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PRAXIS TESOL part 6
sensorimotor stage- strong modeling
| Question | Answer |
|---|---|
| Sensorimotor stage | generally occurs from birth to two years of age.child's knowledge is based on physical interactions and experiences. Language is a physical skill that babies learn by experimenting with the sounds their mouths make. May imitate familiar sounds/mimic them |
| Preoperational stage | 2-7 years intelligence is demonstrated through use of symbols. Kids talk constantly with little purpose or meaning. Speech is thinking aloud, children have egocentric POVS |
| Concrete operational | 7-11 years. Increased intelligence through logical and organized thinking. Can use inductive reasoning and recognize other POVs Language is used for specific facts+ concrete ideas, not abstract |
| Formal operational | last stage, adolescents logically use symbols and their relationships to abstract concepts to demonstrate intelligence. Can use inductive and deductive reasoning and can use language for multiple purposes(abstract theory, philosophy, logic) |
| Key ideas of connectionist theory | language usage is based on a person's perception of language. Repeated linguistic input creates patterns in learners. Language acquisition is the result of personal experiences. Neural mapping is essential to language acquisition |
| Connectionism | holds that language comprehension and production abilities develop through continual engagement with language, Input is important in generating knowledge and extracting meaning. neural connections created by exposure to lingual input + improved w/exposure |
| Behaviorist theory | repeated exposure to stimuli can create learning. The more frequently a behavior is performed,the quicker it becomes habit. The more frequently kids are exposed to language, the quicker they adopt it |
| behaviorism relies on | conditioning. rewards of praise, smiles, and excitement encourage the production of sounds by infants. As words are created, children are encouraged to repeat, given corrections,and spoken to directly |
| linguistic set | developed 5-6 years, groups of words and rules that compose an individuals working knowledge of language based upon previous efforts and much of it mirrors adults around them |
| monitor model | Stephen Krashen, 5 hypotheses, no difference in how 1st and 2nd languages are acquired. Ability to learn languages comes from listening conscientiously to create meaning, relying on stimuli from outside sources |
| Acquisition learning hypothesis | learning the rules of a language will not allow users to produce output. Memorization of grammatical and structural rules isnt authentic-wont allow learners to use the language better. Only language acquisition allows effective acquisition of new language |
| input hypothesis | comprehensible input is necessary for students acquiring a new language . Comprehensible input in itself is enough to lead to language acquisition |
| Comprehensible input | the language that is just above the student's current grasp, allowing them to utilize their current knowledge while gaining exposure to new information |
| monitor hypothesis | knowledge gained through formal learning is useful in certain settings, like written work +self correcting. Monitoring lets them solidify their understanding of language but can also detract from focus on conveying meaning if they are too focused on sc |
| natural order hypothesis | language is attained in a certain pattern. Order it is acquired doesnt rely on grammatical features of the language and cant be altered through direct teaching. Frustration occurs when students are presented with info they arent ready to learn |
| affective filter hypothesis | language acquisition can only occur when comprehensible input reaches processing center without being filtered. Low self esteem, poor motivation, and anxiety can act as filters. Both input and output increase with low filters |
| universal grammar | noam chomsky children born with ability to understand human voice & distinguish between parts of a language they have capacity to understand differences in phonemes. Humans have ability to acquire create & comprehend lang despite gram/comp difference |
| poverty of stimulus | children aren't born with enough exposure to their native languages to explain their ability to understand phonemes, so this exposure can't account for the sum of learned language |
| pre-speech stage | infants learn to pay attention to speech, inflection, rhythm before beginning to speak |
| initial vocalizations | expressions of discomfort, crying, fussing, or byproduct of sucking, swallowing, burping, and coughing |
| 2-4 months | infants vocalize expressions of comfort. Grunts, sighs, cooing |
| 4 months | babies begin to laugh |
| babbling stage | infants play by controlling the pitch of their sounds (grunts/squeals) change their volume & create sounds w/friction (snorts/raspberries). Near end infants create long sequences of consonant vowel sounds |
