Introduction to the acquisition of language - revision questions. -
GOTOWE; 01.02.2013

Nie gwarantujemy poprawności wszystkich odpowiedzi.

W ZADANIU III brakuje odpowiedzi do pytań nr 41, 43, 50.
41 każdy robi sobie sam, dwa ostatnie pojawić się w najbliższym czasie, ale biorąc pod uwagę to, że zostało mało czasu, proszę uzupełniać sobie w/w we własnym zakresie.

Opracowane przez : Ewa Furtak i Mateusz Bortlik
Oraz: Emilia Zeliaś, Patrycja Oleś, Anna Sokół, Ania Lejawka, Monika Kołodziej, Angelika Bień, Alicja Klimek, Justyna Jacek i Mirosław Chłopek

I. Choose the correct answer: (1 point for each correct answer)

1. Who believes in the following statement when it comes to the explanation of the phenomenon of the acquisition of language: „it's all in your mind”?

A behaviorists B innatists C cognitivists

2. Who believes in the following statement when it comes to the explanation of the phenomenon of the acquisition of language: „you say what I say”?

A behaviorists B innatists C cognitivists

3. A theory of learning which was most influential in 1940s and 1950s:

A behaviorism B innatism C connectionism

4. A theory of learning which has been most influential since 1990s:

A behaviorism B innatism C cognitivism

5. “The logical problem” of language acquisition was first formulated by

A N. Chomsky B B. F. Skinner C L. Vygotsky

6. …… believe that language develops in the same way as other biological functions e.g. walking, seeing.

A behaviorists B innatists C connectionists

7. …… believe that cognitive development and acquisition of language are connected and dependent on each other (children use words for concepts they understand e.g. „bigger”)

A behaviorists B innatists C connectionists

8. …… believe that human beings are able to learn from experience by associations.

A behaviorists B innatists C connectionists

9. Behaviourists believe that children choose what to imitate depending on

A the length of the word B statistics (the overall number of repetitions)

C the word's novelty and the degree of the familiarity of the concept

10. Behaviourists believe that ……of children's speech are imitations of what someone has just said

A 30% - 40% B 50% - 60% C 70% - 80%

11. Behaviourists believe that children imitate in a …… way.

A random B structured (methodical)

12. Research has shown that children who imitate less (by 20%) develop …… .

A at the same rate B faster C slower

13. Research has shown that children are …….using language.

A creative B not creative C repetitive

14. Innatists believe that ……. universal principles underlie all languages

A different B the same C unknown

15. Innatists believe that the input from environment (speech) makes only a basic contribution - the ……. does the rest

A emotional attitude B motherese C biological programming

16. Mentally disabled people …… have exceptional language skills.

A always B sometimes C never

17. A …… is a simplified language that develops as a means of communication in a group that does not have a language in common.

A creole B pidgin C SLI

18. A …… is a stable language developed from the mixing of parent languages; …… have been nativized by children as their primary language.

A creole B pidgin C SAE

19. …..believe that many differences among languages represent not separate designs but different settings of a few "parameters" that allow languages to vary

A behaviorists B innatists C connectionists

20. One of the four basic factors that need to be taken into account while constructing your own theory of SLA for a given environment is

A Learner characteristic B SLI C Order of acquisition

21. One of the four basic factors that need to be taken into account while constructing your own theory of SLA for a given environment is

A trace B Order of acquisition C Linguistic factors

22. Age; ethnic, cultural, religious, linguistic and educational background; native language; socioeconomic situation; life experiences, goals; intellectual capacities, abilities, strengths and weaknesses; language aptitude; personality; motivation belong to

A Learner characteristics B Linguistic factors C Learning context

23. Understanding how learning takes place; learning strategies; importance of frequency of input, attention to form and meaning; memory, storage and recall processes; interrelationship of cognitive affective and physical domains characterize

A Learner characteristics B Learning processes C Learning context

24. …… is the way a person processes information

A Learning style B Cognitive input C Learning strategy

25. Each person learns through …… of these elements: physiological, cognitive, affective.

A one B none C a combination

26. …… is a preference for a type of input.

