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LCD 740
Key Terms for Final- SLA Teaching
| Term | Definition |
|---|---|
| Interlanguage | A learners' developing second language knowledge. It may have characteristics of the learner's first language, characteristics of the second language, and some characteristics that seem to be very general and tend to occur in all or most interlanguage sys |
| Negotiation of Meaning | An interaction in which language learners work towards the correct form in a context where meaning is understood. If a teacher is involved with their interaction, he or she seeks to guide students to find the right form instead of providing it for them. |
| Modified Input | Adapted speech that adults use to address children and native speakers use to address language learned so that they will be able to understand. Examples of modified input include shorter, simpler sentences, and basic vocabulary. |
| Comprehensible Input | A term introduced by Stephen Krashen to refer to language that a learner can understand. It may be comprehensible in part because of gestures, situations, or prior information. |
| BICS | Cummins makes the distinction between two differing kinds of language proficiency. BICS are Basic Interpersonal Communication Skills; these are the "surface" skills of listening and speaking which are typically acquired quickly by many students; particula |
| CALP | CALP is Cognitive Academic Language Proficiency, and, as the name suggests, is the basis for a child’s ability to cope with the academic demands placed upon her in the various subjects. Cummins states that while many children develop native speaker fluenc |
| AFFECTIVE FILTER | The metaphorical barrier that prevents learners from acquiring language even when appropriate input is available. The affective filter hypothesis explains the role of affective factors in the process of language acquisition. Even if a teacher provides com |
| MONITOR (HYPOTHESIS) | The acquired system initiates a speaker's utterances and is responsible for spontaneous language use. The monitor hypothesis helps explain the different functions that acquisition and learning play. |
| ADDITIVE BILINGUILISM | Learning a second language without losing the first |
| Subtractive Bilingualism | Partially or completely losing the first language as the second language is acquired |
| Critical Period Hypothesis (CPH) | The proposal that there is a limited period during which language acquisition can occur. The strong version of CPH is that there are biological mechanisms specifically designed for language acquisition and that these cease to be available at or even befor |
| Metalinguistic Awareness | The ability to treat language as an object, for example, being able to define a word, or to say what sounds make up that word. Ability to think and talk about language and language systems. |
| Fossilization | This term is used to describe persistent lack of change in interlanguage patterns, even after extended exposure to or instruction in the target language. |
| Interlocutor | A participant in a conversation. |
| Register | A style or way of using language that is typical of or appropriate for a particular language. For example, speaking and writing usually require different registers; the register used in writing a research report is different from that used writing a lette |
| Communicative Competence | The ability to use language in a variety of settings, taking into account relationships between speakers and differences in situations. This term has been interpreted as the ability to convey messages in spite of a lack of grammatical accuracy. Ability t |
| Language Acquisition Device (LAD) | This term is most often used interchangeably with language learning. However, for some researchers, most notably Stephen Krashen, acquisition is contrasted with learning. According to Krashen, acquisition represents 'unconscious' learning, which takes pla |
| UNIVERSAL GRAMMAR | Innate linguistic knowledge which, it is hypothesized, consists of a set of principles common to all languages. This term is associated with Chomsky's theory of language acquisition. |
| Behaviorist Perspective | A psychological theory that all learning, whether verbal or non-verbal, takes place through establishment of habits. According to this view, when learners imitate and repeat the language they hear in their surrounding environment and are positively reinfo |
| Innatist Perspective | A theory that human beings are born with mental structures that are specifically for the acquisition of language. |
| Interactionist Perspective | The hypothesis that language acquisition is based both on learner's innate abilities and on opportunities to engage in conversations, often those in which other speakers modify their speech and their interaction patterns to match the learner's communicati |
| Recasting/ Revoicing | To repeat a learner's incorrect utterance, making changes that convert it to a correct phrase or sentence. 'Recast' is also used as a noun, that is, a recast is the modified/corrected form of the learner's utterance. |
| Zone of Proximal Development (ZPD) | The metaphorical 'place' in which a learner is capable of a higher lever of performance because there is support from interaction with an interlocutor. In Vygotsky's theory, learning takes place through and during interaction in the learner's ZPD. The dis |
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