CTEL Factors in Language Development Flashcards

An English learner in a high school class is highly motivated and participates in class discussions, but consistently makes grammatical errors influenced by their first language (L1). Which of the following best describes the primary factor influencing this student's language development at this stage?

Answer: Linguistic factors, specifically language transfer.

Linguistic factors, such as the influence of a first language on a second (language transfer), are key to understanding this student's specific error patterns. While motivation (affective) and interaction (sociocultural) are positive, the grammatical errors stem from the structural differences between the L1 and L2.

According to Krashen's Affective Filter Hypothesis, which of the following classroom environments would be most conducive to second language acquisition?

Answer: A low-anxiety environment where students feel comfortable taking risks and making mistakes.

Krashen's Affective Filter Hypothesis posits that emotional factors such as anxiety, motivation, and self-confidence can block language acquisition. A low-anxiety, supportive environment lowers this 'affective filter,' allowing the learner to be more open to comprehensible input and language learning.

A teacher notices that a new English learner, who is a proficient reader in their native language, is quickly grasping the concept of decoding English words. This is most likely an example of which factor influencing language development?

Answer: Positive cross-linguistic transfer of literacy skills.

The student is leveraging their existing literacy knowledge from their first language to help them learn to read in a new language. This is a classic example of positive cross-linguistic transfer, a key linguistic factor in second language acquisition.

Which of the following is a cognitive factor that directly impacts a student's ability to acquire a second language?

Answer: The student's working memory and information processing speed.

Cognitive factors relate to the mental processes involved in learning. Working memory is crucial for holding and manipulating new linguistic information, while processing speed affects how quickly a learner can understand and produce language. The other options are examples of affective, sociocultural, and environmental factors, respectively.

A student who recently immigrated feels isolated and is hesitant to speak in class for fear of making mistakes. This student's lack of progress in oral proficiency is most likely influenced by which category of factors?

Answer: Affective

The student's feelings of isolation, fear of errors, and low self-confidence are all affective factors. These emotions create a high 'affective filter' which can significantly impede language production and overall acquisition, even if the student has cognitive and linguistic potential.

Which scenario best illustrates the influence of sociocultural factors on language development?

Answer: A student learns conversational English quickly because they joined a local soccer team and interact frequently with native-speaking peers.

Sociocultural factors involve the social and cultural context in which learning takes place. Interacting with native speakers in a meaningful, authentic social setting like a sports team provides rich, comprehensible input and opportunities for practice, which are powerful drivers of language acquisition.