A Dyslexia B Learning style C Learning strategy

27. An emphasis on learning to communicate through interaction in the target language is one of the main principles of …… .

A the Grammar-Translation Method B CLIL C the Communicative Approach

28. Role play, interviews, information gap, games, pair work, learning by teaching are activities typical of …… .

A the Audiolingual Method B CLIL C the Communicative Approach

29. …….. builds on students' educational background and personal experiences based on a particular topic e.g. literature

A the Audiolingual Method B CBI C the Communicative Approach

30. Children produce at least fifty words, begin to combine words into simple sentences at the age of around

A 1 year B 2 years C 3 years

31. First signs of symbolic capacity thought to underlie art, religion and language are thought to have appeared

A 30 000 years ago B 100 000 years ago C 2 000 000 years ago

32. The only bone in the body not connected to any other, found only in humans and Neandenthals, is called

A larynx B pharynx C hyoid bone

33. FOXP2 is a name of ……..

A a grammar gene B a teaching method C a language disorder

34. Around ………. of age, the larynx "drops" much lower in the throat, making choking easier but speech possible.

A 3 months B 6 months C 2 years

35. ………… makes patients unable to create grammatically complex sentences.

A anomia B Wernicke's aphasia C Broca's aphasia

36. …………. discovered that damage to a particular area of the brain could cause language comprehension deficits rather than speech production deficits.

A Pinker B Broca C Wernicke

37. Common characteristics among people with ………..are difficulty with phonological processing (the manipulation of sounds) and/or rapid visual-verbal responding

A Broca's aphasia C Wernicke's aphasia D dyslexia

38. The core difficulty for a dyslectic person is not

A reading fluency B spelling C abstract reasoning

II. Mark the statements as true or false: (1 point for each correct answer)

1. Innatists state that innate factors are more dominant in language acquisition. TRUE

2. Behaviourists state that environmental factors are believed to be more dominant in

language acquisition TRUE

3. Behaviourists state that innate factors are more dominant in language acquisition.

FALSE

4. Innatists state that environmental factors are believed to be more dominant in language

acquisition FALSE

5. “The logical problem” of language acquisition was first formulated by Noam

Chomsky. TRUE

6. “The logical problem” of language acquisition was first formulated by B. F. Skinner

FALSE

7. Innatists believe that language develops in the same way as other biological functions

e.g. walking, seeing TRUE

8. Behaviorists believe that language develops in the same way as other biological

functions e.g. walking, seeing FALSE

9. 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

10. According to cognitivists principles are universal rules true for all languages and

parameters are features specific for the particular language (e.g. omission of a

subject) FALSE

11. According to Piaget parameters are universal rules true for all languages and

principles are features specific for the particular language (e.g. omission of a subject) FALSE

12. 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

13. Generative grammar is not recursive, which means that no output of application of

rules can be the input for subsequent application of the same rule. FALSE

14. Generative grammar is a set of rules which define a possibly infinite set of finite

strings of words. TRUE

15. Generative grammar is a set of rules which define a finite set of possibly infinite

strings of words. FALSE

16. The four basic factors that need to be taken into account while constructing your own

theory of SLA for a given environment are: learner characteristic, linguistic factors,

learning processes, order of acquisition. FALSE

17. The four basic factors that need to be taken into account while constructing your own

theory of SLA for a given environment are: learner characteristic, linguistic factors,

