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Language Acquisition
| Question | Answer |
|---|---|
| At what age do children utter their first word? | Around 1 year old. |
| When does an infant loses the ability to hear the differences among many of the sounds that are not used in their language? | Around 1 year old. |
| In which ways does early communication takes place? | Gesture and sounds |
| When does the first evidence of word understanding occurs? | Between 8 and 10 months. |
| By what age a child typically responded to about 50 words, including many names for common objects ? | 11 months |
| Infants exhibit difficulties with non-native vowel contrasts at ... ? | 6 to 8 months |
| non-native consonant contrasts may not pose difficulties to infants until ... ? | 10 to 12 months |
| Identify the stages of child vocal development and when they occur. | Stage 1. Reflexive vocalizations (birth to 2 months) Stage 2. Cooing and laughter (2 to 4 months) Stage 3. Vocal play (4 to 6 months) Stage 4. Canonical babbling (6 months and older) Stage 5. Jargon stage (10 months and older) |
| What is vocal motor schemes ? (Vihman 1996) | Children's phonological patterns in early meaningful speech are linked directly to the patterns that they use in babbling. Some children have individual preferences in babbling, and these same preferences appear in the child’s first words. |
| How is called a word that the child has made up? | A protoword |
| What do Cognitive theories claim about language acquisition? | That everything the child does phonologically is a result of problem solving. |
| What are Consonant clusters? | Sequences of two or more consonants |
| How is called a change in one sound to make it more like another? | Assimilation |
| In most cases, correct production of all sounds is achieved by which age? | By the age of 8 |
| Consonants that are likely to be in error, even at the age of 4 or 3, are : | Liquids, fricative "v" and "th" sounds. |
| What are the 2 types of research? | Observational and experimental |
| What are the 2 kinds of research designs? | Cross- sectional (two groups-one time) Longitudinal (same subject over time) |
| What is the distinction between protowords and first words? | the particular sounds of protowords are not derived in any obvious way from the language the child is learning. In contrast, true first words are approximations of words in the target language, even if somewhat rough approximations. |
| What is the difference between context-bound words and referential words? | Context-bound words are not used in other situations. (ex.: cars outside = "car" but not a picture of a car or a toy of a car.) Referential words are contextually flexible. |
| When does a child have 50 words of vocabulary? | Around 18 months. (between 15 to 24) |
| What is the difference between the 2 styles of leaners? referential and expression style? | Referential has more object labels (nominals) words in his vocabulary Expression has more personal/social |
| What is an example of overextension of a word? | A child that calls a horse a dog. |
| What are the steps in error analysis? | Collection of language sample Error identification Error description Error explanation Error effect/evaluation |
| How can we classify errors in error analysis ? (3) | Intralingual Interlingual Indeterminate |
| What are the claims from CAH for teaching ? | Lang. learning=establishing new habits. Major source of errors=L1. Can account for errors by considering L1/L2 diff. The greater the diff, the more errors. Difficulty+ease determined by diff.+simil. in L1-L2. Intensive tech. (repet. drills) to overcome i |
| What is the level 0 of hierarchy of difficulty? | Level 0: transfer - certain phonemes (s, z, m, n, …) - general word order (SVO) - words (e.g., ‘intelligent’, ‘art’, etc) |
| What is the level 1 of hierarchy of difficulty? | Level 1: Coalescence -Two items/forms in L1 ( e.g , gender: stylo, la table) but only one form in TL: (the pen, the table). |
| What is the level 5 of hierarchy of difficulty? | Level 5 — Split - 1 item in L1 becomes 2 or more in TL ex.: for English speakers: " tu " and " vous" - English learners: to know = (French: connaître et savoir) (Polish: 3 diff. words) |
| What are the problems with the hierarchy of difficulty? | - partial correspondences - not consider number/complexity - often subtle differences cause problems, not differences alone - difference (linguistic) and difficulty (psychological) not identical - subjectivity |
| What are the Evidence contradicting CAH? | - Many grammatical errors tend not to reflect L1 - L2 learners make many errors in areas of grammar comparable in both L1 and L2 - L2 learner judgments of grammaticality more related to L2 sentence type than L1 structure. |
| What is the difference between the weak and the strong version of CA? | - Strong version: CA can predict - Weak version: CA can help difficulty and errors explain some of these errors, those due to transfer |
