The Learning Link: Theories And Classroom Application Quiz

The Affective Filter hypothesis, proposed by Krashen, focuses on the role of emotions in language acquisition. According to this hypothesis, learners' emotions, such as anxiety or stress, can act as a filter that impedes language acquisition. When learners are experiencing negative emotions, their affective filter is high, which hinders their ability to take in and understand input. On the other hand, when learners are in a positive and relaxed state, their affective filter is low, allowing for better language acquisition. This hypothesis emphasizes the importance of creating a supportive and low-anxiety learning environment to facilitate language acquisition.

L2 learners often make the mistake of using the structure of their native language (L1) when speaking or writing in their second language (L2). This is a common error because learners tend to transfer the grammar rules and sentence structures from their L1 to the L2, resulting in incorrect usage. This mistake can lead to awkward or nonsensical sentences in the L2.

The Natural Order hypothesis, one of Krashen's hypotheses, focuses on how grammatical structures are learned in a natural order. It emphasizes that language programs should not focus on grammar by acquiring the language. This hypothesis suggests that learners will naturally acquire grammar rules in a predictable sequence, similar to the way children acquire their first language. It argues against explicit grammar instruction and supports the idea that learners should be exposed to comprehensible input, which is language that is slightly beyond their current level of understanding. This hypothesis highlights the importance of providing learners with meaningful and engaging language input rather than focusing on explicit grammar teaching.

The behaviorist theory ascribes to the belief that children learn by imitation. According to this theory, children acquire new behaviors by observing and imitating the actions of others. This theory emphasizes the role of external factors, such as rewards and punishments, in shaping behavior. It suggests that children learn through a process of reinforcement, where they imitate behaviors that are rewarded and avoid behaviors that are punished. In this way, children learn to imitate the actions, language, and social behaviors of those around them.

Chomsky is responsible for the Innateness Hypothesis and LAD theory. Chomsky proposed that language acquisition is an innate ability that humans are born with, and he proposed the concept of the Language Acquisition Device (LAD) which is a hypothetical module in the brain that allows children to acquire language effortlessly. Chomsky's ideas have had a significant impact on the field of linguistics and our understanding of language development.

The child has most likely assimilated. Assimilation refers to the process of fully adopting the culture, customs, and language of a new society or group. In this case, the child has moved to China and has started learning Chinese, celebrating Chinese holidays, and reading/writing in Chinese. The fact that the child rarely speaks English or celebrates American customs suggests that they have fully integrated into the Chinese culture, indicating assimilation.

The correct answer is "All." Cummins believed that students who are schooled in their native language for a few years will benefit in various ways. They will be able to label objects, share information in a predictable order, follow oral directions, and maintain social interactions.

The first language learner is in the two-word stage if they say "baby sleep". In this stage, children start combining two words to form simple phrases or sentences. They are able to express basic ideas and concepts using two-word combinations. "Baby sleep" is an example of a two-word utterance where the child is expressing the action of sleeping by the baby. This stage typically occurs around 18-24 months of age and is an important milestone in language development.

The first language learner is in the pre-speech stage if he responds to speech, recognizes sounds and patterns. This stage occurs before the babbling stage, where the child starts producing sounds. In the pre-speech stage, the child is actively listening and observing language, but has not yet started vocalizing or using words.

Researchers agree that introducing young children to both languages at once will produce the best language acquisition results. This approach allows children to develop a strong foundation in both languages from an early age, as their brains are more receptive to language learning during this critical period. By exposing children to both languages simultaneously, they have the opportunity to develop bilingual proficiency and fluency in both languages, which can have numerous cognitive and social benefits in the long run.

CALLA stands for Cognitive Academic Language Learning Approach, which is an instructional model that integrates academic language development, content area instruction, and explicit instruction in learning strategies for content. It is a comprehensive approach that helps students develop both their language skills and their content knowledge.

CALP stands for Cognitive Academic Language Proficiency, which refers to the ability to understand and use language in academic settings. It is a higher level of language proficiency that takes time to develop, especially for second language learners. The answer "5-10 years" suggests that it may take this duration for a second language learner to acquire the necessary language skills to function effectively in academic contexts. This timeframe allows for gradual language development, exposure to academic content, and practice in using language skills in academic tasks and assessments.

Both Bruner and Chomsky believe that children have an innate ability to learn a second language, suggesting that they are "hard-wired" for language acquisition. However, they also acknowledge that children may require support, such as the Language Acquisition Support System (LASS), to fully develop their language skills.

Home support refers to the support and encouragement provided by family members and the immediate environment in which an individual learns their second language (L2). This support can have a significant impact on L2 acquisition as it creates a positive and nurturing environment for language learning. Family members who provide home support may engage in conversations, provide resources such as books or language-learning materials, and create opportunities for the learner to practice and use the L2 in meaningful contexts. This social influence plays a crucial role in the development and progress of L2 acquisition.

Piaget's Cognitive Theory proposes that children go through different stages of cognitive development, and during these stages, they become aware of certain concepts before they acquire the language skills to express them. This theory emphasizes that cognitive development precedes language development, suggesting that children develop an understanding of the world and concepts before they can articulate them through language. Therefore, the correct answer is that children become aware of a concept before they have the words to describe it.

Lennerberg is responsible for the Critical-age Theory.

Interlanguage refers to the intermediate form of a second language (L2) that learners develop as they progress in their language acquisition. It is independent of both the learner's first language (L1) and the target language (L2). This means that the learner's interlanguage may contain elements from their L1, but it is not a mere mixing or co-mingling of L1 and L2. Instead, it is a unique linguistic system that learners create as they navigate between their L1 and L2, incorporating features and rules from both languages while also developing their own language system.

Early production is the stage a second language learner is in if they have expanded their receptive language and their production is emerging. At this stage, learners have a vocabulary of about 1000 words and can produce short phrases and simple sentences. They are able to understand and follow basic instructions and can engage in simple conversations with limited vocabulary and grammar. They may still make errors in pronunciation, grammar, and vocabulary, but they are starting to actively produce the language and show progress in their language development.

BICS stands for Basic Interpersonal Communication Skills. It refers to the language skills that are acquired in social situations and everyday conversations. BICS typically emerge within 6 months to 2 years and do not require high cognitive demand. Therefore, BICS is the correct answer based on the given information.

Cummins believed that skills, ideas, and concepts that students acquire in their first language can be transferred to their second language. He proposed the theory of language acquisition called the Common Underlying Proficiency (CUP) model. According to this model, students can draw upon their existing knowledge and cognitive skills from their first language to aid in the acquisition of their second language. Cummins argued that the development of cognitive academic language proficiency in the first language is crucial for successful second language acquisition.

During the concrete operational stage, Piaget believed that children are able to learn another language more proficiently because they have developed logical thinking and can understand conservation and reversibility. However, they may not yet focus on the rules of that language as their thinking is still concrete and they may struggle with abstract concepts.

The child's tendency to continue making the same errors despite repeated exposure to correct forms and parent correction can be best explained by natural development processes. Children go through different stages of language development, and errors are a normal part of this process. It takes time for them to internalize and fully understand correct forms. Additionally, children may have a limited attention span or may not fully grasp the corrections provided by parents. With continued exposure and maturation, these errors gradually diminish as the child's language skills improve.