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WorksheetsSLA - Chapter 3
Total questions: 40
Worksheet time: 30mins
When interlanguage development stops before a learner reaches target language norms, it is called (a) .
(a) refers to the universal sequence in the grammatical development of language learners.
(a) refer(s) to properties of all languages of the world; part of Chomsky’s Universal Grammar.
(a) can be referred to as the basis for the classification of languages according to whether a specific feature occurs more frequently than a contrasting element in the same category, is less complex structurally or conceptually, or is more “normal” or “expected” along some dimension (rendering it “unmarked” as opposed to “marked” in that respect).
(a) is a term used by Chomsky for a “component of the human mind” that accounts for children’s innate knowledge of language.
(a) can be referred to as a developmental process in which a grammatical function (such as the expression of past time) is first conveyed by shared extralinguistic knowledge and inferencing based on the context of discourse, then by a lexical word (such as yesterday), and only later by a grammatical marker (such as the suffix -ed).
(a) refer(s) to the inappropriate influence of an L1 structure or rule on L2 use. It is also called negative transfer.
(a) refer(s) to a linguistic framework, developed most prominently by Chomsky, which claims that L1 acquisition can be accounted for only by innate knowledge that the human species is genetically endowed with. This knowledge includes what all languages have in common.
(a) refer(s) to the intermediate states or interim grammars of learner language as it moves toward the target L2.
Match the following theories with their central figures (write your answer as: 1A, 2B, ...)
(a)
As they can be understood in Chomsky’s theory of Universal Grammar, _____ is actual use of language in a specific instance, whereas _____ is the underlying knowledge of language we possess.
performance - competence
competence - performance
(a) refer(s) to the limited options in realization of universal principles which account for grammatical variation between languages of the world. This is part of Chomsky’s theory of Universal Grammar.
Inspired by Halliday's model, Saville-Troike et al. (1984, p. 60) concluded, “second language acquisition is largely a matter of learning new linguistic forms to fulfill the same (a) [as already acquired and used in L1] within a different social milieu”.
Match the following terms with their meanings. Write your answers as 1A, 2B, etc.
(a)
Proponents of Universal Grammar believe that language ability is innate, whereas Functionalists believe that we develop language primarily because of a need to (a) .
_____ considers Interlanguage development as the progressive mastery of L2 vocabulary along with the morphological features (which specify word form) that are part of lexical knowledge.
Constructionism
Behaviourism
Functionalism
Structuralism
Functional models differ from structuralist and early generative models by emphasizing the information content of utterances, and in considering language primarily as a _____ rather than as a _____.
system of communication - set of rules
set of rules - system of communication
system of principles - set of parameters
set of parameters - system of principles
_____ function can be defined as what the use of language can accomplish, such as conveying information, controlling others’ behaviour, or expressing emotion.
Pragmatic
Semantic
Structural
Universal
Systemic linguistics, developed by M. A. K. Halliday in the late 1950s, is a model for analyzing language in terms of the _____ systems of choices available for expressing meaning.
interrelated
unilateral
inconsistent
uncomplementary
Halliday (1975) describes the evolution of a number of pragmatic functions in early L1 acquisition, which are universal for children,: Instrumental, Regulatory, (a) , Personal, Heuristic, Imagination, and Representational.
_____ involves the classification of languages and their features into categories with a major goal being to describe patterns of similarities and differences among them, and to determine which types and patterns occur more/less frequently or are universal in distribution.
Functional typology
Monitor model
Morpheme order
Language faculty
The notion of (a) deals with whether any specific feature of a language is “marked” or “unmarked”.
In syntax, the basic word order in sentences of SVO (subject–verb–object) is more common in languages of the world than is SOV. Hence, SVO is relatively “_____” and SOV relatively “_____”.
unmarked - marked
marked - unmarked
marked - marked
unmarked - unmarked
A feature is “ (a) ” if it occurs more frequently than a contrasting element in the same category, if it is less complex structurally or conceptually, or if it is more “normal” or “expected” along some other dimension.
A feature is “ (a) ” if it occurs less frequently than a contrasting element in the same category, if it is more complex structurally or conceptually, or if it is less “normal” or “expected” along some other dimension.
