| 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 |
|
| Comprehension and
Production |
|
| Competence and
Performance |
|
|
|
|
| |
| 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 |
|
| 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? |
|