Give evidence supporting the concept of Universal Grammar.
-People know which sentences are grammatically well formed in their native language
-They have knowledge of previously unheared sentences
-grammar is generative : finite set of words can generate an infinite number of sentences
-the inborn grammar system specifies all possible patterns
Generative grammar refers to a particular approach to the study of syntax. A generative grammar of a language attempts to give a set of rules that will correctly predict which combinations of words will form grammatical sentences.
Give arguments criticizing innatists’ views on learning the first language.
Chomskyan linguists rely heavily on the intuitions of native speakers regarding which sentences of their languages are well-formed. Language of the Pirahã people of the northwestern rainforest of Brazil resists Chomsky's theories of generative grammar.
Give arguments supporting interactionists
Learning a language is basically improving the strength of your network's connections. If the connections between the words are stronger, you should be a better speaker, because you can more easily come up with antonyms, synonyms and other related words.
Name principles of the Grammar-Translation Method of teaching a second or foreign language.
(i) Translation interprets the words and phrases of the foreign languages in the best possible manner.
(ii) The phraseology and the idiom of the target language can best be assimilated in the process of interpretation.
(iii) The structures of the foreign languages are best learnt when compared and contrast with those of mother tongue.
Name The main principles of the Audiolingual Method of teaching a second or foreign language.
New material is presented in the form of a dialogue. Based on the principle that language learning is habit formation, the method fosters dependence on mimicry, memorization of set phrases and over-learning. Structures are sequenced and taught one at a time. Structural patterns are taught using repetitive drills. Little or no grammatical explanations are provided; grammar is taught inductively. Skills are sequenced: Listening, speaking, reading and writing are developed in order. Vocabulary is strictly limited and learned in context.
Name the main principles of the Natural Approach to teaching a second or foreign language.
Conscious learning operates only as a monitor or editor that checks or repairs the output of what has been acquired. (The monitor hypothesis)
Grammatical structures are acquired in a predictable order and it does little good to try to learn them in another order.(The natural order hypothesis).
People acquire language best from messages that are just slightly beyond their current competence. (The input hypothesis)
The learner's emotional state can act as a filter that impedes or blocks input necessary to acquisition. (The affective filter hypothesis)
Name the main principles of the Communicative Approach to teaching a second or foreign L
An emphasis on learning to communicate through interaction in the target language.
The introduction of authentic texts into the learning situation.
Providing opportunities for learners to focus, not only on language but also on the Learning Management process.
An enhancement of the learner’s own personal experiences
An attempt to link classroom language learning with language activities outside the classroom.
Name the main principles of Content Based Instruction as a method of teaching a second or foreign language.
Build on students' educational background and personal experiences based on the topic of literature
Help students comprehend the meaning that the author tries to convey in order to enhance their reading ability
Provide the opportunities for peer cooperative learning
Enhance students' critical thinking and judgmental abilities
Develop students' oral fluency by asking questions and sharing their feedback
Develop students' writing ability by writing an essay
Name the main principles of Problem-Based Learning as a method of teaching a second or foreign language.
Each class introduces a problem that must be solved in a colaborative way
Problems used in PBL are ill-structured, that is, they do not have clear-cut, absolute answers
They require learners to explore resources other than the teacher, including reference materials and community members, and to draw on knowledge from various subject areas such as mathematics, geography, and science.
During the inquiry process they need to use language to obtain and communicate information, express opinions, and negotiate
They develop vocabulary, learn rules of grammar and conventions of social language use,
Describe the development of the first language over the first 2 years of a child’s life.
Can name a number of objects common to his surroundings
Is able to use at least two prepositions in, on, under
Combines words into a short sentence
Approximately 2/3 of what child says should be intelligible Vocab. of approximately 150-300 words
Rhythm and fluency often poor
My and mine are beginning to emerge
Responds to such commands as "show me your eyes (nose, mouth, hai
Describe the syntactic development of the first language in the third year of a child’s life.
By 3 years, children usually have difficulty using words correctly. Children experience many problems such as underextensions, taking a general word and applying it specifically (for example, 'blankie')and overextensions, taking a specific word and applying it too generally (example, 'car' for 'van'). However, children coin words to fill in for words not yet learned (for example, someone is a cooker rather than a chef because a child will not know what a chef is).
Describe the interview technique called BSM.
BSM Models and Techniques
BSM techniques reviewed here are based on cognitive-behavioral models that attribute self-directed learning and behavioral self-control (BSC) to the reactive effects of cognitive factors, such as awareness and self-talk, and behavioral factors, such as antecedents, observable actions, and consequences
Compare the order of acquisition of grammatical morphemes in the first and second/foreign L.
First language:
- present progressive –ing (Mommy running)
plural –s (two books)
Irregular past forms (Baby went)
Possessive ‘s (Daddy’s hat)
Copula (Annie is happy)
Articles the and a
Regular past –ed (She walked)
Third person singular simple present - s (She runs)
Auxiliary be (He is coming)
SECOND LANGUAGE:
1: plural –s 2: progressive -ing
3: copula be 4: auxiliary be
5: article 6: irregular past tense
7: third person singular present tense -s
8: possessive -’s
compare the acquisition of question formation in the first and second/foreign language
FIRST LANGUAGE
Stage 1: Single words or two – three word sentences with rising intonation ‘Cookie? ‘
Stage 2: declarative sentence with rising intonation ‘You like this?’ ‘I have some?’
