Term
| why do kids learn things in the order they do? |
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Definition
| maybe influenced by data frequency, brown says its based on complexity and underlying notions (like number and person) |
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Term
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Definition
| negation of sentence, negation of predicate (contraction forms occur there too) |
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Term
| Klima and Bellugi's reason's for why children mess up sentences like "WHy you can't sit down"? |
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Definition
| they say that children's processing capacity is too limited at this point in development to control all three operations at once (wh- preoposing, inversion, negation) |
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Term
| difference between conceptual complexity and formal complexity |
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Definition
| different languages can have differences in the formal difficulty of a concept even if conceptual is the same. |
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Term
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Definition
| knowledge of what's right, etc. |
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Term
| what are five phonological awareness tasks? |
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Definition
| supply rhyme (give me a word that rhymes) strip initial consonant, identify idfferent initial consonant, identify different final consonant, supply initial consonant |
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Term
| the types of adult-child discourse |
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Definition
| nonadjacent(not after a previous adult utterance) or adjacent(either oncontingent, imitative or continguent) |
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Term
| can children modify their speech to conditions? |
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Definition
| yes, 4 year olds can code-switch to the language of 2 year olds |
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Term
| can children use cohesive devices to connect sentences? |
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Definition
| young children (2yrs) use all of Hallidays cohesive types (references, elliphsis, substitution, conjunction and lexical conjesion |
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Term
| parental influence upon narrative structure |
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Definition
| parents who asked open-ended and clarifying questions produced children with fuller narratives; parental topic switching made for shorter tales |
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Term
| what's special about classroom discourse? |
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Definition
| classroom discourse is decontextualized; also, there aren't markers distinguishing personal fact from opinion; also, teachers can't pay attention to everyone at the same time |
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Term
| what did Michaels find about differences in poor blacks and bougie white narrative styles? |
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Definition
| bougie whites used a singlue central topic, while poor blacks used a topic-associateng sytle |
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Term
| what are the skills specific to reading? |
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Definition
| eye movements to scan letters, extracting the letters and words themselves, relating the printed material to written language. |
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Term
| who corrects mispelled words more often? |
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Definition
| poor readers use context clues more, while better readers have the excess processing power to notice spelling problems |
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Term
| simultaneous bilingualism |
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Definition
| learning two languages simultaneiously |
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Term
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Definition
| acquiring a second language after having already gotten a native one |
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Term
| how is simultaneous bilingualism studied? |
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Definition
| often with case studies of parents recording in a diary |
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Term
| is there any delay caused by bilingualism? |
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Definition
| some say no, not in vocab; some signs that they lag behind in syntactic measures though. they lag behind in the mass noun/count noun distinction, lags behind in gender (when one lang is gendered) |
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Term
| Bilingualism needs constant input too; what percentage did Pearson etc. say is needed? |
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Definition
| at least 25% of each language |
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Term
| what method helps reduce language mixing? |
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Definition
| 'one person, one language' (one per parent) |
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Term
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Definition
| idea that the each of getting the first language influences the acquisition of the second |
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Term
| does bilingualism effect metalinguistics awareness? |
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Definition
| some say yes. leopold: "the most striking effect of bilingualism was a noticeable looseness of the link between the phonetic word and its meaning" |
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Term
| what is adult language aquisition? |
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Definition
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Term
| what is the difference in input between L1 and L2 learners? |
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Definition
| L2 learns generally learn in school (as opposed to natural) |
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Term
| whats the 'context of acquisition' |
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Definition
| natrualistic vs. instructed setting, or both |
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Term
| what's mode of acquisition'? |
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Definition
| oral or visual; children general start by hearing, while L2 is ofter visual as well |
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Term
| what are Interlanguage Grammars (IG)? |
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Definition
| interim grammars that L2 learners build during the L2 acquistiion process; IG1 (initial state).....IG2.....IG3....IGn (final state) |
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Term
