ENG505 Quiz Set 2

Introduction to Language Learning: This refers to the study of how people acquire language, including the processes, theories, and methods involved. Historical Perspective: This refers to the study of how language learning theories and methods have evolved over time, influenced by philosophical, psychological, and social factors. For example, ancient Greeks focused on rhetoric, while the Middle Ages emphasized religious and philosophical approaches.

Introduction to The Key Theories

These are fundamental ideas that explain how language learning occurs:

•  Behaviorism: Language learning is a result of external stimuli and reinforcement.
•  Cognitivism: Language learning is a result of internal mental processes.
•  Constructivism: Language learning is a result of active construction of knowledge by the learner.
•  Sociocultural Theory: Language learning is influenced by social and cultural factors.

Introduction to Approaches, Methods and Techniques

Approaches: A broad perspective or philosophy that guides language teaching and learning. Approaches are often based on theories of language acquisition, learning, and teaching. Examples of approaches include:

•  Communicative Language Teaching (CLT)
•  Task-Based Learning (TBL)
•  Content and Language Integrated Learning (CLIL)

Methods: A specific way of implementing an approach, including the procedures, activities, and materials used. Methods are often more practical and concrete than approaches. Examples of methods include:

•  The Audio-Lingual Method
•  The Silent Way
•  Total Physical Response (TPR)

Techniques: Specific tools or strategies used to support a method or approach. Techniques are often more specific and tactical than methods. Examples of techniques include:

•  Role-playing
•  Group work
•  Authentic m materials
•  Flashcards

Interactive Method

A learner-centered, communicative approach that emphasizes interaction and dialogue

Acquisition vs. Learning

•  Acquisition: A natural, subconscious process of language acquisition, similar to how children learn their first language.
•  Learning: A conscious, intentional process of language learning, often involving formal instruction.

Competence vs. Performance

Deductive vs. Inductive

•  Deductive: A top-down approach, where learners are taught rules and then apply them to language production.
•  Inductive: A bottom-up approach, where learners discover language rules through exposure and practice.

Pavlovian Conditioning: Ivan Pavlov's theory that associations are made between stimuli and responses (e.g., bell rings, dog salivates). Classical Conditioning: John Watson's extension of Pavlov's theory to include language learning (e.g., associating words with meanings). Reciprocal Determinism: Albert Bandura's theory that behavior is influenced by the environment and vice versa. Operant Conditioning: B.F. Skinner's theory that behavior is modified by its consequences (rewards or punishments). Mediation Theory: A theory that language learning is facilitated by mediators (e.g., teachers, materials) that help learners connect language forms with meanings. The Law Effect: A theory that language learning is influenced by the learner's environment and social interactions.

Nativism and LAD

 Nativism: The idea that language acquisition is innate, and humans have a natural ability to acquire language.  LAD (Language Acquisition Device): Noam Chomsky's hypothetical module that facilitates language acquisition.

Chomsky’s Criticism on Behaviourism

Chomsky argued that behaviorism cannot explain language acquisition, as it is too complex and creative.

Rene Descartes Concept of Idea

The idea that knowledge is innate and language acquisition is a process of discovery.

Transcendental Idealism

The idea that knowledge is shaped by the mind, not just external stimuli.

The Lenneberg Theory and Competence and Performance

 Lenneberg Theory: Eric Lenneberg's theory that language acquisition is limited by a critical period (children's language acquisition is more efficient than adults'). Dispelling Myths: Challenging common misconceptions about language acquisition. Critical Period Hypothesis: The Critical Period Hypothesis (CPH) proposes that there is a limited time period during which language acquisition can occur easily and naturally, after which it becomes more difficult or impossible. This hypothesis was first proposed by Eric Lenneberg in 1967 and has been the subject of much debate and research in the field of linguistics and language acquisition. Key aspects of the Critical Period Hypothesis:

•  Age limitation: The hypothesis suggests that there is a critical age range (roughly between birth and puberty) during which language acquisition is most efficient and effective.
•  Language acquisition window: The idea that there is a limited time period during which the brain is most receptive to language input and can acquire language easily and naturally.
•  Brain plasticity: The hypothesis is based on the idea that the brain's ability to reorganize and adapt (neuroplasticity) is highest during this critical period.
•  Language universals: The hypothesis suggests that the critical period is related to the acquisition of language universals, which are the fundamental building blocks of language.

Introduction to Universal Grammar: UG-based approaches to Second Language Acquisition (SLA) are theories and models that draw on the concept of Universal Grammar (UG) to explain how learners acquire a second language. UG, proposed by Noam Chomsky, refers to the innate, genetically determined capacity for language acquisition that all humans possess. Key features of UG-based approaches to SLA: