Els 102 - Semi-final Exam

The correct answer is Socio-cultural Theory. This theory suggests that children's development is influenced by their social environment. It emphasizes the importance of cultural and social factors in shaping a child's cognitive development. According to this theory, children learn through social interactions and cultural practices, and their development is guided by the norms, values, and beliefs of their society. This theory highlights the role of language, social interaction, and cultural tools in promoting cognitive growth and development in children.

Neuro-Functional Theory suggests that second language acquisition (SLA) and foreign language learning are primarily influenced by neural processes in the brain. This theory emphasizes the role of the brain in language learning and argues that neurological factors play a crucial role in determining an individual's ability to acquire a second language. It suggests that the brain's neural mechanisms and processes are responsible for language acquisition and that understanding these processes can contribute to more effective language learning strategies.

The term "Cognitive Hierarchy" refers to the level of cognitive processing and understanding that is involved in language use and communication. It encompasses the various cognitive activities and processes that are required for language comprehension, production, and interpretation. This includes activities such as attention, perception, memory, reasoning, problem-solving, and decision-making. Therefore, the cognitive hierarchy controls the cognitive information processing activities that are essential for effective language use and communication.

Interlanguage refers to the linguistic system of learner language produced by adults when they attempt meaningful communication using a language they are in the process of learning. This means that when adults are learning a new language, they develop their own system of language that may include elements from their native language as well as the target language. This system is called interlanguage and is a natural part of the language learning process.

A person who has the ability to use three or more languages is labeled as "multilingual" because the prefix "multi-" means multiple or many, and "lingual" refers to language. Therefore, "multilingual" accurately describes someone who can speak and understand multiple languages.

Integrative motivation refers to the desire of a learner to resemble and behave like the target community. This type of motivation is driven by a genuine interest in the culture and language of the community, and the learner's desire to integrate into that community. It goes beyond just learning the language for practical purposes, and instead focuses on developing a deeper understanding and connection with the target culture.

Instrumental motivation refers to the type of motivation where individuals want to learn a language with the objective of getting benefits from the second language skills. This means that they are motivated to learn the language because they see it as a tool or instrument that can help them achieve certain practical goals, such as getting a better job, advancing in their career, or communicating with people from different cultures. In contrast, integrative motivation refers to the type of motivation where individuals want to learn a language in order to integrate into the culture and society of the target language.

Lev Vygotsky was a renowned Russian psychologist who developed the sociocultural theory and introduced the concept of the zone of proximal development. His theory emphasized the role of social interaction and cultural influences in cognitive development. According to Vygotsky, learning occurs through collaboration and guidance from more knowledgeable individuals, enabling individuals to reach their potential within their "zone of proximal development." Vygotsky's work has had a significant impact on educational psychology and has been influential in understanding the role of social and cultural factors in learning and development.

Simultaneous bilingualism refers to the process of learning two languages as "first languages" from birth or early childhood. In this approach, children are exposed to and acquire both languages simultaneously, typically in a balanced manner. They develop native-like proficiency in both languages and are able to understand, speak, read, and write in both languages at a similar level. This differs from sequential bilingualism, where one language is learned after the other, and from subtractive bilingualism, where one language replaces or diminishes the proficiency in the other language. Passive bilingualism is not applicable in this context.

A More Knowledgeable Other refers to someone who has a higher ability level than the child and provides support or guidance to the child. This person could be a parent, teacher, tutor, peer, or even a tool that helps the child learn and understand new concepts. The More Knowledgeable Other acts as a scaffold for the child, offering assistance and challenging the child to reach higher levels of understanding and competence.

Sequential bilingualism refers to the process of learning a second language after already acquiring proficiency in a first language. This can occur in adulthood or earlier in life. In sequential bilingualism, the individual first learns their native language and then later acquires proficiency in a second language. This is different from simultaneous bilingualism, where a person learns two languages at the same time from an early age. The term "sequential" in this context emphasizes the order in which the languages are learned.

A passive bilingual is a person who is a native speaker in one language and is capable of understanding (reading) but not speaking another language. This means that they can comprehend and interpret the language when it is spoken or written, but they are not able to actively communicate in that language themselves.

Subtractive Bilingualism refers to a situation where learning a second language negatively affects the learning of the first language. This often occurs in children who immigrate to a foreign country at a young age, particularly in cases where they are deprived of exposure to their first language. In such situations, the dominant language of the new country may replace or diminish the use and proficiency of the first language. This can lead to a loss of language skills in the first language and a shift towards using the second language as the primary means of communication.

The term "Communication Hierarchy" refers to the system or structure that governs the various sub-processes involved in interpersonal communication. This hierarchy includes the monitoring of language usage, which means being aware of and regulating the words and phrases used during communication. By monitoring language usage, individuals can ensure that their communication is clear, effective, and appropriate for the given context. This helps to maintain a smooth flow of communication and enhance understanding between the parties involved.

The Zone of Proximal Development refers to the difference between what a child can do independently and what they can achieve with the guidance and support of a more knowledgeable other (MKO). It represents the range of tasks that a child is not yet capable of doing alone, but can accomplish with the help of someone who has more knowledge or expertise in that area. The concept emphasizes the importance of social interaction and scaffolding in a child's learning and development.