SLA final Exam Questions and Answers |New Update with 100% Verified Answers
interlanguage definition the evolving linguistic system that a second language learners
creates on their way to full proficiency
- dynamic and rule-governed
what does interlanguage combine elements of the learners L1, L2, and their own
innovations
What is the Monitor Model Theory of SLA (Krashen) that proposes learners acquire language
in predictable ways under certain conditions
How many interrelated hypotheses under Monitor Model? 5 --> The Acquisition Learning
Hypothesis, Monitor Hypothesis, Natural Order Hypothesis, Comprehensible Input Hypothesis,
The Affective Filter Hypothesis
The Acquisition Learning Hypothesis (Monitor Model) there are two seperate and distinct
ways to develop language competence
- acquisition is subconscious and natural, like the way children learn their first language. it
happens through meaningful connection
- learning is conscious and explicit, usually through formal instruction (grammar rules)
- these are stored separately in the brain, and learning knowledge cannot turn into acquired
knowledge. They serve different purposes
Monitor Hypothesis (Monitor Model) conscious knowledge (from learning) acts as a monitor
that can edit or correct language output - after acquisition has already produced the utterance
conditions for use:
- time to think about language, focus on form (not just content), explicit knowledge of the role
- implication: in real-time conversation, the monitor is often not used due to time pressure,
especially for beginners
, The Natural Order Hypothesis (Monitor Model) language is acquired in a predictable
sequence or "natural order", regardless of the learners L1 or teaching
- learner may acquire different structures at different times regardless of the time that they
were taught
- this only applies to acquisition, not learning
The Comprehensible Input Hypothesis (Monitor Model) language is acquired through
comprehensible input (language slightly above the learners current level)
- "i' is current level
- +1 is the next stage in acquisition
- if learners are exposed to enough understandable but slightly challenging input, acquisition
will happen naturally
* speaking is not the cause of acquisition - it is the result of acquisition
The Affective Filter Hypothesis (Monitor Model) emotional variables (motivation, anxiety,
self-confidence) influence how much language gets through to the Language Acquisition Device
(LAD)
- High Affective Filter (High anxiety, low motivation) = blocks input = poor acquisiton
- Low Affective Filter (low anxiety, high motivation) = allows input in = better acquisition
Summary of Krashens Monitor Model Claims - acquisition is more powerful than learning
- comprehensible input (i+1) is necessary and sufficient for acquisition
- formal instruction doesn't cause acquisition but may help refine accuracy via the monitor
- emotional readiness plays a big role - students must be emotionally receptive to input
What are three Linguistic Modifications for when a Native speakers speaks to a non-native
speaker - simplified grammar
- slower speech and clearer enunciation
- restricted vocabulary / restricted word choice
interlanguage definition the evolving linguistic system that a second language learners
creates on their way to full proficiency
- dynamic and rule-governed
what does interlanguage combine elements of the learners L1, L2, and their own
innovations
What is the Monitor Model Theory of SLA (Krashen) that proposes learners acquire language
in predictable ways under certain conditions
How many interrelated hypotheses under Monitor Model? 5 --> The Acquisition Learning
Hypothesis, Monitor Hypothesis, Natural Order Hypothesis, Comprehensible Input Hypothesis,
The Affective Filter Hypothesis
The Acquisition Learning Hypothesis (Monitor Model) there are two seperate and distinct
ways to develop language competence
- acquisition is subconscious and natural, like the way children learn their first language. it
happens through meaningful connection
- learning is conscious and explicit, usually through formal instruction (grammar rules)
- these are stored separately in the brain, and learning knowledge cannot turn into acquired
knowledge. They serve different purposes
Monitor Hypothesis (Monitor Model) conscious knowledge (from learning) acts as a monitor
that can edit or correct language output - after acquisition has already produced the utterance
conditions for use:
- time to think about language, focus on form (not just content), explicit knowledge of the role
- implication: in real-time conversation, the monitor is often not used due to time pressure,
especially for beginners
, The Natural Order Hypothesis (Monitor Model) language is acquired in a predictable
sequence or "natural order", regardless of the learners L1 or teaching
- learner may acquire different structures at different times regardless of the time that they
were taught
- this only applies to acquisition, not learning
The Comprehensible Input Hypothesis (Monitor Model) language is acquired through
comprehensible input (language slightly above the learners current level)
- "i' is current level
- +1 is the next stage in acquisition
- if learners are exposed to enough understandable but slightly challenging input, acquisition
will happen naturally
* speaking is not the cause of acquisition - it is the result of acquisition
The Affective Filter Hypothesis (Monitor Model) emotional variables (motivation, anxiety,
self-confidence) influence how much language gets through to the Language Acquisition Device
(LAD)
- High Affective Filter (High anxiety, low motivation) = blocks input = poor acquisiton
- Low Affective Filter (low anxiety, high motivation) = allows input in = better acquisition
Summary of Krashens Monitor Model Claims - acquisition is more powerful than learning
- comprehensible input (i+1) is necessary and sufficient for acquisition
- formal instruction doesn't cause acquisition but may help refine accuracy via the monitor
- emotional readiness plays a big role - students must be emotionally receptive to input
What are three Linguistic Modifications for when a Native speakers speaks to a non-native
speaker - simplified grammar
- slower speech and clearer enunciation
- restricted vocabulary / restricted word choice
