chapter 4 key concepts
DESCRIPTION
Chapter 4 Key Concepts. Acquisition- L earning Hypothesis. Acquisition- L earning H ypothesis. - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/1.jpg)
Chapter 4Key Concepts
![Page 2: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/2.jpg)
Acquisition-Learning Hypothesis
![Page 3: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/3.jpg)
Acquisition-Learning Hypothesis
Krashen’s Monitor Model proposed that only “acquisition” or subconsciously acquired knowledge leads to productive output; “learning,” the learner’s conscious knowledge of the rules of a language, only serves as a monitor.
![Page 4: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/4.jpg)
Affective Filter Hypothesis
![Page 5: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/5.jpg)
Affective Filter Hypothesis
A hypothesis of the Monitor Model suggesting an affective filter can block access to language acquisition under certain conditions, such as when the learner is stressed or anxious.
![Page 6: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/6.jpg)
automatic processing
![Page 7: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/7.jpg)
automatic processing
In an information-processing view, this occurs when a skill becomes practiced and can be carried out relatively rapidly and without conscious effort or short-term memory limitations.
![Page 8: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/8.jpg)
cognitive linguistics
![Page 9: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/9.jpg)
cognitive linguistics (CL)
An approach viewing meaning as central to language; language is seen as inextricably linked to cognition.
![Page 10: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/10.jpg)
complex adaptive system (CAS)
![Page 11: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/11.jpg)
complex adaptive system (CAS)
The view that language is acquired and develops through the combined influences of social interaction and cognitive processes.
![Page 12: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/12.jpg)
Comprehensible Input Hypothesis
![Page 13: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/13.jpg)
Comprehensible Input Hypothesis
Monitor Model hypothesis stating that the most effective way to increase L2 competence is by exposure to “comprehensible input” (one level beyond the learner’s current level).
![Page 14: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/14.jpg)
Comprehensible Output Hypothesis
![Page 15: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/15.jpg)
Comprehensible Output Hypothesis
Swain (1985) proposed that having to produce the L2 encourages the learner to attend to the language and thereby leads to improved proficiency.
![Page 16: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/16.jpg)
contrastive analysis
![Page 17: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/17.jpg)
contrastive analysis
The comparison of the linguistic structures of two or more languages, to determine their similarities and differences. In 1950s and 1960s, it was used as a tool for L2 teaching.
![Page 18: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/18.jpg)
Contrastive Analysis Hypothesis (CAH)
![Page 19: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/19.jpg)
Contrastive Analysis Hypothesis(CAH)
In the strong form, this predicts that where there are similarities between the two languages, the learner will acquire L2 structures with ease; where there are differences, the learner will have difficulty.
![Page 20: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/20.jpg)
controlled processing
![Page 21: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/21.jpg)
controlled processing
In an information-processing view, controlled processing characterizes new skill learning, is comparatively slow and effortful, and is limited by short-term memory constraints.
![Page 22: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/22.jpg)
cross-linguistic influence (CLI)
![Page 23: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/23.jpg)
cross-linguistic influence(CLI)
Refers to instances of phonological, lexical, grammatical, or other aspects of transfer from one language to another.
![Page 24: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/24.jpg)
developmental error
![Page 25: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/25.jpg)
developmental error
An error in learner language which does not result from transfer from the first language, but which reflects the learner’s gradual discovery of the L2 system.
![Page 26: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/26.jpg)
Error Analysis (EA)
![Page 27: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/27.jpg)
Error Analysis (EA)
An approach to L2 acquisition research involving the description and classification of errors to gain insight into the learner's current underlying knowledge of the L2 system.
![Page 28: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/28.jpg)
explicit knowledge
![Page 29: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/29.jpg)
explicit knowledge
In SLA, knowledge of the L2 (vocabulary, grammar rules, etc.) of which learners are explicitly aware.
![Page 30: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/30.jpg)
explicit learning
![Page 31: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/31.jpg)
explicit learning
Learning with explicit awareness of what is being learned.
![Page 32: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/32.jpg)
implicit knowledge
![Page 33: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/33.jpg)
implicit knowledge
In SLA, knowledge of the L2 that underlies the learner’s performance, but of which he or she is not explicitly aware.
![Page 34: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/34.jpg)
implicit learning
![Page 35: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/35.jpg)
implicit learning
Learning without awareness of what is being learned.