learning processes, learning context. TRUE

18. Early immersion students acquire almost native-like proficiency in passive skills'

(listening and reading) comprehension of the second lg. by the age of 11. TRUE

19. Early immersion students are more successful in listening and reading proficiency than

partial and late immersion students. TRUE

20. Role play, interviews, information gap, games, pair work, learning by teaching are

examples of activities typical of the Audiolingual Method. FALSE

21. Role play, interviews, information gap, games, pair work, learning by teaching are

examples of activities typical of the Communicative Approach. TRUE

22. While following the Silent Way's principles the teacher's role is not to transmit

knowledge but to create situations in which the students can build linguistic

knowledge. TRUE

23. At around 3 months babies begin to babble - they produce vocalizations that try to

reflect the characteristics of the language they hear FALSE

24. At the end of their first year children understand frequently repeated words, produce a

word or two TRUE

25. Homo erectus shows first changes in the anatomy that made it possible to produce

various sounds. FALSE

26. Australopithecus had skulls and speech organs like ours, complex tools showing

regional variation, biologically the same as today's humans. FALSE

27. A small horseshoe-shaped bone suspended in the muscles of our neck, like a piece of

fruit trapped in Jell-O is called a larynx. FALSE

28. The larynx drop happened about the same time as the appearance of the hyoid bone.

TRUE

29. In human infants, the larynx sits up high in the nasal cavity like a snorkel, so babies

can't drink and breathe at the same time. FALSE

30. Dyslexia is due to either lack of intelligence or desire to learn. FALSE

III. Answer each question in 2 - 5 sentences: (3 points for each complete answer)

1.What are behaviourists' views on learning the first language?

Children imitate and practise the language produced around them

The imitation is reinforced through parents' praise or successful communication

Habits of „correct” language use are formed

The quality and quantity of the language the child hears as well as the consistency and the intensity of the reinforcement influence the child's language behaviour.

Imitation:

Word for word repetition of all or part of someone else's utterance:

e.g.

Mum: „Shall we play with the puffer train?”

Child: „Play with puffer train! Puffer train!”

Practice:

repetitive manipulation of form:

e.g.

Mum: „See, puffer trains have wheels.”

Child: „Puffer train have wheels. And car have wheels. They both have wheels.”

30% - 40% of children's speech are imitations of what someone has just said

Children imitate words and structures that are just beginning to appear in their speech

The imitation is structured (methodical)

The choice of what to imitate is based on sth new they have just begun to understand and use

2.What is “the logical problem” of language acquisition?
„The logical problem of language aquisition: children come to know more about the structure of their language than they could reasonably be expected to learn on the basis of the samples of language they hear”. Many researchers have been working to explain the matter. There is for example theory which says that the ability to learn language is in human brain in a shape of “universal grammar”, another claims that it's environment which influence our brain to use language. A 100% true is only one: children have an ability to create new forms and structures, even if they haven't heard them before
3.Give 3 examples of children's creativity in language use.
Patterns:

e.g.

Mum: „I think we need to take you to the doctor.”

Child: „Can she doc my head?”

• Unfamiliar formulas

e.g.

Adult guest at a party: „I'd like to propose a toast!”

Child: „I'd like to propose a piece of bread!”

• Question formation

e.g.

„Are dogs can wiggle their tails?”

„Are those are my boots”

„Are this is hot?”

• Order of events

e.g.

„You took all the towels away because I can't dry my hands.”

4.What are innatists' views on learning the first language?

„The logical problem of language aquisition: children come to know more about the structure of their language than they could reasonably be expected to learn on the basis of the samples of language they hear”

Noam Chomski (1959),

• The logical problem:

e.g. a) John saw himself.

b) *Himself saw John.

c) Looking after himself bores John.

d) John said that Fred liked himself.

e) *John said that Fred liked himself.

f) John told Bill to wash himself.

g) *John told Bill to wash himself.

h) John promised Bill to wash himself.

i) John believes himself to be intelligent.

j) *John believes that himself is intelligent.

K) John showed Bill a picture of himself

• All human languages are fundamentally innate (shapes and slots)

• The input from environment (speech) makes only a basic contribution - the biological programming does the rest

• Language develops in the same way as other biological functions e.g. walking, seeing (animal instincts, critical period hypothesis, feral/wild children: Victor,12, 1779 and Genie, 13, 1997, deaf children/parents)

The same universal principles underlie all languages (Universal Grammar)

5.Explain the concept of the Critical Period in language acquisition.

critical period- the time of specialization of the left hemisphere for language which happens in early childhood. The language acquisition then takes place. If a child doesn't acquire language during that period, he will find it difficult to learn it later on.

Evidence supporting critical period hypothesis comes from feral children who failed to develop language after being deprived of early linguistic input. The most famous cases are Genie and Victor of Aveyron .

