Topic 2 general theories regarding sla.error handling

select the main theories dealing with the acquisition of a first language. theory of universal grammar 1957 chomsky. cognitive development theory 1969 piaget. vygotsky socio-cultural theory 1934. krashen monitor model (1985). skinner's operant conditioning theory 1957.

in what consists the theory of universal grammar 1957 chomnsky. humans are born with an innate ability to acquire language through a language acquisition device. focuses on the stages of cognitive growth that coincide with language development. emphasizes the role of interaction in language learning.

in what consists the theory of piaget's cognitive development theory. humans are born with an innate ability to acquire language through a language acquisition device. focuses on the stages of cognitive growth that coincide with language development. emphasizes the role of interaction in language learning.

in what consists vigotsky's sociocultural theory 1934. humans are born with an innate ability to acquire language through a language acquisition device. focuses on the stages of cognitive growth that coincide with language development. emphasizes the role of interaction in language learning.

match each of the krashen monitor model hypothesis with each description. acquisition-learning hypothesis. monitor hypothesis. natural order hypotheses. input hypothesis.

select the key features of skinner's operant conditioning theory 1957. reinforcement, and conditioning. imitation, praqctice and reinforcement. positive and negative feedback which encourages or discourages student certain behaviours. foundational for audio-lingual method. innate ability to acquire language. children are equipped with a language acquisition device. underlying grammatical structures are universal, suggeting inherent capacity to understand complex grammatical rules. discovery learning and modes of representation ( enactive, iconic, symbolic). Zone of Proximal Development (ZPD) gap between what learners can achieve independently and what they can accomplish with guidance from knowledgeable individual. stresses the role of scaffolding.

select the key features of chomsky universal grammar theory 1957. reinforcement, and conditioning. imitation, praqctice and reinforcement. positive and negative feedback which encourages or discourages student certain behaviours. foundational for audio-lingual method. innate ability to acquire language. children are equipped with a language acquisition device. underlying grammatical structures are universal, suggeting inherent capacity to understand complex grammatical rules. discovery learning and modes of representation ( enactive, iconic, symbolic). Zone of Proximal Development (ZPD) gap between what learners can achieve independently and what they can accomplish with guidance from knowledgeable individual. stresses the role of scaffolding.

select the key features of bruner's theory of development discovery learning and representation 1966. reinforcement, and conditioning. imitation, praqctice and reinforcement. positive and negative feedback which encourages or discourages student certain behaviours. foundational for audio-lingual method. innate ability to acquire language. children are equipped with a language acquisition device. underlying grammatical structures are universal, suggeting inherent capacity to understand complex grammatical rules. discovery learning and modes of representation ( enactive, iconic, symbolic). Zone of Proximal Development (ZPD) gap between what learners can achieve independently and what they can accomplish with guidance from knowledgeable individual. stresses the role of scaffolding.

select the key features of vygotsky's theory of cognitive development 1934. reinforcement, and conditioning. imitation, praqctice and reinforcement. positive and negative feedback which encourages or discourages student certain behaviours. foundational for audio-lingual method. innate ability to acquire language. children are equipped with a language acquisition device. underlying grammatical structures are universal, suggeting inherent capacity to understand complex grammatical rules. discovery learning and modes of representation ( enactive, iconic, symbolic). Zone of Proximal Development (ZPD) gap between what learners can achieve independently and what they can accomplish with guidance from knowledgeable individual. stresses the role of scaffolding.

when was introduced the concept of interlanguage?. 1975. 1972. 1957. 1934. 1985. 1969.

when was introduced the cognitive development theory ?. 1975. 1972. 1957. 1934. 1985. 1969.

when was introduced the universal grammar ?. 1975. 1972. 1957. 1934. 1985. 1969.

when was introduced the socio cultural theory ?. 1975. 1972. 1957. 1934. 1985. 1969.

when was introduced the monitor model ?. 1975. 1972. 1957. 1934. 1985. 1969.

match each of the predictable stages from language acquistion with its description. babbling stage. holophrastic stage. two word stage. age of 4.

main advocate was larry selinker and refers to the intermediate linguistic system that learnes develop as they acquire a second language (L2). INTERLANGUAGE. FIRST LANGUAGE. SECOND LANGUAGE.

