ENG512 MCQs Preparation Lectures 1-18 by Natasha

Lesson 1

•  Bilingualism refers to the state of a linguistic community
•  Bilinguality is the psychological state of an individual who has access to more than one linguistic code as a means of social communication.
•  bilingualism range from a native-like competence in two languages .
•  Titone (1972) for whom bilingualism is the individual’s capacity to speak a second language
•  Functions of language are universal but the linguistic forms vary across languages and cultures.
•  functional level where all the meanings and intentions to be expressed are represented
•  formal level at which all the surface forms used in the language are represented.
•  Function plays a strong causal role in the way adults and acquired by children
•  study of language can be conducted at several levels of analysis, the nature of language behavior
•  There is a constant interaction between the dynamics of language behavior at the societal level and language behavior
•  Language behavior is the product of culture of acculturated behavior.
•  Self-regulation is a characteristic of all higher-order behaviors and therefore of language behavior.
•  central to this dynamic interaction between the societal l e v e l and the individual level is valorization.
•  two languages are in contact there can be a state of equilibrium between the two languages
•  languages is constant and predictable.
•  This equilibrium is not unlike the one existing in ecological systems.
•  two-level mapping between function and linguistic form is based on the assumption that linguistic forms are developed to express meanings and communicative intentions.

Lesson 2

•  Language is never static but changes over time.
•  pidginsation is an example in this regard which is developed for the purpose of minimal communication pidginisation process, limited and simplified linguistic forms are developed.
•  individual level, higher-order behavior is self-regulated.
•  A similar situation happens in the case of multilingual societies.
•  One or more languages will be highly valued, while others will be devalorized. At the individual level a similar mechanism operates.
•  To the extent that the adults around the child value the use of language for certain functions.
•  language behavior is dynamic:
•  Modeling of language behavior has been developed more at individual level than at societal level.
•  models are rooted in a larger framework of psychological theorizing.
•  Pinker (1996), a comprehensive theory of language acquisition
•  social- psychological component and an equally important cognitive component.
•  Functions that language will later serve are developed before the child acquires the linguistic forms. According to Bruner (1975a), before developing language the child learns some communicative functions
•  context sensitivity and a sense of functions before linguistic forms are accessed.
•  communicative and cognitive functions, language has a social function.
•  whole social structure is present in every language interaction and that every interaction is mapped onto the social structure.
•  Languages and varieties of language (accents, dialects, sociolects, and codes)
•  Different language varieties and their values are learned in particular markets.
•  The structures of social networks influence the individual’s language behaviour and group solidarity can lead to the maintenance of local, non- standard norms,
•  When two or more languages are in contact, their relative functional use and relative valorization is very important.
•  A change in the use of two languages at the societal level,
•  introducing a compulsory language of schooling, will bring about a change in the use of language
•  Language shift is defined as the change from the use of one language to the use of another language across generations
•  language attrition is a shift occurring within one individual.
•  functions, forms and language skills.
•  The shift is complete when parents of one generation cease to transmit their language to their children and when the latter are no longer motivated to acquire an active competence in that language.
•  Language behaviour is based on the five principles:
•  There is a constant interaction between the societal and the individual dynamics of language.
•  There are complex mapping processes between the form of language behaviour and the functions it serves.
•  There is a reciprocal interaction between culture and language.
•  Self-regulation characterizes all higher-order behaviours, and therefore language.
•  Valorization is central to these dynamic interactions.
•  Social and psychological realities are simultaneous
•  person is at one and the same time an individual,
•  member of social networks and groups and part of the wider society.
•  The multidimensional nature of bilingualism, calls upon an array of disciplines ranging from neuropsychology to developmental psychology

Lesson 3

•  Bilinguality is a psychological state of an individual who has access to more than one linguistic code as a means of social communication.
•  This access is multidimensional as it varies along a number of psychological and sociological dimensions.
•  Balanced bilinguality: equal proficiency in both languages
•  Dominant bilinguality: higher proficiency in one language
•  Endogenous bilinguality: presence of both languages in the community environment
•  Exogenous bilinguality: absence of the second language in the community