6.Give evidence supporting the concept of Universal Grammar.
Universal grammar - evidence:

-Universality of complex language

-grammar in action : pidgins and creoles

-mental disability:SLI

-children brought up in different environments

Universal grammar by Greenberg:

-lexical categories(noun,verb)

-structure dependency (SVO, OVS, VSO)

-phrase structure consisting of Head, Specifier, Complement.

-recurent structures(phrases containing a Headof the same type as the phrase)

Universal grammar by Chomsky:

-People know which sentences are grammatically well formed in their native language

-they have this knowledge also of previously unheared sentences

-so they must rely on mentally represented rules and not only on memory

-the final rules of a language depend on a set of universal rules : principles (true for all languages) and parameters(features specific for the particular language e.g. omission of the subject)

-grammar is generative : finite set of words can generate an infinite number of sentences

-the inborn grammar system specifies all possible patterns

7.Explain the term Generative Grammar.
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. Generative grammar originates in the work of Noam Chomsky , beginning in the late 1950s. The ability to acquire set of rules (co generative grammar) is most probably uniquely human. Generative grammar is recursive, which means that any output of application of rules can be the input for subsequent application of the same rule.

It consists of 4 elements:

-a limited number of nonterminal signs(word classes labels as noun…)

-a beginning sign

-a limited number of terminal sign

-a finite set of rules

8.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.

9.Give arguments supporting interactionists' (cognitivist) views on learning the first language.
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.

10.Name the main 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.

11.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. Teaching points are determined by contrastive analysis between L1 and L2. There is abundant use of language laboratories, tapes and visual aids.There is an extended pre-reading period at the beginning of the course. Great importance is given to precise native-like pronunciation. Use of the mother tongue by the teacher is permitted, but discouraged among and by the students. Successful responses are reinforced; great care is taken to prevent learner errors. There is a tendency to focus on manipulation of the target language and to disregard content and meaning.

12.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)

13.Name the main principles of the Communicative Approach to teaching a second or foreign language.

• 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.

14.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 or comments related to the topic of the literature

15.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 are also relevant to the learners' situations

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, as they would in real life situations

They develop vocabulary, learn rules of grammar and conventions of social language use, they construct an understanding of language as it is used in real- world contexts

teachers need to ask questions such as: Why? What do you mean? and How do you know that is true? The purpose is to challenge the students' reasoning.

16.Name and characterize the four basic factors that need to be taken into account while constructing your own theory of SLA for a given environment.

• Learner characteristic (age; ethnic, cultural, religious, linguistic and educational background; native language; socioeconomic situation; life experiences, goals; intellectual capacities, abilities, strengths and weaknesses; language aptitude; personality; motivation)

Linguistic factors (systematising the language; understanding and explaining the systems of a target language; first language interference)

Learning processes (understanding how learning takes place; learning strategies; importance of frequency of input, attention to form and meaning; memory, storage and recall processes; interrelationship of cognitive affective and physical domains)

Learning context („natural” environment vs classroom teaching; the teacher; the institution; amount of time spent learning; methodological approaches; textbooks; materials

17.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, usually chosen from the following: in, on, under

Combines words into a short sentence-largely noun-verb combinations (mean) length of sentences is given as 1.2 words

Approximately 2/3 of what child says should be intelligible
Vocabulary of approximately 150-300 words

Rhythm and fluency often poor

Volume and pitch of voice not yet well-controlled

Can use two pronouns correctly: I, me, you, although me and I are often confused

My and mine are beginning to emerge

Responds to such commands as "show me your eyes (nose, mouth, hai

18.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). Children can also understand metaphors.

