CLAD Second Language Acquisition 3 — Questions and Answers
Question 1: Which factor most distinguishes 'acquisition' from 'learning' in Krashen's framework?
- Acquisition is conscious; learning is subconscious
- Acquisition is subconscious through meaningful interaction; learning is explicit study (Correct answer)
- Learning produces fluent output; acquisition does not
- Acquisition requires formal instruction; learning does not
Correct answer: Acquisition is subconscious through meaningful interaction; learning is explicit study
Krashen distinguishes acquisition (implicit, naturalistic) from learning (explicit, rule-based study).
Question 2: The term 'negative transfer' (interference) in SLA refers to:
- L1 structures that help with L2 acquisition
- L1 patterns that cause errors when applied to L2 (Correct answer)
- Avoiding L2 use due to anxiety
- Rejecting native language rules entirely
Correct answer: L1 patterns that cause errors when applied to L2
Negative transfer occurs when L1 patterns are incorrectly applied to the L2, resulting in errors.
Question 3: Stephen Krashen's 'Monitor Hypothesis' suggests the Monitor functions best when the learner has:
- No time pressure, knows the rule, and focuses on form (Correct answer)
- High anxiety, quick response time, and fluency goals
- Extensive listening input and peer interaction
- A bilingual dictionary and graphic organizers
Correct answer: No time pressure, knows the rule, and focuses on form
Conscious monitoring of output requires sufficient time, rule knowledge, and attention to correctness rather than meaning.
Question 4: Which approach uses content from academic subjects as the vehicle for language instruction?
- Grammar-Translation Method
- Content-Based Instruction (CBI) (Correct answer)
- Audiolingual Method
- Total Physical Response (TPR)
Correct answer: Content-Based Instruction (CBI)
CBI integrates language teaching with subject-matter content so learners develop both simultaneously.
Question 5: A child who speaks English fluently with peers but struggles with textbook comprehension likely has strong BICS but limited:
- L1 interference
- CALP (Correct answer)
- Affective filter
- Input hypothesis support
Correct answer: CALP
Academic text requires CALP — the higher-order, context-reduced language proficiency needed for school success.
Question 6: The 'Natural Order Hypothesis' proposes that grammatical morphemes are acquired:
- In the same order as they appear in textbooks
- In a predictable, universal sequence regardless of L1 (Correct answer)
- Only through explicit instruction
- Based on the learner's native language structure
Correct answer: In a predictable, universal sequence regardless of L1
Research by Dulay & Burt and later Krashen showed a consistent acquisition order for English morphemes across L1 backgrounds.
Question 7: Which instructional strategy best lowers the affective filter for a newcomer ELL?
- Cold-calling the student frequently to build confidence
- Providing a predictable routine and low-risk speaking opportunities (Correct answer)
- Requiring immediate oral production in whole-class settings
- Focusing exclusively on grammar accuracy from day one
Correct answer: Providing a predictable routine and low-risk speaking opportunities
Predictable routines and low-stakes activities reduce anxiety and create a safe environment for language risk-taking.
CLAD Second Language Acquisition 3
Which factor most distinguishes 'acquisition' from 'learning' in Krashen's framework?