ENG503 Grand Quiz Set 2 by Adeel

8.Second Language Acquisition II

The basic premise of sociolinguistic-based SLA research is that second language data does not represent a static phenomenon.

Many external variables affect learner production and the developing interlanguage system.

Therefore, learners in some instances produce different forms of language.

Interlanguage Variation ILs: seems to exhibit more variability than native languages. For example, a learner might alternate between forms to express the same language function.

Social Interactional Approach: Learning is not an intra-psychological process. It is not situated entirely in an individual’s cognition; rather, it is linked to social and local ecology.

It is adaptive to a set of resources embodied in social interaction.

Linguistic code cannot be understood as an isolated phenomenon outside of its social context nor can one understand how learning takes place without the support of the social context.

Interlanguage Pragmatics: It deals with both: the acquisition and use of L2 pragmatic knowledge. In learning an L2, one must learn more than just the pronunciation, the lexical items, and the appropriate word order; one must also learn the appropriate way to use those words and sentences in the L2

Krashen’s ‘Input Hypothesis’: The Input hypothesis claims that exposure to comprehensible input is both necessary and sufficient for second language learning to take place.

“Humans acquire language in only one way - by understanding messages or by receiving

“comprehensible input.”

Comprehensible input is slightly ahead of a learner’s current state of grammatical knowledge.

Competence: As a major concern, modern linguistics emphasizes what speakers know, rather than what they actually do on some particular occasion (performance).

Affect: Affect refers to feelings or emotions that individuals have about something.

In the case of language learning, it can refer to feelings or emotional reactions about the language, about the people who speak that language, or about the culture where that language is spoken.

Language Anxiety: It is an important factor for affecting learning and is a matter of personality: an emotional reaction to a situation or a combination.

Its low levels help, whereas high levels hurt.

Social Distance: These are the instances in which an L2 learner does not feel an affinity with the target language community. It results in a diminished amount of input.

The learners create both psychological and social distances from L2 speakers. Acculturation Model - if learners acculturate, they will learn. Thus, acculturation initiates a chain reaction including contact in the middle and acquisition as its outcome.

Age Differences: It is commonly believed that children are better language learners than adults in the sense that they can gain the mastery of an L2, whereas adults cannot.

Aptitude: It refers to one’s potential for learning new knowledge or new skills.

Motivation: A social-psychological factor frequently used to account for differential success in learning an L2. It makes sense that individuals who are motivated will learn another language faster.

Numerous studies show that motivation is a predictor of language-learning success.

Receptive Knowledge Includes • Recognizing the word in writing or orally.

Productive Knowledge Involves Greater Specificity and Includes

Apperceived Input: The first stage of input utilization is called apperceived input.

Apperception is the process of understanding by which newly observed qualities of an object are related to past experiences.

It is an internal cognitive act, identifying a linguistic form as being related to some prior knowledge. It is a priming device that prepares the input for further analysis.

Comprehended Input: There are two differences between the notion of comprehended input and that of comprehensible input.

Comprehensible input is controlled by the person providing input, whereas comprehended input is learner-controlled.

Secondly, a comprehensible input in Krashen’s sense is treated as a dichotomous variable: that it is either comprehensible or it is not. But there are different levels of comprehension.

Intake: It is the process of assimilating linguistic material.

The mental activity that mediates between input and grammar.

This suggests that intake is not merely a subset of input.

It is different from apperception or comprehension as the latter two do not necessarily lead to grammar formation.

Integration: After there is language intake, there are at least two possible outcomes, both of which are a form of integration

Learner output is often equated with their grammar. But it is not identical to one’s grammar and is suggested by a number of factors, e.g., the recognition that there are individual differences among learners.

Learners produce different linguistic forms that have varying amounts of accuracy depending on the context and the task performed.

9.Methods and Approaches of Language Teaching I

# Structural view - language is a system of structurally related elements for the coding of meaning. - The ALM embodies this particular view.

#Functional view - language is a vehicle for the expression of functional meaning. - The communicative

#Interactional view - sees language as a vehicle for the realization of interpersonal relations. - TBL Teaching.

10. Methods and Approaches of Language Teaching II

# CLT was devised by Caleb Gattegno and is based on the premise that the teacher should be silent as much as possible in the classroom but the learner should be encouraged to produce as much language as possible.

# Silence – the best vehicle for learning because it enables students to concentrate on the task to be accomplished and the potential means to its accomplishment.

# The notion of methods came under criticism in the 1990s.

#A number of limitations implicit in the notion of all-purpose methods were raised.

#Mainstream language teaching no longer regarded methods as the key factor in accounting for success or failure.

# Some spoke of the death of methods and approaches and the term “post-methods era” was used.

#Moreover, learners are also sometimes viewed as the passive recipients of the method, i.e. they must submit themselves to its regime of exercises and activities.

#The concept of learner-centeredness and teacher creativity remains absent.

#Methods remain less flexible and adaptive to learners’ needs and interests.

#Methods claim all-purpose solutions to teaching problems - useful in any context and under any circumstance.

# Therefore, teachers ignore a careful consideration of the context.

# This includes the cultural context, the political context, the local institutional context, and the context constituted by the teachers and learners in their classrooms.

# It talks about assumptions; about the roles of teachers and learners that are not necessarily culturally universal, and cultural imperialism.

#Curriculum planners debate over ‘teaching method’ as part of a broader set of educational planning