![Page 36: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/36.jpg)
information-processing approach (cognitive approach)
![Page 37: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/37.jpg)
information-processing approach (or cognitive approach)
Stemming from cognitive psychology, this approach emphasizes that the mental processes used for interpreting experience are also involved in the acquisition and use of a second language.
![Page 38: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/38.jpg)
input processing (IP)
![Page 39: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/39.jpg)
input processing (IP)
Model proposed by VanPatten on how learners make form-meaning connections: learners have limited processing capacity so give priority to meaning.
![Page 40: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/40.jpg)
intake
![Page 41: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/41.jpg)
intake
The part of input that the learner notices.
![Page 42: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/42.jpg)
Interaction Hypothesis
![Page 43: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/43.jpg)
Interaction Hypothesis
Hypothesis proposed by Long (1983) predicting that interactional modification makes input comprehensible; comprehensible input promotes acquisition; therefore, interactional modification promotes acquisition.
![Page 44: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/44.jpg)
interlanguage
![Page 45: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/45.jpg)
interlanguage
A term for the language produced by a learner that differs in systematic ways from that of a native speaker.
![Page 46: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/46.jpg)
language acquisition device
![Page 47: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/47.jpg)
language acquisition device
An element that UG linguists originally proposed as an innate component, or mental organ, to account for language acquisition.
![Page 48: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/48.jpg)
Monitor Model
![Page 49: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/49.jpg)
Monitor Model
Krashen’s model of second language acquisition based on the concept that learners have two systems (acquisition and learning) and that the learned system acts as a monitor (editor) on the acquired system.
![Page 50: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/50.jpg)
Natural Order Hypothesis
![Page 51: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/51.jpg)
Natural Order Hypothesis
Monitor Model hypothesis stipulating that language elements are acquired in an essentially fixed, pre-determined order.
![Page 52: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/52.jpg)
negotiation for meaning
![Page 53: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/53.jpg)
negotiation for meaning
Process in which learners and competent speakers interact in various ways, making adjustments in their speech until understanding is achieved.
![Page 54: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/54.jpg)
negative feedback
![Page 55: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/55.jpg)
negative feedback
Drawing attention in some way to the L2 learner’s incorrect utterances.
![Page 56: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/56.jpg)
Noticing Hypothesis
![Page 57: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/57.jpg)
Noticing Hypothesis
Proposed by Schmidt (1995), it states that what learners notice in the input is what becomes intake for learning.
![Page 58: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/58.jpg)
noticing
![Page 59: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/59.jpg)
noticing
Paying attention to language input with some awareness.
![Page 60: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/60.jpg)
output
![Page 61: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/61.jpg)
output
The language produced by the learner.
![Page 62: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/62.jpg)
parameters
![Page 63: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/63.jpg)
parameters
A small set of alternatives for a given grammatical feature, for example, whether a complement, such as a preposition (Prep), precedes or follows the main element (or the “head”), such as the Noun (N) of a noun phrase (Prep N or N Prep).
![Page 64: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/64.jpg)
procedural knowledge
![Page 65: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/65.jpg)
procedural knowledge
Knowledge of how to do something; underlies automatic performance.
![Page 66: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/66.jpg)
recasts
![Page 67: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/67.jpg)
recasts
Rephrasing an L2 learner’s incorrect utterance correctly.
![Page 68: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/68.jpg)
scaffolding
![Page 69: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/69.jpg)
scaffolding
In a sociocultural approach, the role played by teachers, peers, and others in supporting the learner’s development to get to a more advanced stage.
![Page 70: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/70.jpg)
sociocultural theory (SCT)
![Page 71: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/71.jpg)
sociocultural theory (SCT)
Applied to SLA, refers to the view that social interaction is necessary for L2 development and learning needs to be examined in its social context.
![Page 72: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/72.jpg)
usage-based
![Page 73: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/73.jpg)
usage-based
A usage-based approach emphasizes the view that language constructions emerge from real communicative events.
![Page 74: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/74.jpg)
zone of proximal development (ZPD)
![Page 75: Chapter 4 Key Concepts](https://reader035.vdocuments.mx/reader035/viewer/2022062218/568161ba550346895dd18fb0/html5/thumbnails/75.jpg)
zone of proximal development (ZPD)
“The distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance … ’’ (Vygotsky, 1978, p. 86)