Principles of Second Language Acquisition and Pedagogy

Vocabulary flashcards covering theories, hypotheses, components, and developmental stages in first and second language acquisition from EDU 3303.

Behaviorism

A first language acquisition theory by B.F. Skinner stating that language is learned through imitation, practice, repetition, and reinforcement (habit formation).

Innatism

A theory by Noam Chomsky stating that humans are born with a Language Acquisition Device (LAD) and an innate ability to acquire language.

Language Acquisition Device (LAD)

An innate 'black box' in the human brain containing Universal Grammar that allows children to acquire language naturally without explicit instruction.

Universal Grammar (UG)

The set of grammatical principles common to all human languages, contained inside the Language Acquisition Device.

Critical Period Hypothesis (CPH)

Eric Lenneberg's hypothesis that there is a limited biological time window (birth to puberty for L1) for the Language Acquisition Device to work successfully.

Interactionism

Language acquisition theory associated with Piaget and Vygotsky, proposing that language grows through interaction between cognition and social experience.

Zone of Proximal Development (ZPD)

Vygotsky's concept that a child learns best and acquires language through interaction with help from a more skilled person.

Connectionism

A theory by Rumelhart and McClelland stating that children learn grammar rules themselves through repetition and pattern connections without given explicit rules.

Developmentalism

Jean Piaget's theory that language builds on cognitive discovery, where children develop mental abilities and conceptual understanding first before language develops.

Acquisition–Learning Hypothesis

Krashen's hypothesis stating that acquisition is unconscious communication through natural interaction, whereas learning is conscious study of formal rules.

Monitor Hypothesis

Krashen's hypothesis stating that conscious language learning functions as a monitor or editor that reviews and self-corrects speech before or after speaking.

Optimal Monitor Users

Language learners who maintain a balance between self-correction and fluency, using grammar rules without blocking communication.

Monitor Under-Users

Language learners who rely on the 'feel' of the language rather than correctness, ignoring grammar rules even when aware of mistakes.

Monitor Over-Users

Language learners who are overly focused on correctness, constantly self-correcting, resulting in less fluent speech and a preference for writing.

Natural Order Hypothesis

Krashen's hypothesis stating that grammatical structures are acquired in a fixed, predictable sequence regardless of teaching order.

Input Hypothesis (i+1)

Krashen's hypothesis stating that learners acquire language best when exposed to comprehensible input that is slightly above their current level ($i+1$).

Affective Filter Hypothesis

Krashen's hypothesis stating that emotional variables (such as anxiety, stress, or confidence) act as a filter that either blocks or facilitates language acquisition.

Semantics

The component of language that deals with the literal meaning of words, phrases, and sentences.

Pragmatics

The component of language where meaning is shaped by social situation and speaker intention rather than literal text.

Syntax

The component of language consisting of rules for correct word order in sentences.

Morphology

The study of the smallest meaningful units of language, known as morphemes.

Lexicon

A learner's mental dictionary of known words and associated mental connections.

Phonetics

The branch of sound systems study focused on how speech sounds are physically produced and heard.

Phonology

The branch of sound systems study focused on how speech sounds are organized to distinguish meaning in a language.

Natural Approach

An SLA approach by Krashen and Terrell where children learn L2 in the same way as L1 through listening, understanding, and gradual production without forced speech.

Social Interactionism

Vygotsky's approach asserting that language is acquired through communication with others and learning with assistance in the Zone of Proximal Development (ZPD).

Pre-production Stage

The first writing/developmental stage where learners copy letters, scribble, or draw.

Early Production Stage

The second writing/developmental stage characterized by single-word outputs.

Speech Emergence Stage

The third writing/developmental stage where learners produce short sentences.

Intermediate Fluency Stage

The fourth writing/developmental stage where learners produce longer, more complex sentences.

Advanced Fluency Stage

The fifth writing/developmental stage characterized by full, connected writing.

Simultaneous Bilingualism

The acquisition of two first languages at the same time from birth.

Consecutive Bilingualism

The acquisition of a second language after the first language has already been established.

Receptive Bilingualism

A type of bilingualism where an individual understands two languages but speaks only one.

Code-switching

Inserting whole phrases or sentences from another language between sentences during communication.

Code-mixing

Blending words from another language within a single sentence.

Positive Transfer

A phenomenon in language learning where an L1 rule matches L2 and facilitates correct learning.

Negative Transfer (Interference)

A phenomenon where an L1 rule differs from L2 and causes language errors in L2 production.

Cognitive Learning Strategies

Strategies involving direct manipulation or work with the language material itself, such as repetition, note-taking, and grouping words.

Metacognitive Learning Strategies

Strategies involving planning, monitoring, and evaluating one's own learning process, such as setting goals and self-checking for errors.

Social / Affective Learning Strategies

Strategies focused on learning through interaction with others and managing emotions, such as asking for clarification and cooperating with peers.

Interlanguage

A learner's evolving, structured language system that is between L1 and L2 and changes over time as learning progresses.

Overgeneralization

An error process in L2 learning where a learned rule is applied too broadly (e.g., saying 'goed' instead of 'went').

Fossilization

The process where an incorrect language form becomes permanent in a learner's interlanguage and stops improving despite continued exposure.