemes". An example of an endocentric compound is the word "car-wash". Logical problem of language acquisition: The poverty of the stimulus argument makes it difficult to explain how a child acquires language: if the language children hear is insufficient to determine the full language system, how it is that we all eventually achieve mature native speaker competence?

Thet heor yofmul t i pl ei nt el l i gencesdi ffer ent i at esi nt el l i gence i nt ospeci fic( pr i mar i l ysensor y)' modal i t i es' ,r at hert hanseei ng i nt el l i genceasdomi nat edbyasi ngl egener al abi l i t y.

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Innatist theory and 2 different views: Bonnie Schwartz with her view that feedback and instructions only change language on a superficial level and language acquisition is based on the availability of natural language in the learner’s environment , while Lydia White says that acquisition of grammatical features of a new language takes place naturally when learners are engaged in meaningful use of the language. Monitor Model: consists of 5 hypotheses. 1. Acquisitional learning: Language is far more acquired than learned. The acquisition takes place when we are exposed to samples of language similar to children learning their first language ( without being conscious on language form learning hypothesis). 2. Monitor hypothesis: Learners are able to make minor changes or polishment when using learned patterns and rules, but only when they have plenty of time and concerned enough to think about the correctness of language. 3.Natural order hypothesis: second language acquisition undergoes some predictable sequences, language rules that are easy to state are not necessarily the first to be acquired. 4.Comprehensible input hypothesis: exposure to understandable language that implies use of language which was already acquired and beyond that level as well. Comprehensible output hypothesis: successful language acquisition depends on learners producing language. 5. Affective Filter: It is not a rule that people who are exposed to comprehensible language are more likely to successfully acquire a language. They have an affective filter based on their feelings which can steer this process. Information processing: Language as a form of knowledge which could be called automatically to speak and understand.  using cognitive resources to process

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information. A distinction between less experienced speakers and more experienced learners has to be made because the first tend to concentrate on the superficial level of understanding the main sense while experienced learners interact more intuistic ( Example: when proficient speakers hear a familiar word they cannot help but understand it). Declarative knowledge: Type of knowledge we are aware of having. Procedural knowledge: Practice leads from declarative to procedural knowledge, process of automatization, the smooth of skills can be disrupted by overthinking. Transfer appropriate processing: Information is best retrieved in situations to those in which it was acquired. Interaction hypothesis: Language acquisition through the interaction with more proficient speaker who adapt/ modify their use of English to a degree that becomes comprehensible for the less-proficient speaker. For example three types of clarification can be: Comprehension check, clarification requests, self-repetition or paraphrase. Noticing hypothesis: Nothing is learned unless it is noticed. Input processing: limited processing capacity, learners cannot pay attention to form and meaning at the same time. Processability theory: Learners of a second language have to develop a certain level of processing capacity before they make use of their knowledge of the features that already exist in their first language.

Contrastive analysis hypothesis: errors were assumed to be a transfer from the first language of the speaker. Errors can be better explained in terms of developing knowledge of the structure of the target language rather than an attempt to transfer patterns of their first language. Interlanguage: Language learning influenced by some characteristics of previous learned languages. The path through language acquisition is not necessarily smooth and even, there are a lot of stops before something stimulates the learner and he develops further more special language knowledge. Accuracy order: refers to the relative accuracy of grammatical forms in learner language. Some researchers have inferred that an accuracy order is equivalent to a developmental sequence. Developmental sequences: are predictable in first and second language acquisition. Language acquisition as an interplay between old an new patterns. Cross linguistic influence: The patterns we learn can also have an impact on the way we use previously acquired languages.

Three strategies of modified interaction: simplification, contextual cues, comprehension checks and clarification requests. - Cognates: words that have come from the same original root. Segmental: individual sounds of a language vs suprasegmentals: Sounds of language that involve melody and rhythm (intonation). -

Intelligence ( tested by assesments) Language learning aptitude ( ability to learn quickly) therefore working memory is of high importance = the cognitive space in which we actively process new information.

Learning style ( indidual), there are distinctions between different cognitive learning styles, a distinction between field dependent and field independent learners is made, on the basis of whether individuals separate background information or see things more holistically. A good way of measuring is the embedded figures test, where participants are asked to find a simple geometric figure in a more complex one. Personality, and the speakers willingness to communicate (WTO) Attitudes and motivation, instrumental motivation ( language learning for immediate or practical goals) vs. integrative motivation ( language learning for personal growth and cultural enrichment trough interaction with speakers). - Backslide: doing something again after you have stopped it for a time. Teaching Second Language Acquisition -

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Recast: type of reaction to errors. Repeting the wrong sentence but correcting the wrong chunk. Instructional setting: A setting that mainly occurs in classrooms, where languages are acquired in an instructional structure. CLIL: Content Language Integrated Learning. Communicative Language Teaching: This approach emphasizes the communication of meaning in interaction rather than the practice and manipulation of grammatical forms in isolation. Elicitation: Error correction, teacher only gives a clue or restricted amount of input and students solve the problem on their own. Get it right in the end – approach : Learners will acquire most language naturally, and they should be exposed to meaningful, comprehensible input from the beginning. However, there are some things that won't be acquired such as language where there is transfer from a learner's first language. In these cases, it is approriate to offer some corrective feedback and study some linguistic forms, Uptake: Used in a general sense to refer what a learner notices and or retains in second language input or instruction. Definition refers to a learners observable immediate response to corrective feedback on his/her utterances. Two way/ dual immersion: Dual immersion programs include native English-speaking students and native speakers of a foreign language. The goals of dual immersion programs are to develop bilingualism/biliteracy, academic achievement, and crosscultural competencies for all students.

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Audio- lingual approach: An approach to second or foreign language teaching is based on the behaviourist theory of learning and on structural linguistics, especially the contrastive analysis hypothesis. Emphasizes the formation of habits trough the repetition, practice and memorization of sentence patterns in isolation from each other and from contexts of meaningful use. Open vs. display question: open vs restricted in the wanted answer – to show comprehension and knowledge. Genuine question: students need to provide information, have an opionion , explain, clarify. Closed: easy quick to answer, facts. Metalinguistic feedback: This type of corrective feedback is usually referred to as metalinguistic feedback. Lyster and Ranta (1997: 47) defined it as a task that “contains either comments, information or questions related to the well-formedness of the student’s utterance, without explicitly

providing the correct form”. It aims at pointing out “the nature of the error but attempt to elicit the information from the student” (ibid: 47). -

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Counterbalance hypothesis: hypothesis that learners attention will be drawn to classroom events that are different from those they are accustomed to. Immersion: An educational programme in which a second language is taught via content based instruction. Explicit correction: Pointing out on the error very explicitly. Clarification request: Teacher uses a question or sentence in order to clarify the mistake made, the students has to correct on it own. Task –based language teaching: Instruction in which classroom activities are tasks similar to those learners might engage in outside the classroom world. Submersion: Wait time : The amount of time a teacher gives the student to give an answer. Experimental research: research based on an experiment. Repair: Ar e p a i ri sa na l t e r a t i ont ha ti ss u gg e s t e dorma d eb ya

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