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| The study of language- linguistic, cultural and social. Tesol- the field of linguistics concerned with the teacher and learning English as an additional language. |
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| -human languages have a fixed number of sounds/forms that can be used to create an infinite number of different constructions |
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| language is culturally transmitted |
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| we can use language to talk about other than the ‘here and now’ |
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| there is no logical connection between symbols/sounds and meaning/grammatical rules |
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| the study of speech sounds. As children grow up, they’re only exposed to the sounds of their native language(s). |
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| each language has particular constraints on how sounds can be combined to create words. The permissible sounds allowed in a language. |
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| the study of sound systems and speech sound patterning. There is not a one-to-one correspondence between letters (spelling) and sounds. |
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| distinctive sound units that “make a difference” in terms of meaning when sounds form words. We can use minimal pairs to determine if sounds are phonemic. Sounds that are phonemic in one language may not be in another |
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| Place/manner of articulation |
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| the study of word formation. The internal structure of words. |
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| the smallest meaningful unit in a language. The connections between morphemes and their meaning is arbitrary. |
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| Can stand alone as individual words (smart, phone :smartphone) |
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| cannot stand-alone. Also known as affixes. (less, er, ess) |
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| word formation that is achieved by adding an inflectional affix to a word that does not change the part of speech of the word (EXAMPLE) |
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| word formation that can be achieved by adding a derivational affix to the word that changes the part of speech (EXAMPLE). They are added to words in a specific matter. |
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| the study of phrase and sentence structure. |
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| the study of the meaning of words, phrases, and clauses. |
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| a words literal/dictionary meaning |
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| the common associations with a word in addition to its literal meaning |
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| two or more words that mean nearly the same thing…can be used inappropriately (the wrong collocations) for example, “My brother is long (instead of saying tall)” or” I will borrow you the book (instead of saying lend)” |
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| two words that mean the opposite |
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| phrases with a conventional meanings that is other than their literal meaning |
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| the study of meaning in context, whether physical, epistemic, linguistic or social. Knowing when to use feature in which contexts and how, as well as how to engage in speech acts like interpreting requests, recognizing humor, managing conversations, apologies. |
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| using language to perform an act i.e. apologies, making a request |
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| a speech act who form does not indicate its function |
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| using particular language forms to reduce an imposition or to make your interlocutor feel more included |
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| Variation among the backgrounds of ELL students |
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| Bilingual programs and how they can vary |
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| Immersion two way bilingual programs, where the goal is for both populations to become bilingual (gradual/ partial) Dual language minority and majority students are in the same classroom. |
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| ESL/ESOL programs and how they can vary |
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| Students who lived abroad but are participating in an exchange program or the like to gain cultural and linguistic experience. |
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| Fall in between a generation rooted in L1 and a generation L2. |
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| The crying, cooing, and babbling stage |
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| function to provide practice for later speech, to provide a means for socialization between child and his/her environment, often rewarded by caregivers in the form of nodding, smiling, talking back, so it is socially rewarding and provides incentives to keep learning. It is perhaps a sign that children have reached a level of biological maturation in which they are predisposed to language. |
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| FLA phonological acquisition sequences |
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| reduplicate sounds (i.e. ma-ma, da-da) |
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| using a word to label a group of things that typically do not belong to the same class (e.g. ‘doggie refers to dogs, bears and furry slippers, etc. or ‘doggie’ refers to dogs, ducks, frogs, etc) |
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| 1. Created by Jean Berko Gleason, in the test children were shown drawings of imaginary creatures with novel names or performing mysterious actions. Then statements followed such as “Her is a wug. Now there are two of them. There are two _____” and “Here is a man who knows how to bod. Yesterday he did the same thing. Yesterday he ______.” Children could demonstrate that they knew patterns for plural and simple past tense in English by filling in the blank with ‘wugs’ and ‘bodded’. They generalized the patterns with words that they had never heard before (nonsense words) and this demonstrated that it was more than just memorized words. (p.8-9) |
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| FLA morphological acquisition sequences |
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| learn a few phrases as one piece “kick it” don’t understand that it’s a verb and a pronoun. You think that to kick is said “kick it.” |
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| FLA syntax developmental sequences |
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| the ability to treat language as an object separate from the meaning it conveys |
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| Language is a culturally determined and learned behavior. When children imitate language they positive reinforce thus encouraged, the continue to imitate and practice until they form habits of correct language use. |
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| Innatist/Nativist Perspective- |
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| Noam Chomsky main guy. Belief that all human languages are based on some universal principals. The theory says we all have a Language Acquisition Device (LAD). Children are programmed for language and language develops like other biological functions such as walking. The environment is what triggers the LAD. It is linked to the critical period hypothesis. |
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| Language Acquisition Device |
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| our basic innate language learning capabilities |
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| the basic properties/principles common to all languages, including basic phonology, phonological rules, distinctive features, grammar patterns etc. |
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| Social Interactionist Perspective |
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| Jean Piaget: children’s language is tied to their cognitive development. Lev Vygostky: language develops primarly through social interaction with an interlocutors via the zone of proximal development. |