19.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. In 1973, Glynn, Thomas, and Shee proposed a four-component model of BSC: (a) self-assessment (e.g., covert questions about performance, such as “Am I on-task?”); (b) self-recording (e.g., overt responses to self-assessment questions, such as checking yes or no on a self-recording form); (c) self-determination of reinforcement (i.e., specifying types, amounts, and schedules of reinforcement); and (d) self-administration of reinforcement (i.e., delivering reinforcement contingent on performance). The first two components in this BSC model comprise self-monitoring, which can be cued covertly (i.e., student reminds self) or overtly (e.g., via tape-recorded audio cues). Meichenbaum (1977) described another traditional BSC component, self-verbalization or self-instruction, in which students talk themselves through a task (e.g., studying, “Look at the first word, say and spell it. Car, c-a-r.”).

In the 1980s, the term BSM replaced the term BSC. Researchers and practitioners reported that BSM skills were necessary for self-determination, whereby individuals with disabilities have “the capacity to choose and to have those choices be the determinants of one's actions”. Researchers have developed additional BSM components, such as: (a) self-graphing, whereby students obtain on-going feedback by charting results soon after they perform a task (DiGangi, Maag, & Rutherford, 1991; McDougall & Brady, 1998); (b) self-evaluation, whereby students judge the quality of their own performance (Grossi & Heward, 1998); and (c) video self-modeling (VSM), whereby students view videotaped images of themselves performing tasks and, thereby, serve as their own model.

20.Compare the order of acquisition of grammatical morphemes in the first and second/foreign language

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

21.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? ` Mummy book?'; some correct questions learned as chunks ` Where's daddy?'

• 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?' `Why you catched it?'

Stage 4: fronting with more variety of auxiliaries , adding the auxiliary `do' `Do dogs like ice cream?', no inversion in Wh- questions unles they are formulaic

Stage 5: both Wh- and Yes/No questions formed correctly, errors in negative questions still appear `Why the teddy can't go outside?'

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? 
    Is the picture has two planets on top? 
Stage 4 Where is the sun? 
Stage 5 How do you say [proche]? 
Stage 6 It's better, isn't it? 
    Why can't you go? 
    Can you tell me what the date is today?

22.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.' `No comb hair'

Stage 2: In longer sentences negative word `no' appears before the verb `Daddy no comb hair'; rejection and prohibition expressed with `don't' `Don't touch that!'

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', `She doesn't want it' `I don't have no more candies'

SECOND LANGUAGE

Stage 1 No bicycle. 
No have any sand. 
I no like it.

Stage 2 He don't like it. 
I don't can sing.

Stage 3 You can not go there. 
He was not happy. 
She don't like rice.

Stage 4 It doesn't work. 
We didn't have supper. 
I didn't went there

23.Give 3 possible reasons why language emerged.

1) God
2) Natural selection

(multiplication, variation and heredity -> replication enhancing traits: adaptations; the ancestors' birth and death rate is the explanation for the organism's engineering design)

3) A by-product of a bigger brain

4) Luck/ coincidence ( genetic drift)

24.Explain how evolution has equipped human beings for speech.

- Hyoid bone

- Low larynx

- Adaptation of the brain:

+ adequate mass

+ functional organization:

* Brocka's area

* Wernick's area

25.What does brain size have to do with the production of speech?

Broca's area - is located in left hemisphere. It plays a significant role in language production.

•Broca's aphasia makes patient unable to create grammatically-complex sentences. Patients are usually aware that they cannot speak properly. Comprehension in Broca's aphasia is relatively normal.

Wernicke's area- is located in the left hemisphere . It is involved in the understanding of written and spoken language.

Wernicke's aphasia:

speech that has a relatively normal syntax but is largely meaningless.

Other areas involved in language are those surrounding the Sylvian fissure, a cleavage line separating the portions of the brain that are exclusively human from those we share with other animals. In general, the areas that control language would be adjacent to one another if the human brain was laid out as a flat sheet.

26.Name, locate and characterize the areas of brain responsible for language.

The enlargement of Broca's area most probably provided the mental constructional skills which characterise human communication behaviours.

Most studies of Broca's area in human brains have concluded that it is larger on the left side than the right, which seems to correlate with the finding that 94% of right-handers do most of their speech and language processing on the left sides of their brains. Scientists had long assumed that this asymmetrical enlargement of Broca's area in humans was key to language abilities. Many brain experts define Broca's area as two adjacent regions, which have been associated respectively with the verbal production of speech and giving meaning to speech.

