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ENG504 [Important Terms]

The document provides an overview of Second Language Acquisition (SLA), highlighting its complexity involving cognitive, emotional, and social factors. It discusses various theories and models, including the Input Hypothesis and Krashen's Monitor Model, as well as the role of Universal Grammar and individual learner variability. Additionally, it emphasizes the importance of effective learning strategies and interaction in enhancing language acquisition.

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11 views4 pages

ENG504 [Important Terms]

The document provides an overview of Second Language Acquisition (SLA), highlighting its complexity involving cognitive, emotional, and social factors. It discusses various theories and models, including the Input Hypothesis and Krashen's Monitor Model, as well as the role of Universal Grammar and individual learner variability. Additionally, it emphasizes the importance of effective learning strategies and interaction in enhancing language acquisition.

Uploaded by

aliktk0317
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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ENG504

➡️ Introduction to Second Language Acquisition

Second Language Acquisition (SLA) examines how individuals acquire a second language. SLA
involves complex interactions between cognitive, emotional, and social factors.

➡️ Nature of Language, Modularity and SLA

Language modularity suggests that language consists of separate components (phonology, syntax,
semantics). SLA research explores how these components interact.

➡️ Variability

Variability in SLA refers to individual differences in language learning. Factors influencing


variability include age, motivation, instruction, and environment.

➡️ Creativity and Second Language Learning

Creativity in SLA enables learners to generate novel language forms. This capacity is essential for
effective communication.

➡️ Second Language Use and Performance

Second language use involves applying language knowledge in real-life contexts. Performance
refers to actual language use.

➡️ Perspective Difference Between Individual Learners

Individual learners bring unique perspectives, experiences, and learning styles to SLA.

➡️ Behaviourism and First Language Acquisition

Behaviourism views language acquisition as a result of external stimuli and reinforcement.


However, this perspective oversimplifies complex cognitive processes.

➡️ Second Language Learning and Krashen’s Monitor Model


Krashen's Monitor Model proposes that learners acquire language through natural communication,
with optional monitoring for accuracy.

➡️ SLA Hypotheses

Key SLA hypotheses include:

- Input Hypothesis: comprehensible input facilitates acquisition


- Interaction Hypothesis: interaction enhances language learning
- Output Hypothesis: producing language promotes acquisition

➡️ Second Language and Universal Grammar

Universal Grammar (UG) proposes an innate language faculty. SLA research explores UG's role
in second language learning.

➡️ Universal Grammar and First Language Acquisition

UG influences first language acquisition, providing an innate foundation for language


development.

➡️ Universal Grammar and Second Language Learning

UG's role in SLA is debated. Some argue UG constrains second language learning.

➡️ Evaluation of Universal Grammar and Cognitive Approaches

Cognitive approaches emphasize learners' mental processes. Evaluating UG and cognitive


approaches reveals complexities in SLA.

➡️ Models of Second Language Learning

Notable models include:

- Behavioural
- Cognitive
- Interactional
- Connectionist

➡️ Learning Strategies and Second Language Learning

Effective learning strategies enhance Second Language Acquisition (SLA). Common strategies
include:

- Self-monitoring: tracking progress


- Peer interaction: collaborating with fellow learners
- Seeking feedback: requesting correction
- Self-directed learning: autonomous study
- Metacognitive strategies: planning, evaluating, and adjusting learning

➡️ Theories of Second Language Processing and Connectionism

Connectionism proposes that language processing involves neural networks. Key concepts:

- Distributed representation: language knowledge spread across networks


- Pattern recognition: learners recognize patterns in language
- Automaticity: language processing becomes automatic

➡️ Evaluation Of Cognitive Approaches and Functional Perspectives

Cognitive approaches focus on mental processes, while functional perspectives emphasize


language use. Evaluation highlights:

- Cognitive strengths: understanding mental processes


- Cognitive limitations: neglecting social context
- Functional strengths: emphasizing language use and context
- Functional limitations: overlooking individual differences

➡️ Cognitive, Textual, Social, Orientations and Functionalism

Functionalism integrates cognitive, textual, and social aspects to understand language use.
Orientations include:

- Cognitive orientation: focuses on mental processes


- Textual orientation: examines language structure
- Social orientation: considers social context
- Functional orientation: integrates cognitive, textual, and social aspects

➡️ Functionalism and Interaction in Second Language Learning

Functionalism highlights interaction's role in shaping language learning. Interaction facilitates:

- Language practice
- Feedback
- Negotiation of meaning
- Development of pragmatic competence

➡️ Input and Interaction in Second Language Acquisition

Comprehensible input and interaction facilitate language acquisition. Key factors:


- Input quality: relevance, complexity, and authenticity
- Interaction type: peer, teacher, or self-directed
- Interaction frequency: regular engagement

➡️ Consciousness Raising, Negative Feedback and Negative Evidence

Consciousness-raising techniques, negative feedback, and negative evidence aid language


learning.

Consciousness-raising: increasing awareness of language features

- Negative feedback: correcting errors


- Negative evidence: providing examples of incorrect language use

B.Ed. (1.5 Years) BS English Files

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