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| a supportive structure that helps children build new knowledge on the basis of knowledge they already have. |
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| Adults in most parts of the world speak to infants differently than they do others. When talking to babies they use high-pitched and elongated words in an exaggerated manner with lots of facial expressiveness. |
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| Switching from one language to another. |
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| BICS- social language CALP- Academic language |
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| Variation in SLA learning contexts |
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knowledge of of how a language works
metalinguistic awareness
cognitive maturity
attitudes/cultural perceptions |
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| Foreign talk/ teacher talk |
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| Contrastive Analysis Hypothesis |
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| errors are assumed to be the result of transfer from learners L1. Sees the L2 learners’ speech as an incorrect version of the target language. |
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| Involves a detailed descriptions of the errors second language learners make. The goal is to see what the learners really know about the language. Rather than predicating error, seek to discover and describe different kinds of errors to understand how learners process L2 data. |
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| A learner’s developing second language knowledge or system. Influence from L1 and developing knowledge of L2 and influence from systematic patterns that seem to occur in all interlanguage systems. |
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| Some features in interlanguage stop changing even if they don’t match the target language. |
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| Similar to those that a young L1 speaker might have. Based on an understanding of L2. Could be overgeneralization adding the third person s where it doesn’t belong. Or simplification like when all the verbs have the same form regardless of a number or person. |
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| Learners avoid using some features of the language that they perceive to be difficult. |
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| SLA syntactic developmental sequences |
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| Exposed to smaller samples of languages, the context in which they learn the new words may not be a helpful as they are for first language learners. Their initial words may be more challenging that the initial words of the first language learners. |
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| Cross-linguistic influence |
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| different language systems in the mind interact and affect either the linguistic performance or the linguistic development (or both) of the individual concerned. |
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| words from two languages that share the same root and have similar meanings….words like description or Spanish version description. |
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| words that look similar (and look like they might share the same root) but actually have very different meanings…demander (French) which means request or ask a question. |
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| Acquiring a large vocabulary is different in SLA than it is in FLA. 2nd lang. learners are exposed to smaller samples of language, the contexts in which they learn new words may not be as helpful |
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| The study of SLA of pragmatics or knowing when to use features in which contexts and how to engage in speech acts. |
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| differences in sounds (Sheep vs. Ship). This helped learners to perceive the differences between individual sounds through minimal pair drills. It was an early method for teaching phonology to second language learners. |
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| focused on rhythm, stress, intonation. This was a communicative approach to teaching second language learning. These factors are more likely to affect pronunciation. |
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| Audiolingual approach which focuses on segmentals. |
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| known as preproduction stage or comprehension stage. Learners are just becoming familiar with the sound/flow of the language. They may pick up on individual words/sounds. Learners may appear anxious when asked to talk. Teachers should not force them to speak or overtly correct errors. Teachers should provide a rich language environment, use manipulative, visuals, gestures, and context clues. |
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| explaining a concept instead of using the exact word for it; e.g. “a lady who is carrying a baby (trying to say pregnant)” |
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| Critical period hypothesis and age-related SLA concerns |
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| “there is a time in human development when the brain is predisposed for success in language learning (p.92). “Developmental changes in the brain affect language acquisition and learning that occurs after the end of the critical periods may not be based on the innate biological structures believed to contribute to FLA or SLA in early childhood (p.93). It is essential to think about het goals a person has for their language learning when considering when to start learning: early exposure to the L2 may endanger the L1, issues of motivation and attitude toward learning, some adults find absolute success in learning a 2nd language. The age of arrival in the U.S. and length of time in the U. S. can have similar effects on competency as “age when first started learning.” |
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| Cognitive/learning styles |
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| (reflexivity, impulsivity, field dependent, field independent)- |
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| (intelligence, inhibition, extroversion, willingness to communicate) |
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| Learner motivation (instrumental and integrative, intrinsic and extrinsic –an external factor that motivates you) |
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| (instrumental-job, scholastic and integrative-feeling a self of belonging , intrinsic-self determination and extrinsic –an external factor that motivates you) |
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| Learner attitudes/beliefs |
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| success in SLA requires learners to adapt to the target culture, attitudes toward the instructional setting and the instructor, instructor and peer attitude towards the learner’s home language/culture, positive attitudes are associated with a willingness to keep learning |
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| Gardner’s multiple intelligences |
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| Howard Gardner proposed that individuals may have multiple intelligences and that traditional IQ tests have assessed only a limited range of abilities. Some of the multiple intelligences included abilities in the areas of music, interpersonal relations, and athletics as well as verbal intelligence, which is associated with success in school (p.80). |
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| Language learning aptitude |
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| specific abilities thought to predict success in language learning have been studied under the title of language learning aptitude. Aptitude could be thought of as the ability to learn quickly (p.80). The hypothesis is that a learner with high aptitude may learn with greater ease and speed but that other learners may also be successful if they persevere. |
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| 1. learners who receive no grammar instruction: instead they participated in activities that encouraged them to figure out the different meanings conveyed by direct object pronouns and then produce them. |
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| learners who receive explicit rule-based grammar instruction followed by the opportunity to practice the rules they have learned (p.81). Participate in activities that encourage them to figure out the meaning and then produce. |
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