Stage 3: fronting appears ‘Can I go?’ but errors are frequent ‘Is the teddy is tired?’
Stage 4: fronting with more variety of auxiliaries , adding the auxiliary ‘do’ ‘
Stage 5: both Wh- and Yes/No questions formed correctly, errors in negative questions
Stage 6: All question types formed correctly including complex embeded questions
THE SECOND
Stage 1 A dog?
Stage 2 The boys throw the shoes?
Stage 3 What the dog are playing?
Stage 4 Where is the sun?
Stage 5 How do you say [proche]?
Stage 6 It’s better, isn’t it?
compare the acquisition of negation in the first and second/foreign language
Stage 1: The word No. (used alone or as the first word in an utterance ‘No cookie.’ ‘
Stage 2: In longer sentences negative word ‘no’ appears before the verb ‘Daddy no comb hair’;
Stage 3: Forms of the negative other than ‘no’ in more complex sentences following the correct English word order but the same form in all persons ‘I cant do it’ ‘He don’t want it’.
Stage 4: Correct forms of auxiliary verbs but double negatives still possible ‘You didn’t have supper’,
SECOND LANGUAGE
Stage 1 No bicycle.
Stage 2 He don’t like it.
Stage 3 You can not go there.
Stage 4 It doesn’t work.
5 learning strategies:
Metacognitive, affective, compensation
Cignitive, memory
5 self-motivating strategies:
Commitment control strat., metacognitive,
Satiation, emotion, environmental
Origins of speech +lang – VYGOTSKY:
Thought+speech have different roots in humankind (th.being nonverbal, lang-nonintellectual in early stage). But their development lines aren’t parallel- they constan. Cross. At ab 2 years the curves of develop. Of speech +thought join to make a new form of behavior.That’s when thought becomes verbal+speech rational.
Word meaning+concept formation VYG.:
Once the child realizes that everyt. Has a name, each new objct presents the child with a problem situation which he solves by naming. When he lacks a word, he demands it fr adults. The early word-meanings thus acquired will be the embryos of concept formation.
Mapping problems of word learning:
WL consist of some diffic problems. First when presented with a novel word, the young learner has to solve a mapping prob.-how to map a word in question onto a world. He also must solve a generalization problem.
The Three Main Stages of Acquisition in a Bilingual Child
-The child builds a list of words, as a monolingual does, but the single list is comprised of words from both languages
-When sentences begin to have 2+ elements, words from both languages are used. This mixing declines rapidly
-As vocabulary grows in both languages, translation equivalents develop.The acquisition of grammatical rules takes longer because there are two separate systems which can become confused
Total Physical Response (TPR)
is a method that was developed by James Asher in the late 1960s, with the goal of helping students acquire a second language. The main assumption: a 2 lang can be learned in the same way as the first – through the same natural processes. So, TPR tries to mimic these processes by requiring students to respond to commands, which in turn require physical movements. activities with TPR are great for kinesthetic learners who need more action or hands on activities.
is a term in linguistics which refers to a language user's grammatical knowledge of syntax, morphology, phonology and the like, as well as social knowledge about how and when to use utterances appropriately. Canale and Swain defined communicative competence in terms of three components: grammatical competence: words and rules/sociolinguistic competence: appropriateness/strategic competence: appropriate use ofcommunication strategies
Concepts of learner autonomy:
-Autonomous learners have insights into their learning styles and strategies;
-take an active approach to the learning task at hand;
-are willing to take risks,are good guessers;
-attend to form as well as to content, that is, place importance on accuracy as well as appropriacy;
-develop the target language into a separate reference system and are willing to revise
-have a tolerant and outgoing approach to the target language.
-Theories based on nature state that innate factors are more dominant in language acquisition. TRUE
-Theories base on nurture state that environmental factors are believed to be more dominant in language acquisition TRUE
- Theories based on nurture state that innate factors are more dominant in language acquisition. F!
-Theories base on nature state that environmental factors are believed to be more dominant in language acquisition FALSE
-“The logical problem” of language acquisition was first formulated by Noam Chomsky. TRUE
-“The logical problem” of language acquisition was first formulated by B. F. Skinner FALSE
-Innatists believe that language develops in the same way as other biological functionsm walking, T!
-Behaviorists believe that language develops in the same way as other biological functions F!
-According to innatists principles are universal rules true for all languages and parameters are features specific for the particular language (e.g. omission of a subject) TRUE
-According to connectionists principles are universal rules true for all languages and parameters are features specific for the particular language (e.g. omission of a subject) TRUE
-According to connectionists parameters are universal rules true for all languages and
principles are features specific for the particular language (e.g. omission of a subject) FALSE
- Generative grammar is recursive, which means that any output of application of rules can be
the input for subsequent application of the same rule. TRUE