CH. 9 - Principles of Language Teaching and Learning

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Douglas Brown

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Abigail Avril Cabrera Caruso

Argentina

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CH. 9 - Principles of Language Teaching and Learning


Ordonner les Lettres CH. 9 - Principles of Language Teaching and LearningVersion en ligne Douglas Brown par Abigail Avril Cabrera Caruso 1 Explains that the principal barrier to second language acquisition is the interference of the first language system with the second language system. E S N C Y R O P S L N O T S H A A S I E S T A T H V Y I I 2 Taxonomy of linguistic contrasts that enable to predict the difficulties a learner will encounter. A U H I I E D R L F F C C Y F O I R H Y T 3 The learner can transfer a sound, structure or lexical item from the native language to the target language. N T A E R R S F 4 Two items in the native language become coalesced into essentially one item in the target language. This requires that learners overlook a distinction they have grown accustomed to. C L C E E O N S E A C 5 An item in the native language is absent in the target language. F E N T E I D T R I I D O F R E N U A N 6 An item in the native language is absent in the target language. R T E N E R R I T T O N A I P E 7 An item that does not exist in the native language. O I F F V D E T E R I E A N I N T R O 8 One item in the native language becomes 2 or more in the target language, requiring the learner to make a new distinction. S P T I L 9 Separateness between the native language and the target language. It is a language system that language learners create as they acquire a new language. R G N I U E G A L A E N T 10 The successive approximation to the target language. V P S E Y T P X I A T E M M I A O S R 11 Second language learners form their own self-contained linguistic systems because they need to bring order and structure to the linguistic stimuli surrounding them. C T I D N O I A C S C A L R I E T I D Y 12 Performance error that is either a random guess or a “slip”. M I E A T K S 13 Can only occur when a learner does not already know a particular language principle; it signifies a gap in their learner language. R E R O R 14 The systematic study and evaluation of errors to understand their causes, improve accuracy, and inform corrective actions in various fields. A N R R S I E A O L R Y S 15 The rank of linguistic unit (from phoneme to discourse) that must be taken as context in order for the error to to become apparent. O D M N I A 16 The rank of linguistic unit that would have to be deleted, replaced, supplied or reordered in order to repair the sentence. T E E X N T 17 Errors that are ungrammatical on the sentence level and are easy to identify. R R R R V O S O T E E 18 Errors that are grammatically correct but become erroneous when judged within the specific context of communication. R E R T O R S R V E O C 19 Do not prevent the message from being heard, usually because there is only a minor violation of one segment of a sentence. A R E L S O C L O R R 20 They hinder communication and prevent the hearer from comprehending some aspect of the message. B O L L E S O R A R G R 21 The student makes errors because he is confused by English rules, such as to add the inflection of the third person to a modal verb (musts). I U R A N T L R E N N T R S I F G A L E 22 The student makes errors because he mixes both languages, what is typically called “spanglish”, such as to say the adjective after the noun (eyes brown). T A N I R L A T N E U S L G I A R N F R 23 Stage of learner language development of random errors in which the learner is only vaguely aware that there is some systematic order to a particular class of items. T T E S T P Y M E I C A S A E R G S 24 Stage of learner language development where the learner is growing in consistency in language production, and has begun to discern a system and to internalize certain rules (even if not all of them are correct by target language standards). N E G R G T A M E E S E T 25 The learner seems to have grasped a rule or principle and then regresses to a previous stage. B G K A I D S I C N L 26 Phenomenon of moving from a correct form to an incorrect form and then back to correctness. R N - I G P S U N D E E L A H A 27 Stage of learner language development in which the learner is now able to manifest more consistency in producing the second language. Learners have the ability to correct their errors when they are pointed out to them. S A Y S S A C E I T E T T M G 28 Stage of learner language development where the learner has relatively few errors and has mastered the system to the point that fluency and intended meaning are not problematic. T Y S S I E M A P T T E O C G T S S A 29 Process in which incorrect language becomes a habit and cannot easily be corrected. I N I Z S O I L A F O S T

CH. 9 - Principles of Language Teaching and Learning

Ordonner les Lettres

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Créé par

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CH. 9 - Principles of Language Teaching and LearningVersion en ligne

par Abigail Avril Cabrera Caruso

Explains that the principal barrier to second language acquisition is the interference of the first language system with the second language system.

Taxonomy of linguistic contrasts that enable to predict the difficulties a learner will encounter.

The learner can transfer a sound, structure or lexical item from the native language to the target language.

Two items in the native language become coalesced into essentially one item in the target language. This requires that learners overlook a distinction they have grown accustomed to.

An item in the native language is absent in the target language.

An item in the native language is absent in the target language.

An item that does not exist in the native language.

One item in the native language becomes 2 or more in the target language, requiring the learner to make a new distinction.

Separateness between the native language and the target language. It is a language system that language learners create as they acquire a new language.

The successive approximation to the target language.

Second language learners form their own self-contained linguistic systems because they need to bring order and structure to the linguistic stimuli surrounding them.

Performance error that is either a random guess or a “slip”.

Can only occur when a learner does not already know a particular language principle; it signifies a gap in their learner language.

The systematic study and evaluation of errors to understand their causes, improve accuracy, and inform corrective actions in various fields.

The rank of linguistic unit (from phoneme to discourse) that must be taken as context in order for the error to to become apparent.

The rank of linguistic unit that would have to be deleted, replaced, supplied or reordered in order to repair the sentence.

Errors that are ungrammatical on the sentence level and are easy to identify.

Errors that are grammatically correct but become erroneous when judged within the specific context of communication.

Do not prevent the message from being heard, usually because there is only a minor violation of one segment of a sentence.

They hinder communication and prevent the hearer from comprehending some aspect of the message.

The student makes errors because he is confused by English rules, such as to add the inflection of the third person to a modal verb (musts).

The student makes errors because he mixes both languages, what is typically called “spanglish”, such as to say the adjective after the noun (eyes brown).

Stage of learner language development of random errors in which the learner is only vaguely aware that there is some systematic order to a particular class of items.

Stage of learner language development where the learner is growing in consistency in language production, and has begun to discern a system and to internalize certain rules (even if not all of them are correct by target language standards).

The learner seems to have grasped a rule or principle and then regresses to a previous stage.

Phenomenon of moving from a correct form to an incorrect form and then back to correctness.

Stage of learner language development in which the learner is now able to manifest more consistency in producing the second language. Learners have the ability to correct their errors when they are pointed out to them.

Stage of learner language development where the learner has relatively few errors and has mastered the system to the point that fluency and intended meaning are not problematic.

Process in which incorrect language becomes a habit and cannot easily be corrected.