| Significance of errors. They can be beneficial to ----? (3) | - Provide T with information about how much has been learned - Provide researcher evidence about how language is learned - Serve as devices by which learners discover rules of TL |
| What are the stages of interlanguage development? | 1-Random-errors ( presystematic) experimentation +innacurate guessing 2-Emergent-stage-growing constitentcy 3-Systematic-stage - ability to corrector error when pointed out 4-Stabilization-stage-relatively few errors; ability to self correct |
| What are the drawbacks to error analysis? | 1) Overstressing of production data. 2) Correct utterances? 3) Static view of SLA 4) Ignores avoidance 5) Focus on specific languages |
| What are some contributions of error analysis? | • First serious attempt to investigate learner language to discover how learners acquire L2 • Supported claims of creativity • Made errors respectable • Notion of interlanguage |
| Which theoretical view is based on the language being the result of innate processes? | Nativism |
| Which theoretical view is based on the environment being primarily responsible for language acquisition? | Empiricism |
| The UG approach is empiristic, nativist or behaviorist? | Nativist |
| What are the similarities between L1 and L2 acquisition? | Formulaic sequence (routines) Requires exposure to input Comprehension before production Typical errors, revealing similar processes, such as overgeneralizing • Listening and speaking skills often precede reading and writing |
| What are the differences between L1 and L2 acquisition? | Age (brain dev., critical periods, cognitive diff.) L1 transfer and interference Affective differences (L1 and fulfillment of basic needs; L2, anxiety, motivational differences) Social expectations (children can remain silent) Sequencing of skills |
| What are the differences between L1 and L2 acquisition? (suite) | No deliberate instruction vs classroom (children not taught L1) L1: Exposure to CDS (Child-directed speech)/L2: Limited or no exposure to specialized input Time available: L1, usually ‘total immersion’/ L2, variable amounts Ultimate goal (vary for L2) |
| What is subtractive bilingualism? | one language (usually majority language) learned at expense of another, usually a minority language |
| What is the transitional bilingual education? | Programs which aim to shift students to the majority language, help students assimilate to mainstream cultural norms, and incorporate students into the national society. |
| What is the maintenance/developmental bilingual education? | Encourages students to maintain their native language, strengthen their cultural identity, and affirm their civil rights in the national society |
| Name a supporting argument and a critic of the Transitional bilingual education. | • Supporting argument: Need to quickly adapt to majority language •Critique: May lead to ‘subtractive bilingualism’ |
| What are the supporting arguments for maintenance/developmental bilingual education? | Maintenance /Developmental bilingual education: --support for L1 for longer period --evidence for higher ESL and academic achievement (e.g., Ramirez, 1992) |
| What are other types of bilingual education? | Immersion (content-based instruction) Two-way dual language instruction (Children instructed in two languages, Children from both TL communities) Heritage language instruction(Often in immigrant communities) Quebec: Intensive English |
| Piaget's theory is ? ____________ism | Constructivism behavior or knowledge are derived from continual, active interaction of innate structures acting upon environmental data, and vice versa |
| What is Piaget’s cognitive (constructivist) approach toward language acquisition? | Language not separate faculty Due to cognitive maturation Language constrained by reason Basic ling. dev. based on basic cognitive dev. Social nature of cognition Active involvement with environment Complex structures from interaction Performance |
| Which elements (2) contribute to language acquisition according to the interactionist approach? | Innate structures and the role of the environment. |
| How to calculate MLU? | Morphemes divided by utterances=MLU |
| Rules to calculate morphemes in MLU | -Count obv. morphemes -plural "s" separate (nouns that can't be singular=1 (clothes)) -past tense "ed" separate -"ing" separate -third p.s. "s" separate -contraction=2 (don't) -coumpound & proper names=1 (Big Bird, poilceman) -diminu. (horsie)=1 |
| Irregular past forms & irregular plurals count as how many morphemes? | 1 ex: went /geese |
| B.F. Skinner is responsible for which theory? | -Behaviorist (establishing a relation between a stimulus & response) -child is a passive recipient -language is a behaviour -observable and measurable (perfomance) -empiricist |
