CLAD Theories of Language Acquisition 5 ā Questions and Answers
Question 1: Krashen distinguishes 'acquisition' from 'learning' by stating that acquired language is:
- Learned through explicit grammar rules and conscious memorization
- Stored subconsciously through meaningful communication and exposure (Correct answer)
- Only possible in formal instructional settings
- More accurate but less fluent than learned language
Correct answer: Stored subconsciously through meaningful communication and exposure
Krashen argues that acquisition is an unconscious process resulting from meaningful interaction, while learning involves explicit, conscious knowledge of rules.
Question 2: When a teacher deliberately adjusts speech to use simpler vocabulary, slower pace, and contextual clues for English learners, this is called:
- Code-switching
- Comprehensible input / modified input (Correct answer)
- Sheltered instruction scaffolding level 3
- Negative recasting
Correct answer: Comprehensible input / modified input
Comprehensible or modified input (also called 'teacher talk' or 'foreigner talk') makes language accessible by simplifying and contextualizing it for learners.
Question 3: According to Chomsky's Universal Grammar theory, all human languages share:
- The same basic vocabulary and word-order rules
- Deep structural principles that reflect the innate capacity for language (Correct answer)
- An identical set of phonemes and morphemes
- Grammar rules that must be explicitly taught to be acquired
Correct answer: Deep structural principles that reflect the innate capacity for language
Universal Grammar proposes that all human languages share underlying abstract principles that reflect the innate, biological capacity for language.
Question 4: Which finding from second language acquisition research challenges a strict behaviorist explanation of language learning?
- Children produce errors like 'goed' and 'mouses' that they have never heard, suggesting rule formation (Correct answer)
- Children learn vocabulary faster when it is directly taught and reinforced
- Repetition drills improve pronunciation accuracy in young learners
- Positive reinforcement increases learner motivation to speak in class
Correct answer: Children produce errors like 'goed' and 'mouses' that they have never heard, suggesting rule formation
Over-regularization errors (like 'goed') show that children generate novel rule-based forms they have never heard, which cannot be explained by imitation alone.
Question 5: In Cummins' framework, which statement best explains why ELLs may struggle academically even after achieving conversational fluency?
- ELLs lack the cognitive ability to transfer skills from their L1 to academic tasks
- CALP, which underlies academic performance, takes 5ā7 years to developālong after BICS is established (Correct answer)
- Teachers do not provide adequate grammar instruction once students can converse in English
- Academic language is primarily influenced by the affective filter, which remains high for ELLs
Correct answer: CALP, which underlies academic performance, takes 5ā7 years to developālong after BICS is established
Cummins showed that academic language proficiency (CALP) is deeper and more complex than social language (BICS) and requires years more exposure to develop.
Question 6: A teacher notices that a student never produces complex sentences voluntarily, even though they understand them. According to Swain's Output Hypothesis, the most effective intervention is to:
- Provide more listening activities with comprehensible input
- Create tasks that require the student to produce complex language in meaningful contexts (Correct answer)
- Allow the student more time in the silent period before requiring output
- Focus on error correction to reduce the fear of making mistakes
Correct answer: Create tasks that require the student to produce complex language in meaningful contexts
Swain argued that pushed outputātasks requiring learners to produce language beyond their comfort zoneāpromotes noticing and drives acquisition.
Question 7: Which of the following classroom practices reflects an application of the Affective Filter Hypothesis?
- Providing explicit grammar instruction before communicative activities
- Creating a low-anxiety, supportive classroom environment to reduce barriers to acquisition (Correct answer)
- Correcting every grammatical error to build accurate language habits
- Using only the target language in the classroom to maximize input
Correct answer: Creating a low-anxiety, supportive classroom environment to reduce barriers to acquisition
Reducing anxiety and building student confidence lowers the affective filter, allowing comprehensible input to be more effectively acquired.
CLAD Theories of Language Acquisition 5
Krashen distinguishes 'acquisition' from 'learning' by stating that acquired language is: