Final Review
LING 5/440
Guion
Behaviorism
- Contrastive
Analysis
- Notion
of transfer
- Teaching
Methodologies
Error
Analysis
- Error
vs. Mistake
- Interlingual
vs. Intralingual errors
- Notion
of interference
- Problems
with error analysis
Mentalist
Theory
- Goal
of Linguistics (per Chomsky)
- Explanatory
effects of a posited deep structure
- Domain
of Linguist Investigation
- LAD
- Interlanguage
and Fossilization
Universal
Grammar (UG)
- Where
do universals come from? What are the two major views?
- Why
does Chomsky think that only getting “positive evidence” in language
acquisition is a problem? What is his solution?
- What
is the difference between principles and parameters?
- How
are parameters set?
- Do
parameters come in the marked or unmarked setting? How does this relate to
the observation that children get mostly positive evidence?
Psycholinguistic
Aspects of L2 Learning
- Behaviorist
vs. Psycholinguistic (Cognitive) views on transfer
- Kellerman’s
model of L1 transfer (Coreness and Similarity)
- The
role of Consciousness
- The
role of ‘noticing’ in SLA (Schmidt)
- Comparison
of Krashen and Schmidt on question of the role of consciousness in SLA
- The
role of attention in second language category formation
- Implications
for theories of acquisition
- Implications
for language teaching
- Second
Language Processing: The Competition model (McWhinney)
- Nativist
vs. Empiricist views in SLA
- The
role of connectionist theory in form-function mapping
- Predictions
made by cue validity/reliability
- Weighting
of “cues” is language specific
- McWhinney’s
view on transfer and the study results testing the predictions
The Critical Period Hypothesis
- Lenneberg's
original formation
- The
possibility of different linguistic subsystems being differentially
affected by age of acquisition as evidenced by Weber-Fox and Neville's
paper
- Alternatives
to brain maturation
- Linguistic
factors (see Bialstok and Hakuta)
- Cognitive
(see Bialstok & Hakuta and McWhinney)
- Social
factors (e.g. motivation and attitude, access to the target language)
- Be
able to discuss the idea that linear decline in language proficiency as a
function of age of acquisition could be compatible with a general loss of
cognitive abilities vs. the idea that an abrupt discontinuity in ultimate
proficiency levels with age of acquisition around puberty could be
compatible with a brain maturation view.