CTEL Second Language Acquisition Theories Flashcards

According to Universal Grammar (UG) theory, ELL students have an advantage if they begin L2 acquisition:

Answer: Before puberty, when access to UG is still available

Chomsky's UG theory, applied to SLA, suggests that children may have greater access to innate language acquisition mechanisms before the critical period closes around puberty.

Which evidence best supports the existence of a Critical Period for L2 phonological acquisition?

Answer: Native-like pronunciation is rarely achieved by learners who begin after puberty

Research consistently shows that learners who begin L2 acquisition after puberty rarely achieve native-like pronunciation, supporting a critical period specifically for phonology.

Contrastive Analysis Hypothesis (CAH) predicts that the greatest difficulty in L2 learning occurs when:

Answer: Structures in L1 and L2 are most different from each other

CAH, rooted in behaviorism, predicts that differences between L1 and L2 structures cause interference and are the primary source of learner errors.

Error Analysis replaced Contrastive Analysis as the primary framework for studying learner language because:

Answer: Error Analysis revealed that many errors are not predictable from L1 interference

Researchers found that many learner errors—such as overgeneralization—are developmental and not caused by L1 transfer, undermining CAH's predictive power.

A student who uses more complex language in a structured writing assignment than in casual conversation is demonstrating which SLA concept?

Answer: Style-shifting based on attention to form

Labov's style-shifting concept, applied in Krashen's Monitor Model, explains that learners use the Monitor more—and produce more accurate language—when they have time and focus on form.

Which of the following classroom practices is most supported by Input Processing Theory (VanPatten)?

Answer: Processing instruction that directs attention to meaningful form-function connections

VanPatten's Input Processing Theory led to Processing Instruction, which teaches learners to connect grammatical forms to their meanings through structured input activities.

The 'Noticing Hypothesis' (Schmidt) implies that teachers should:

Answer: Create conditions that direct learner attention to specific target forms

Schmidt argued that learners must consciously notice a linguistic feature in the input for it to be acquired, so instruction should highlight target forms to promote noticing.