According to Jakobson (1941), _____ elements are likely to be acquired before _____ ones in children’s L1, and to be easier for a learner to master in L2.
unmarked - marked
marked - unmarked
marking - unmarking
unmarking -marking
Markedness Differential Hypothesis refers to Eckman’s (1977) claim that _____ features in L1 are more likely to transfer to L2, and that_____features in L2 will be harder to learn.
unmarked - marked
marked - unmarked
marking - unmarking
unmarking - marking
_____ is a functional approach which has been applied to the description and analysis of interlanguage. One of its basic concepts is grammaticalization.
Function-to-form mapping
Structure-to-form mapping
Function-to-meaning mapping
Meaning-to-form mapping
According to function-to-form approach, language acquisition importantly involves developing _____ forms to fulfill semantic or pragmatic functions.
linguistic
structural
phonetic
grammatical
_____ refers to a functional approach which focuses on utterance structure, or “the way in which learners put their words together” (Klein and Perdue, 1993, p. 3).
Information organization
Function-to-form mapping
Morpheme order
Monitor model
According to the Monitor Model's Acquisition-Learning Hypothesis, how does "acquisition" fundamentally differ from "learning"?
Acquisition is classroom-based, while learning occurs subconsciously.
Acquisition is subconscious and driven by the Language Acquisition Device (LAD), while learning is conscious and classroom-based.
Acquisition deals with linguistic performance, while learning addresses linguistic competence.
Acquisition involves forming habits through reinforcement, while learning involves resetting parameters.
What is the sole function of "learned" knowledge, as described by the Monitor Hypothesis?
It generates new sentences based on the L2 input.
It establishes the predictable order of rule mastery.
It acts only as a "monitor" for editing previously produced language.
It facilitates the mastery of L2 vocabulary.
The Input Hypothesis states that language acquisition occurs only when the learner is provided with what specific type of linguistic material?
Explicit grammatical rules.
Comprehensible input.
Repetitive, reinforced stimuli.
Output opportunities involving complex subordination.
Which hypothesis in the Monitor Model explains why language input, even if comprehensible, might not be processed by the learner if conditions like inhibition are present?
The Natural Order Hypothesis.
The Affective Filter Hypothesis.
The Acquisition-Learning Hypothesis.
The Monitor Hypothesis.
Despite being "severely criticized by researchers," what significant influence did Krashen's Monitor Model have?
It became the foundation for the entire Universal Grammar (UG) approach.
It successfully incorporated structuralist views into internal-focus theories.
It caused a major influence on language teaching in the USA in the 1980s and 1990s.
It provided verifiable claims explaining the variability in L2 fossilization.
What was the primary pedagogical goal of Contrastive Analysis (CA) when it emerged in the 1940s and 1950s?
To determine whether L1 acquisition processes are identical to L2 acquisition processes.
To increase efficiency in L2 teaching and testing by predicting learner problems based on L1/L2 comparisons.
To redefine learner errors as evidence of creative construction and hypothesis testing.
To establish the universal sequence in which grammatical morphemes are acquired.
Influenced by structuralism and behaviorism, proponents of Contrastive Analysis generally prioritized which aspects of language learning?
Mastery of complex vocabulary and social scripts.
The development of communicative meaning potential.
Mastery of the sound system and structural features before extensive vocabulary acquisition.
The application of conscious rules to edit output via the Monitor.
S. Pit Corder's influential article on Error Analysis (EA) marked a shift by reframing learner errors as what?
Processing failures or "mistakes" that must be ignored.
Direct, unmediated negative transfer (interference) from the L1.
Signs of the learner actively testing hypotheses about the target language and evidence of their current systematic grammar.
Proof that the behaviorist Stimulus–Response–Reinforcement (S-R-R) model had failed.
Which characteristic describes Interlanguage (IL), according to Larry Selinker's conceptualization?
t is perfectly replicable of the target language (L2) grammar.
It is a static, unchanging system of internalized habits.
It is a “reduced system” both in form (less complex grammar) and function (smaller range of communicative needs).
It must be taught explicitly in a classroom setting to avoid fossilization.
What did the findings of the Morpheme Order Studies (Dulay and Burt) on L2 acquisition lead researchers to conclude?
That the order of morpheme acquisition is arbitrary and unique to each individual learner.
That learners are merely imitating input, confirming the behaviorist view.
That L2 learners follow a “natural order” of acquisition that is similar to L1 acquisition and is virtually the same regardless of the learner's native language.
That L2 learners utilize the Monitor mechanism to acquire grammatical inflections.
