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CHAD in Language
Language acquisition theories, and language development assessment
| Term | Definition |
|---|---|
| Theories of SLA: Comprehensible Input Hypothesis | One SLA theorist is the linguist Stephen Krashen, who developed five hypotheses for SLA, based on the notion of comprehensible inputs, or linguistic knowledge and information that students can understand and acquire. |
| Comprehensible Input Hypothesis: Acquisition-learning hypothesis | Acquiring and learning a second language are independent processes. Acquisition takes place at the subconscious level, while learning is the conscious study of grammatical rules. |
| (SLA)Comprehensible Input Hypothesis: Input Hypothesis | Each step in learning a second language should build on the inputs from the previous step. |
| (SLA)Comprehensible Input Hypothesis: Natural-order Hypothesis | Students must acquire the rules of a second language in a natural, comprehensible order in order to learn that language. |
| (SLA)Comprehensible Input Hypothesis: Monitor Hypothesis | Students of a second language use their internal self-monitors to correct errors before speaking. |
| (SLA)Comprehensible Input Hypothesis: Affective Filter Hypothesis | Emotional and environmental contexts may act as filters to inhibit understanding and learning a second language. |
| Theories of SLA: Comprehensible Output Hypothesis | Swain developed a theory based on comprehensible outputs; SLA students perceive the gap between what they already know and what they should know. Noticing the gap in their language skills, they modify their output and become open to learning new skills. |
| Theories of SLA: Skill Acquisition Theory | Within cognitive psychology, it states that learning a second language is a skill that depends on practice and persevering. It progresses from declarative knowledge, consciously learning rules, to procedural knowledge, unconsciously learning how to apply. |
| Theories of SLA: Processability Theory | Developed by Manfred Pienemann, attempts to understand how students deal with interlanguage systems(the idiosyncratic system a student creates) blending features of the native and second language before being completely proficient in the second language. |
| Theories of SLA: Sociocultural Theory | Cultural behavioral scientists emphasize the social and cultural context of language development, and its importance in SLA. Sociocultural approaches emphasize cultural sensitivity, cultural traditions, and specific use of words and body language in comm. |
| Which components are all apart of the literacy development of a child? | This broad and developing category includes vocabulary acquisition, listening skills, critical thinking, spelling, writing ability, reading comprehension, understanding body language, and reading symbols and pictorial clues. |
| What are the types of literacy assessments used by a teacher to check student progress? | There is a range of formal and informal literacy assessment techniques; Observation, standardized tests, checklists, student self-evaluations, performance evaluations, and literature critiques are all intended to assess listening, speaking, and reading. |
| Which techniques are best for assessing all students for listening, speaking, and reading abilities? | No particular technique is right for everyone, and teachers should tailor their assessment procedures to the individual student or group of students. |
| What should teachers be aware of when using assessment techniques? | Teachers should also be aware of unintended cultural bias in assessment techniques, which may skew results. The important thing is to use these techniques consistently. |
Created by:
arielhill
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