SELECT THE FEATURES FROM THE INTERLANGUAGE. it is dynamic and exists somewhere between the learner's first language and the target language. incorporating new elements. unique linguistic patterns. zone of proximal development. innate language ability. stages of language coincide with cognitive stages.

match the features of interlanguage with its description. systematic errors. fossilization. developmental nature.

shifted the perspective on errors in sla from something to be eradicated to valuable indicators of learning progress. interlanguage. universal grammar. cognitive development.

who formulated error analysis in 1967?. corder. selinker. chomsky. bruner.

differentatiation between errors and mistakes. interlanguage. error analysis. universal grammar.

lack of knowledge of the correct language rule. error. mistake. interlanguage. ennaction.

are due to lapses or slips, even though the learner knows the correct rule. mistakes. error. fossilization. natural input.

order the process of error analysis. Collection of learner language: Teachers collect samples of students’ spoken or written language for analysis. Identification of errors: Teachers identify deviations from the target language norms. Description of errors: Errors are classified according to the language area they affect (e.g., phonological, grammatical, lexical). Explanation of errors: Teachers seek to understand the underlying causes of errors, whether they stem from interlingual factors (negative transfer from L1) or intralingual factors (overgeneralization of L2 rules). Evaluation of errors: Teachers assess the impact of the error on communication, determining whether it affects intelligibility or social acceptability.

select the term for the description of the common type of error: learners apply rules from their L1 to L2. Transfer. Overgeneralization. reductive simplification. elaborative simplification. fossilization.

select the term for the description of the common type of error: Learners apply a grammatical rule too broadly, such as forming the plural of "foot" as "foots". Transfer. Overgeneralization. reductive simplification. elaborative simplification. fossilization.

select the term for the description of the common type of error: Inflections or morphemes are omitted, e.g., "He go store" instead of "He is going to the store". Transfer. Overgeneralization. reductive simplification. elaborative simplification. fossilization.

select the term for the description of the common type of error: Learners use a limited set of categories or rules to simplify L2 production. Transfer. Overgeneralization. reductive simplification. elaborative simplification. fossilization.

select the term for the description of the common type of error: where incorrect language forms become entrenched in the learner’s speech, even after significant exposure to the correct forms. Transfer. Overgeneralization. reductive simplification. elaborative simplification. fossilization.

select the term for the key strategy for error correction: Correct only the rules learners are expected to know at their proficiency level, allowing space for experimentation with the language. pacing correction. tailoring activities. grading tasks. prioritizing communication. coding for corrections.

select the term for the key strategy for error correction: Adapt classroom activities to meet learners' specific difficulties, particularly in mixed-ability classes. pacing correction. tailoring activities. grading tasks. prioritizing communication. coding for corrections.

select the term for the key strategy for error correction: Adjust the level of communicative tasks to allow learners to focus on fluency without overwhelming them with grammatical accuracy. pacing correction. tailoring activities. grading tasks. prioritizing communication. coding for corrections.

select the term for the key strategy for error correction: Recognize that communicative errors often take precedence over grammatical ones, especially during early stages of learning. pacing correction. tailoring activities. grading tasks. prioritizing communication. coding for corrections.

select the term for the key strategy for error correction: Use a coding system for marking written errors, enabling learners to understand and self-correct their mistakes over time. pacing correction. tailoring activities. grading tasks. prioritizing communication. coding for corrections.

select the methods with the application in the classroom it could be given and the treatment of the errors. communicative activities, such as group discussions or role-playing tasks. discussion on future plans. writing tasks, such as drafting essays, scaffolding can be provided through sentence starters and vocabulary lists. practice dialogues. specific problem areas.