| Cognitive development by Piaget? | birth-2yo (sensorimoteur) -Object permanence acquired between 4-8mo -delibarate execution of steps to achieve goal |
| Types pf phonological processes? | -Substitutions -Assimilations -Syllable structure processes/syllable simplification |
| Substitution | -stopping (ting for sing) -fronting (sip for ship) -glidding (dwip for drip) -denazalisation (sab for sam) -V neutralization (a go for I go) |
| Syllable structure processes/Syllable simplification | -syllable deletion (fo for phone) -syllable cluster reduction (pii for spill) -reduplication (wawa for water) -epenthesis, V insertion (bored for bread) |
| When is the one word stage? | 1-1.5yo |
| When is the two word stage? | 1.5-2yo |
| When is the telegraphic stage? | 2-3yo |
| Development of phrasal structure? | -Babbling -One word stage -Two word stage -Telegraphic stage -Later |
| Factors in grammatical development? | -regular forms -frequent occurences -easy to perceive -clearcut meaning |
| What is over-regularization? | "goed" |
| When do "wh" questions emerge? | between 2 and 4 yo |
| Say something about Chomsky | Chomsky! Come on, not Chomsky!!! What do you want me to say? Nativist? linguistic approach? Children are prewired to acquire language, any language? Environment is only a trigger? |
| Major theoretical approaches to L1 acquisition? | -Behaviorist -Linguistic -Interactionist |
| Sub part of the interactionist approach? | -cognitive constructivist -sociocultural and social interactionist -info processing and interactionist |
| Structuralist vs functionalist | Structuralist=commonalities, invariant processes, language forms of structures Functionalist=prediction and control of verbal behaviors, consequences |
| competence vs performance | competence=what you know performance=how you use it |
| nativist vs empiricism | nativist: emphasis is on innate process empiricsm: emphasis is on the environmental factors |
| Linguistic approach | Chomsky -you need to be exposed to the lg -lg is unique -lg forms structuralist -nativist -the environment is a trigger for development -argues that children are born with the ability to learn any lg |
| Interactionist approach has? | empirics and nativism ideas |
| Cognitivist approach? | Piaget -humans generate knowledge and meaning from interactions between their experiences and their ideas -Piaget believes that children use boath assimilation and accomodation to learn languages (schemas) -ling. dev. is based on cognitiv. dev. |
| assimilation vs. accomodation | assimilation: new object added to existing skill accommodation: new skill |
| Stages of Piaget and cognitive dev. | -Sensorimotor 0-2yo (from reflective to proactive, object permanence) -Preoperational 2-7yo (further dev. of symbolic function, thinking characterized inability to mentally reverse an action -Concrete operation: -Formal operation |
| Concrete operation and formal operation? | 3 &4th stages of cognitive dev. Piaget Concrete operation: conservation and reversibility Formal Operation: abstract thoughts and complex reasoning |
| Socio-cultural approach | VYGOTSKY -social interactions play an important role -ZPD (zone proximal dev) -Scaffolding -New concept acquired by interactions |
| What is ZPD? | "the distance between the actual developmental level as determined by independant problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers." |
| CHILDES | computer language data exchange system |
| Phonological development stages? | 1-reflective vocalization (0-2mo) 2-cooing and laughter (2-4mo) 3-vocal play (4-6) 4-canonical babbling (6+) 5-jargon (10+) |
| Lexical development | the learning links between words and their meaning |
| Holophrastic | 1 word stage |
| What is whole object assumption? | a new word that refers to the whole object and not just parts of it |
| What is basic level assumption? | word applies not to specific instances, a medium level of generality (a word refers to many similar objects alike in basic ways)=dogs |
| What is taxonomic assumption? | only one label for things (word that refers to one thing also refers to similar things) |
| What is an overextension? | All 4 legged animals called a dog. underextensions are harder to detect: using a word without its full range) |
| When does the word spurt generally happens? | Approximately around 18mo when they have acquired 50 words the rate increases. |
| What is fast-mapping? | a new word linked with an underlying concecpt after a brief encounter |
| What are the two main area in speech dev? | Speech production: check with Xrays and filming of larynx.. Speech perception: HAS, head turning... |
| babbling tendencies? | stops, nasal, glides before fricatives, affricates and liquids |
| What is a protoword? | made-up word |
| CA? CAH? | Contrastive analysis (hypotheses) contrast between L1 and L2, focus is on the differences, based on structuralist and behaviorist approaches |
Created by:
emiemush
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