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Chapter 4
Key Concepts
Acquisition-Learning Hypothesis
Acquisition-Learning Hypothesis
Krashen’s Monitor Model proposed that only
“acquisition” or subconsciously acquired knowledge
leads to productive output; “learning,” the learner’s
conscious knowledge of the rules of a language, only
serves as a monitor.
Affective Filter Hypothesis
Affective Filter Hypothesis
A hypothesis of the Monitor Model
suggesting an affective filter can block
access to language acquisition under certain
conditions, such as when the learner is
stressed or anxious.
automatic processing
automatic processing
In an information-processing view, this
occurs when a skill becomes practiced and
can be carried out relatively rapidly and
without conscious effort or short-term
memory limitations.
cognitive linguistics
cognitive linguistics (CL)
An approach viewing meaning as
central to language; language is seen
as inextricably linked to cognition.
complex adaptive system (CAS)
complex adaptive system (CAS)
The view that language is acquired and
develops through the combined
influences of social interaction and
cognitive processes.
Comprehensible Input
Hypothesis
Comprehensible Input
Hypothesis
Monitor Model hypothesis stating that the
most effective way to increase L2
competence
is
by
exposure
to
“comprehensible input” (one level beyond
the learner’s current level).
Comprehensible Output
Hypothesis
Comprehensible Output
Hypothesis
Swain (1985) proposed that having to
produce the L2 encourages the learner
to attend to the language and thereby
leads to improved proficiency.
contrastive analysis
contrastive analysis
The comparison of the linguistic structures
of two or more languages, to determine
their similarities and differences. In 1950s
and 1960s, it was used as a tool for L2
teaching.
Contrastive Analysis Hypothesis
(CAH)
Contrastive Analysis Hypothesis
(CAH)
In the strong form, this predicts that where
there are similarities between the two
languages, the learner will acquire L2
structures with ease; where there are
differences, the learner will have difficulty.
controlled processing
controlled processing
In
an
information-processing
view,
controlled processing characterizes new skill
learning, is comparatively slow and effortful,
and is limited by short-term memory
constraints.
cross-linguistic influence (CLI)
cross-linguistic influence
(CLI)
Refers to instances of phonological,
lexical, grammatical, or other aspects of
transfer from one language to another.
developmental error
developmental error
An error in learner language which does not
result from transfer from the first language,
but which reflects the learner’s gradual
discovery of the L2 system.
Error Analysis (EA)
Error Analysis (EA)
An approach to L2 acquisition research
involving the description and classification
of errors to gain insight into the learner's
current underlying knowledge of the L2
system.
explicit knowledge
explicit knowledge
In SLA, knowledge of the L2
(vocabulary, grammar rules, etc.) of
which learners are explicitly aware.
explicit learning
explicit learning
Learning with explicit awareness of
what is being learned.
implicit knowledge
implicit knowledge
In SLA, knowledge of the L2 that
underlies the learner’s performance,
but of which he or she is not explicitly
aware.
implicit learning
implicit learning
Learning without awareness of what
is being learned.
information-processing approach
(cognitive approach)
information-processing approach
(or cognitive approach)
Stemming from cognitive psychology, this
approach emphasizes that the mental
processes used for interpreting experience
are also involved in the acquisition and use
of a second language.
input processing (IP)
input processing (IP)
Model proposed by VanPatten on how
learners make form-meaning connections:
learners have limited processing capacity so
give priority to meaning.
intake
intake
The part of input that the learner
notices.
Interaction Hypothesis
Interaction Hypothesis
Hypothesis proposed by Long (1983) predicting
that interactional modification makes input
comprehensible;
comprehensible
input
promotes acquisition; therefore, interactional
modification promotes acquisition.
interlanguage
interlanguage
A term for the language produced by
a learner that differs in systematic
ways from that of a native speaker.
language acquisition device
language acquisition device
An element that UG linguists originally
proposed as an innate component, or
mental organ, to account for language
acquisition.
Monitor Model
Monitor Model
Krashen’s model of second language
acquisition based on the concept that
learners have two systems (acquisition and
learning) and that the learned system acts as
a monitor (editor) on the acquired system.
Natural Order Hypothesis
Natural Order Hypothesis
Monitor Model hypothesis stipulating
that language elements are acquired in
an essentially fixed, pre-determined
order.
negotiation for meaning
negotiation for meaning
Process in which learners and
competent speakers interact in various
ways, making adjustments in their
speech until understanding is achieved.
negative feedback
negative feedback
Drawing attention in some way to the
L2 learner’s incorrect utterances.
Noticing Hypothesis
Noticing Hypothesis
Proposed by Schmidt (1995), it states
that what learners notice in the input
is what becomes intake for learning.
noticing
noticing
Paying attention to language input
with some awareness.
output
output
The language produced by the
learner.
parameters
parameters
A small set of alternatives for a given grammatical
feature, for example, whether a complement, such as
a preposition (Prep), precedes or follows the main
element (or the “head”), such as the Noun (N) of a
noun phrase (Prep N or N Prep).
procedural knowledge
procedural knowledge
Knowledge of how to do something;
underlies automatic performance.
recasts
recasts
Rephrasing an L2 learner’s incorrect
utterance correctly.
scaffolding
scaffolding
In a sociocultural approach, the role played
by teachers, peers, and others in supporting
the learner’s development to get to a more
advanced stage.
sociocultural theory (SCT)
sociocultural theory (SCT)
Applied to SLA, refers to the view that
social interaction is necessary for L2
development and learning needs to be
examined in its social context.
usage-based
usage-based
A usage-based approach emphasizes
the view that language constructions
emerge from real communicative
events.
zone of proximal development
(ZPD)
zone of proximal development
(ZPD)
“The distance between the actual developmental
level as determined by independent problem solving
and the level of potential development as determined
through problem solving under adult guidance … ’’
(Vygotsky, 1978, p. 86)