Review for the Midterm

Time limit

You will be given less than two hours to finish the test. Most of you will need the whole two hours. The objective questions will take one hour, and the writing questions will take the other hour. I suggest that you do the objective questions first because they might give you some of the ideas and phrases you need to write better.

Question types

The midterm will include a variety of question types:

  • The first type is a simple matching style question similar to what you have seen on the practice quizzes I have been giving you so far. In this type you will have to match definitions with their terms or match statements with the groups they belong to. For example, a statement like "Language learning is a process of habit formation." might be matched with the term "behaviorism". You will be able to see several choices. Some of these will be easy, but some will be difficult or easy to get confused by. They will cover everything we have learned so far, including terms and ideas from the first six weeks.
  • The second type of question will be multiple choice. These will also resemble the questions I have given you in the practice quizzes, so study those practice quizzes hard. Some of those questions will be very tricky, so you will have to be very familiar with the material. Unlike most multiple choice, these questions sometimes actually test higher level thinking skills.
  • The third kind of question you will be given will be a writing question similar to what you have seen on the quiz. You will have to apply what you have learned about academic writing to clearly show me what you know about SLA. Unlike the questions on the first quiz that tested mostly definitions and their explanations, these midterm questions will test your ability to explain cause and effect in SLA and describe various processes in detail. For example, you might have to explain how each of the considerations can be used to explain why adults have difficulty. In each question you might have to describe evidence to support what you are saying. For these questions it is very important that you focus on the question. You must be able to understand the question and answer it directly with a well-supported paragraph. I will penalize you for giving details that are off topic or even for not making it clear how your details are relevant.

Subject matter

Behaviorism compared to cognitivism
Be able to explain them in contrast to one another and be familiar with all their components and concepts
 
Language learning concepts and their applications in SLA and L2 teaching
Nature versus Nurture
Comprehension and Production
Competence and Performance
Input
Systematicity
Universal grammar
 
The Critical Period Hypothesis
Define it and explain its significance
evidence for it in FLA
evidence for it in SLA
evidence against it in SLA
 
Five frameworks for comparing adults to children
How do each one of them try to explain the Critical Period?
How do each of these considerations explain adult’s difficulty in SLA?
What are the weakness of each in terms of research and evidence?
What are the implications of each for L2 teaching? What do they recommend?
 
Neurological Considerations
Lateralization
Functions of each side of the brain
Functions of each side of the brain
Right-brain participation
Neuromuscular Considerations
Loss of Plasticity
Cognitive Considerations
Equilibration
Abstraction
Metalinguistic Awareness
Tolerance of ambiguity
Meaningful learning versus rote learning
Affective Considerations
Language ego
Inhibitions
Motivation
Linguistic Considerations
L1 Interference
Developmental stages
Creative Construction
 
 
Comparing adults to children (C1/C2/A1/A2)
accomplishment in ESL situations
accomplishment in EFL situations
advantages and disadvantages of each in learning skills
 
Morpheme Order Studies versus Contrastive Analysis research
The history of SLA research
What was Contrastive Analysis research?
What is a Morpheme Order study?
Developmental orders in language acquisition
 
Contrastive Analysis Research (1940-1970)
Brown (1973)
Dulay and Burt (1974)
Bailey, Madden, and Krashen (1974)
 
What hypotheses were they testing?
How did they test those hypotheses?
What did they discover?
What are the implications of those discoveries for L2 teaching?
Why are those experiments so significant to SLA?

 

1
Hosted by www.Geocities.ws

1