| one-word stage | kids use single words to convey full meaning. Words identify an action, convey an emotion, or name something |
| underextension | too narrow of a definition ex. referring to only one stuffed animal as a toy |
| overextension | too wide a definition of a word ex. all animals with tails as doggy |
| two-word stage | happens around 2 years old. Vocab acquisition rates begin @ 1-3 wpw & can get to 10 wpw after learning ~words have been learned kids start combining words to form mini sentences |
| early multiword stage/telegraphic stage | kids mostly understood by parents&caregivers. begin using elements of grammar&repeating longer sentences but cant create their own. Kids leave out parts of speech like pronouns, determiners & modals |
| later multiword stage | age 5 average 4-6 words per sentence & can experience vocab increases as many as 20 words per day. By age 8 kids know about 28,300 words |
| transfer | when one applies knowledge of a 1st language onto another. Can be positive or negative |
| positive transfer | occurs when students find similarities b/w their native language and English & use those similarities to aid in their learning |
| negative transfer/interference | occurs when students incorrectly apply rules from their native language to their learning of English |
| code-switching | students mix words from their 1st language in with the language they are learning when they've forgotten a word or don't know how to express themselves |
| accents | when speakers substitute the sounds of their first language for ones they think are the same in English. Stress and intonations can be carried from first languages. |
| silent period | students are unwilling or unable to communicate in their new language. Must be given time to listen to others speak and digest what they hear before speaking themselves. This aids vocab development. Lasts up to 1 year |
| interlanguage | the learner's present understanding of the language they are learning . Rule based system that develops over time and tends to blend aspects of 1st language with 2nd language. Characterized by tendency to over generalize |
| fossilization | the point in second language acquisition in which a learner's growth freezes in place and further linguistic development is highly unlikely. Aids in language progression |
| when morphemes are understood | the earliest developmental stages of language acquisition |
| morpheme acquisition order | the pattern in which the knowledge of these elements is gained as people acquire language. Within first language acquisition, the pattern remains consistently fixed for all learners. Pattern is less fixed for ELLs |
| preproduction | silent period. learners have >500 words in receptive vocab, but refrain from speaking. Will listen/copy words down. Can respond to visual cues & will communicate their comprehension. students may parrot back what they have heard |
| early production | learners have 1000 word receptive and active vocabulary. Can produce 1-3 word phrases and respond to questions and statements with them.Learners enjoy playing musical games/word plays that help them memorize groups of words/related phrases |
| speech emergence | vocab of 3000 words. can chunk simple words and phrases into sentences that may/may not be grammatically correct. respond well to models of proper usage. can converse with native english speakers and comprehend text with visual support |
| intermediate fluency | 6000 word vocab. can speak in complex sentence & catch/correct their own errors. willing to ask clarifying questions. can communicate fairly well but have gaps in vocabulary & grammatical/syntactical understanding. Comfortable in group conversations(BICS) |
| advanced fluency | cognitive language proficiency in learned language . Demonstrate near native ability and use complex, multiphrase, multiclause sentences to convey ideas. Essential fluency (still accent. trouble with idioms) |
| intrinsic motivation | one's personal drive to succeed or learn. more inclined to participate in discussions, internalize feedback and error corrections, which increases language acquisition success |
| extrinsic motivation | relies on external rewards for behaviors. may take longer to succeed in acquiring second language |
| language modeling | providing accurate examples of speech and language for language learners. Occurs formally and informally . |
| informal language modeling | teachers use age-appropriate academic language as they conduct class, address behaviors, and teach lessons. This increases learner's familiarity with the language and sets the tone for the class |
| formal language modeling | typically takes a single specific goal and involves learners in developing the skill through practice. Targets may be related to pronunciation, grammar, vocab, or another element of linguistic development. |
| strong modeling | requires measured pace and begins with use of short sentences and targeted appropriate vocabulary. calls for much repetition |
Created by:
cbowle14