| what are developmental errors? |
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Definition
| errors of development ; overegulatization etc. |
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Term
| what are transfer rerrors? |
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Definition
| interference from L1 onto your learning; imposing structural properites of L1 onto L2. speakers of different L1s have different errors |
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Term
| the younger the age of acquisition fo an L2... |
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Definition
| the more likely the learner will attain a high level of profieiency (almost native) in the target language. |
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Term
| What does Bley-Vroman(1990) posit? |
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Definition
| it claims that Universal Grammar constrains thhe acquisition of an L1 |
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Term
| Bley-Vroman's characteristics of foreign laguage learning |
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Definition
| * lack of success * general failure * variaiton in success, course, and strategy * variation in goals * correlation ofo age and profieciency * fossilization * indeterminate intuitions * importance of instruction * negative evidence * role of affective factors |
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Term
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Definition
| when one makes no more langauge gains ; doesn't happen in L1 |
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Term
| how does the context of acquisition change the occurence of negative evidence? |
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Definition
| instructional settings and quizzzes use more negative vidence, and older learners pay it more attention |
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Term
| Bley -Vroman's L1 process go? |
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Definition
| input of PLD goes through the UG,, and creates grammar states until hit a steady state (L1) |
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Term
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Definition
| input ges through L1, instead of UG, to make new temporary L2Gstages |
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Term
| what's then the Fundamental Differnces Hypothesis |
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Definition
| UG is there to consturct L1 but then is gone. only UG principles established in the L1 are carried over |
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Term
| Te critical period hypothesis? |
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Definition
| due to progressize laterialization and loss of plasitcity of cerebral functions, one loses abilities to learn or distinguish things (happens differently for each lang. component) |
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Term
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Definition
| age 13 with the linguistic abilities of a 2 year old |
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Term
| after training, what did Genie attain? |
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Definition
| genie learned new words but retained the syntactic and phonological aspects of a 2 year old. |
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Term
| what did they notice about genie's brain wave patterns? |
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Definition
| they notices an abnormal number of 'sleep spindles', which might indicate that she had been mentally retarded before the isolation. |
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Term
| in comparison to genie, what happened to isabelle? |
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Definition
| discovered at age 6 without language (daughter of deaf-mte) but by 8, standard langauge ability |
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Term
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Definition
| found at age 30; no language whatsoever |
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Term
| what do we know of Delay of Acquisition in the Deaf? |
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Definition
| congenitally deaf children of hearing parents have varies L1 exposure (varied realizations of when the child is deaf). |
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Term
| What does Newport nad Supalla(1990)'s deaf L1 study show? |
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Definition
| 30 congenially deaf; native learners, early learners, late learners. all had a minimum of 30 ears daily exposure to sign language. |
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Term
| what was newport and supalla's methodology? |
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Definition
| video description and picture identification task (describing visual stimuli) |
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Term
| newport and supalla's conclusions? |
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Definition
| syntax was fine, but the later teh critical period, the more morphology declined |
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Term
| what's the difference between a creole and a pidgin? |
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Definition
| a creole is a pidgin (comination of two languages) which has native speakers, whom generally have fleshed out the language |
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Term
| what was the object of Johnson and Newport(1989) |
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Definition
| to see thether the same constraints effected L1 acquisition and L2 acquisition |
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Term
| johnson and newports methodology? |
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Definition
| grammaticality judgement task |
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Term
| johnson anad newports conclusions? |
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Definition
before puberty, correlation between age of arrival and performance; after puberty, none.
lanugae learners who get is earl learn it much befre than those who get it after puberty |
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Term
| two posibilities of what changes during maturation? |
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Definition
| innate language faculty (LAD) udnergoes decay as maturaltion continues. OR language learning abilities decrease precisely because cognitive abilities increase. children are good language learners because they ahve limiinations on the amount of informaiton they are able to process. (less is more hypothesis) |
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Term
| other reasons (other than bio or less-is more) for L2 learning changes over lifespan |
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Definition
| conginitve changes across the lifespan * age related difference in input * that there are Multiple Ciritcal periods * |
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