27.Explain the difference between pidgin-like communication to a creole-like language.

A pidgin is “ a language with a reduced range of structure and use, with NO native speakers.” It grows up among people who do not share a common language but who want to communicate with each other.
A creole is “a pidgin which has become the mother tongue of a community,” and therefore has native speakers.

28.What is SLI?

SLI (Specific Language Impairment) is a disorder which delays language development in children. Children with this disorder talk much later than other children, and they struggle with many basic concepts in language. Specific language disorder can impair a child's ability to understand language, and a child's ability to communicate.

29.Name and characterize 3 learning styles.

* Visual learners - usually enjoy reading and prefer to see the words that they are learning. They also like to learn by looking at pictures and flashcards.

• Auditory learners -prefer to learn by listening. They enjoy conversations and the chance for interactions with others. They don't need to see words written down.(A recent study has found that Koreans and Japanese students tend to be visual learners, whereas English-speaking Americans prefer the auditory learning style.)

• Tactile learners - learn by touching and manipulating objects - this is known as “hands-on” work.

• Kinesthetic learners- like movement and need frequent breaks in desk activities.

• Field-independent learners -(also called analytic learners) like to concentrate on the details of language, such as grammar rules, and enjoy taking apart words and sentences. They are sometimes unable to see the “big picture” because of their attention to its parts.

• Field-dependent learners - (also known as global learners) focus on the whole picture and do not care so much about the details. For example, they are more interested in conveying an idea than worrying about whether it is grammatically correct.

• Reflective learners - like to think about language and how to convey their message accurately. They tend not to make so many mistakes because they take time in formulating what they want to say.

• Impulsive learners - take risks with the language. They are more concerned with speaking fluently than speaking accurately, and so make more mistakes.

30.Give examples of 5 learning strategies.

31.Describe Dornyei's temporal Model of motivation.

. Creating the basic motivational conditions.

. Generating initial motivation.

. Maintaining and protecting motivation.

. Encouraging positive retrospective self-evaluation.

. appropriate teacher behaviours and a good relationship with the

students;

. a pleasant and supportive classroom atmosphere;

. a cohesive learner group with appropriate group norms

32.Name 5 self motivating strategies.

* Conmitment control strategies

-keeping in mind favouritable expectances or positive incentives &rewards

- focusing on what would happen if the original intention failed

*Metacognitive control strategies

-giving oneself regular self-remainders to concentrate

- using starter rituals to get into focus

- focusing on the first steps to take

33.Name at least 3 problems dyslectic students have.

remembering the sounds or phonemes of the new language,

• repeating sounds, words, phrases or sentences that are provided by the teacher or through an audiotape or computer

• breaking down words of more than one syllable, such as words with prefixes and suffixes, or compound words

• reading and spelling multisyllabic words

• recognizing common spelling patterns across words

• understanding and applying grammatical rules, such as forming plurals and possessives and using proper word order, esp. when these rules are different from the native language

• comprehending spoken language even when it is spoken slowly

• hearing and then recognizing a word in writing

34.Origins of speech and language according to Vygotski.

At the certain moment around the age of 2 the curves of development of thought and speech, until separate, meed and join t itiniate a new form od behaviour. That is when thought becomes verbal and speech becomes rational. A child 1st seems to use lg for superficial social interaction, but at some point this lg goes underground to become the structure of the child's thinking.

35.Word meaning and concept formation according to Vygotski.

"a problem must arise that cannot be solved otherwise than thought the formation of new concepts" Vygotsky

Once the child realizes that everything has a name, each new object presents the child wits a problem situation, and he solves the problem by naming the object whe the word for the new object, he demands it from adults. The early word meanings thus acquired will be embryos of concept formation.

36.Explain the importance of ZPD.
The zone of proximal development is a concept created by seminal psychologist Lev Vygotsky. According to Vygotsky, the zone of proximal development "is the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers." (Vygotsky, 1978) In other words, it is the range of abilities that a person can perform with assistance, but cannot yet perform independently.

