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Chapter 9. Cross Linguistic Influence and Learner Language: C. Transfer

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This document discusses key concepts related to cross-linguistic influence and learner language including transfer, fossilization, interlanguage, and approaches to error analysis and form-focused instruction. It provides examples and definitions of important terminology used to describe second language acquisition processes.

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Chapter 9. Cross Linguistic Influence and Learner Language: C. Transfer

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ariane obejero
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This document discusses key concepts related to cross-linguistic influence and learner language including transfer, fossilization, interlanguage, and approaches to error analysis and form-focused instruction. It provides examples and definitions of important terminology used to describe second language acquisition processes.

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Cross-Linguistic Influence and Learner Language

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EM10_GROUP9

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This document discusses key concepts related to cross-linguistic influence and learner language including transfer, fossilization, interlanguage, and approaches to error analysis and form-focused instruction. It provides examples and definitions of important terminology used to describe second language acquisition processes.

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48 views4 pages

Chapter 9. Cross Linguistic Influence and Learner Language: C. Transfer

Uploaded by

ariane obejero
This document discusses key concepts related to cross-linguistic influence and learner language including transfer, fossilization, interlanguage, and approaches to error analysis and form-focused instruction. It provides examples and definitions of important terminology used to describe second language acquisition processes.

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CHAPTER 9.

CROSS LINGUISTIC INFLUENCE AND LEARNER LANGUAGE


(Ariane M. Obejero & Allma Lynn L. Butor)

1. A hierarchy of difficulty which means no difference or contrast.


a. coalescence c. transfer
b split d. reinterpretation

2. It is a learner’s language which is unique to a particular individual.


a. subtle differences c. mistake
b. idiosyncratic dialect d. universal grammar

3. An area of comparative linguistics which is concerned with the comparison of two or


more languages.
a. Cross Linguistic Influence c. Learner Language Development
b. Contrastive Analysis Hypothesis d. Universal Grammar

4. The rank of linguistic unit that must be taken as content in order for the error to
become apparent.
a. domain c. Extent
b. Global error d. overt errors

5. The separateness of a second language learner’s system.


a. Interlanguage c. Inferlingual
b.Intralingual d. Learner Language

6. A stage of learner language development wherein the learner is now able to manifest
more consistency in producing the second language.
a. stabilization c. Emergent
b. Systematic d. random error
7. It examines errors attributable to all possible sources.
a. mistakes c. Contrastive Analysis
b. Approximative system d. Error analysis

8. Errors across two or more languages.


a. Interlingual c. Intralingual
b. Emergent d. Back sliding

9. It is the level 2 in hierarchy of difficulty wherein an item in the native language is


absent in the target language.
a. Transfer c. Under differentiation
b. Over differentiation d. Reinterpretation

10. The ________ member of a pair is the one with a wider range of distribution than
the marked one.
a. marked c. unmarked
b. mistake d. transfer

11. It is explained that: first, incorrect forms of language in emergent and systematic
stages of development coexist with correct forms; then the incorrect forms are
expunged.
a. Capability continuum Paradigm c. The Gradual diffusion
b. Variable competence d. Homogenous competence paradigm

12. Who proposed the Capability Continuum Paradigm?


a. Gatbonton c. Rod Ellis
b. Chomsky d. Elaine Tarone
13. ______ implies less automaticity and therefore requires the learner to call upon a
certain category of learner language rules.
a. planned discourse c. variable competence
b. internal pic of the learner d. unplanned discourse

14. ______ implies more automatic production, predisposes the learner to dip into
another set of rules.
a. variable competence c. planned discourse
b. unplanned discourse d. internal pic of the learner

15. It is the relatively permanent incorporation of incorrect linguistic forms into a


person’s second language competence.
a. stabilization c. fossilization
b. affective information d. cognitive feedback

16. _______ is a more appropriate construct to apply to learners whose language


development has reached an apparent “plateau”.
a. stabilization c. fossilization
b. affective information d. cognitive feedback

17. Errors were viewed as phenomena to be avoided by overlearning, memorizing, and


getting it right from the start.
a. CLT approaches c. The natural approach
b. Community Language Learning d. Audiolingual method

18. Any pedagogical effort which is used to draw the learner’s attention to language
form either implicitly or explicitly.
a. responses of feedback c recast
b. Form-focused instruction d. Clarification request
19. The teacher repeats the ill-formed part of the student’s utterance, usually with a
change of intonation.
a. elicitation c. repetition
b. explicit correction d. recast

20. a clear indication to the student that the form is incorrect and provision of a
corrected form.
a. explicit correction c. recast
b. elicitation d. repetition

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