SLA Final Exam Questions and Answers |New Update with 100% Verified Answers
Case study: Wes successful communication of meaning but rudimentary grammar system,
language requires attention and sensitivity to form
Acculturation positive attitudes to be part of the in-group facilitates supportive learning
environment; taking on the L2 cultures
Comprehensible Input Hypothesis (Krashen) i+1, language that is processed for meaning but
contains something to be learned
Interaction Hypothesis (Long) the need to convey meaning in the L2 promotes learning, no
conversation = no learning
Pushed Output Hypothesis (Swain) rish-taking attempts at using language drive learning,
requires negotiation of meaning, highlights gaps in knowledge, learners tests hypotheses about
how grammar works
Noticing Hypothesis (Schmidt) no SLA for adults past critical period without noticing of new
linguistic data
Negative feedback RECASTS, clarification requests, elicitations
Counterbalance Hypothesis meaning-making contexts require explicit feedback, learning
contexts require implicit feedback
Limits of feedback avoided in conversation because rude, prejudiced native speakers are
hesitant to correct because all utterances are viewed as wrong
Roberto low ultimate attainment because of negative attitudes towards English speakers,
Puerto Rican Spanish linguistic bubble
, Monitor Model (Krashen) i+1, monitor hypothesis, learning vs acquisition, natural order
(developmental sequences), affective filter
Natural Order (Krashen) all learners of a language acquire it in a universal sequence, does
not apply to formal instruction
Affective Filter (Krashen) learner must let in i+1, motivation or anxiety can block input
Krashen's critiques monitor hypothesis only affects output but declarative knowledge
required for decoding spoken language
Foreigner talk adjusting speech to make it more accessible to learners
Feedback takeaways giving feedback in general is better than no feedback at all, tbd
whether pos or neg is more effective, gradual process whose effects are not sustained after one
event
Recasts restructuring speech to correct form, nonsalient, doesn't let the learner self-correct
Dual-processing task research participants complete two tasks at once, shows whether a
skill has been automatized
Skill Acquisition Theory (Anderson) declarative linguistic knowledge is proceduralized
through practice
Nativist Approach (Chomsky) FL theory, programmed Universal Grammar that is activated
by input, brain is modular
Case study: Wes successful communication of meaning but rudimentary grammar system,
language requires attention and sensitivity to form
Acculturation positive attitudes to be part of the in-group facilitates supportive learning
environment; taking on the L2 cultures
Comprehensible Input Hypothesis (Krashen) i+1, language that is processed for meaning but
contains something to be learned
Interaction Hypothesis (Long) the need to convey meaning in the L2 promotes learning, no
conversation = no learning
Pushed Output Hypothesis (Swain) rish-taking attempts at using language drive learning,
requires negotiation of meaning, highlights gaps in knowledge, learners tests hypotheses about
how grammar works
Noticing Hypothesis (Schmidt) no SLA for adults past critical period without noticing of new
linguistic data
Negative feedback RECASTS, clarification requests, elicitations
Counterbalance Hypothesis meaning-making contexts require explicit feedback, learning
contexts require implicit feedback
Limits of feedback avoided in conversation because rude, prejudiced native speakers are
hesitant to correct because all utterances are viewed as wrong
Roberto low ultimate attainment because of negative attitudes towards English speakers,
Puerto Rican Spanish linguistic bubble
, Monitor Model (Krashen) i+1, monitor hypothesis, learning vs acquisition, natural order
(developmental sequences), affective filter
Natural Order (Krashen) all learners of a language acquire it in a universal sequence, does
not apply to formal instruction
Affective Filter (Krashen) learner must let in i+1, motivation or anxiety can block input
Krashen's critiques monitor hypothesis only affects output but declarative knowledge
required for decoding spoken language
Foreigner talk adjusting speech to make it more accessible to learners
Feedback takeaways giving feedback in general is better than no feedback at all, tbd
whether pos or neg is more effective, gradual process whose effects are not sustained after one
event
Recasts restructuring speech to correct form, nonsalient, doesn't let the learner self-correct
Dual-processing task research participants complete two tasks at once, shows whether a
skill has been automatized
Skill Acquisition Theory (Anderson) declarative linguistic knowledge is proceduralized
through practice
Nativist Approach (Chomsky) FL theory, programmed Universal Grammar that is activated
by input, brain is modular