37.Define and critique Piagetian view of Language acquisition.

From his research into children's language and thinking, Jean Piaget based his theory on the idea that children do not think like adults. Piaget's theory describes the mental structures or "schemas" of children as they develop from infants to adults. He concluded that through their interactions with their environment, children actively construct their own understanding of the world. Piaget's theory purports that children's language reflects the development of their logical thinking and reasoning skills in "periods" or stages, with each period having a specific name and age reference.

38.Describe the mapping problems of word learning.

In word learning, the mapping problem refers to the question of how infants attach the forms of language to the things that they experience in the world. There are infinite objects, concepts, and actions in the world that words could be mapped onto. Many theories have been proposed to account for the way in which the language learner successfully maps words onto the correct objects, concepts, and actions.

39.How is FL attrition manifested?

It has been pointed out that first language attrition usually manifests itself in the lexicon. It is possible for lexical representations in the first language to be influenced by the semantic potential of corresponding items in the second language.

40.What are the four central problems that philosophy of language is concerned with?

There are four central problems:

- the nature of meaning,
- language use, language cognition,
- the relationship between language and reality.

41.Present a philosopher of language of your choice.

I TUTAJ KAŻDY Z NAS WYBIERA SOBIE WŁASNEGO NAUKOWCA I OPISUJE GO. NIE MA SENSU TU WRZUCAĆ, PO TO ŻEBY NA EGZAMINIE KAŻDY 'WYBRAŁ' TO SAMO.

42.Describe the interrelationship of language and culture.

-lg is a part odd culture and performs an important role in it,

-without lg, vulture would not exist,

-culture & lg are inseparable,

- lgs&cultures are passed on form generation to generation,

-children learn the language of their parents and peers, and learn cultural norms,

-the lg&culture are both part od the lives od a particular group of people

43.Types and importance of negative evidence in FLA.

44.Explain the difference between multilingualism and plurilingualism.
plurilingualism- the use of many lgs for one person (more than one lg_
multilingualism- it is used in a society (when all town speak in many lgs)

People do use the therm "multilingual" to addres an idea of speaking more than 1lg, but "plurilingual" is usually considered a more practise term.

45.What are the stages of acquisition in bilingual children?

1. The child builds a list of words, as a monolingual does, but the single list is comprised of words from both languages.

2. When sentences begin to have 2+ elements, words from both languages are used. This mixing declines rapidly: By age 3, less than 5% of sentences contain words from both languages.

3. 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 at the early stages but are eventually easily separated by the child.

46.Advantages and disadvantages of bilingualism.

Adv:

-being able to learn new words easly,

-playing rhyming games with words like "cat" & "hat",

-being able to use inf. in new ways,

-putting words into categories,

-good listening skills,

-connecting with others,

-better understanding of their native lg

Disadv:

-Language confusion,

-mix up of words, terma & grammar

47.Main assumptions of TPR: teacher and learner roles.

The teacher's role in TPR

- to select the teaching material and plan the tasks the students are going to do

- to give commands to the students

- to gradually increase the amount of correction given to the learner as he progresses in his knowledge of the target language just as parents will tolerate less mistakes as a child gets older.

The learner's role:

- listen attentively and respond physically to commands given by the teacher. Learners are required to respond both individually and collectively.

- to produce novel combinations of their own. Learners monitor and evaluate their own progress

48.What are the components of communicative competence?

Canale and Swain (1980) defined communicative competence in terms of three components:

• grammatical competence: words and rules

• sociolinguistic competence: appropriateness

• strategic competence: appropriate use of communication strategies

49.What are the main assumptions of learning by teaching?

Learning by teaching - designates currently the method by Jean-Pol Martin that allows pupils and students to prepare and to teach lessons, or parts of lessons. Learning by teaching should not be confused with presentations or lectures by students, as students not only convey a certain content, but also choose their own methods and didactic approaches in teaching classmates that subject. Neither should it be confused with tutoring, because the teacher has intensive control of, and gives support for, the learning process in learning by teaching as against other methods.

50.What are the main assumptions of the concept of learner autonomy?

---