Questionnaire #1

1. What is the distinction between linguistic competence and communicative

competence?
Linguistic competence refers to an individual's knowledge of the grammar, syntax,
vocabulary, and phonology of a language. It is the ability to produce and understand
grammatically correct sentences in a given language. Linguistic competence is often
thought of as a person's ability to use a language accurately, but it does not
necessarily include the ability to use language effectively in real-life situations.
On the other hand, communicative competence refers to an individual's ability to use
language effectively in real-life situations. It includes not only knowledge of the
language itself, but also knowledge of the social and cultural contexts in which the
language is used. Communicative competence involves understanding the social rules
and conventions of a particular language, as well as being able to use language
appropriately in different situations and with different people.
In summary, linguistic competence refers to a person's knowledge of the rules and
structures of a language, while communicative competence refers to their ability to
use language effectively in real-life situations, taking into account the social and
cultural context.
2. What is LAD and how does it help explain language acquisition?
The Language Acquisition Device (LAD) is a claim from language acquisition
research proposed by Noam Chomsky in the 1960s. The LAD concept is a purported
instinctive mental capacity which enables an infant to acquire and produce language.
It is a component of the nativist theory of language. This theory asserts that humans
are born with the instinct or "innate facility" for acquiring language. The main
argument given in favor of the LAD was the argument from the poverty of the stimulus,
which argues that unless children have significant innate knowledge of grammar, they
would not be able to learn language as quickly as they do, given that they never have
access to negative evidence and rarely receive direct instruction in their first
language.
Chomsky concluded that children must have an inborn faculty for language
acquisition. According to this theory, the process is biologically determined the
human species has evolved a brain whose neural circuits contain linguistic
information at birth.
 3. What is babbling considered a pre- linguistic stage?
The prelinguistic stage ranges from birth to approximately 6 months. Noises in this
stage include crying, whimpering, and cooing. These sounds are not considered
language because they are involuntary responses to stimuli. Linguists consider
human language creative – as free from internal or external stimuli. Since these
noises do not fit within the definition of language, this stage occurs before language
is produced by the child. It is, therefore, the prelinguistic stage.
During this stage, babies’ vocal tracts are more like an animal’s than an adult
human’s. The larynx is high, there is no pharynx, and the epiglottis and velum can be
in contact with each other. Additionally, the velum cannot firmly close off nasal
cavity, so all sounds are nasalized. The tongue fills the entire mouth and is controlled
by external muscles. Extrinsic muscle control of the tongue only allows the tongue to
be "shoved" in and out, up and down, as a whole. Some muscular contractions of the
tongue itself are possible, but tongue body constrictions are the only ones that can be
produced.
One development in the ability to produce sounds seems to occur in this stage. At
about two months, infants seem to be able to coo voluntarily, whereas previously they
were only able to make sounds involuntarily.
4. What characterizes the one-word stage?
The one-word stage, also known as the holophrastic stage, is a period in language
development where a child typically uses single words to convey their meaning. At this
stage, a child is still developing their language skills and is learning to associate
individual words with objects, actions, and concepts in their environment.
Some of the characteristics of the one-word stage include:
Limited vocabulary: A child at this stage typically has a vocabulary of around 10-20
words, and may use them in different contexts.
Single words: Children use one word at a time to convey a whole phrase or sentence.
For example, the child may say "milk" to express "I want some milk."
Overgeneralization: Children may apply a word too broadly, for example, using
"dog" to refer to any four-legged animal.
Context-specific: The child's language use is often context-specific, meaning that the
child will use words to express their needs and wants within the immediate
environment.
Non-verbal communication: Children at this stage may use non-verbal
communication, such as pointing or gesturing, to supplement their verbal
communication.
5. What characterizes the two- word stage?
The two-word stage is a phase of language development that typically occurs between
the ages of 18 and 24 months, during which children begin to produce two-word
utterances. Here are some characteristics of the two-word stage:
Two-word utterances: Children at the two-word stage produce short, two-word
utterances that usually consist of a noun and a verb (e.g., "daddy go," "ball mine").
Telegraphic speech: The utterances produced by children at this stage are often
missing function words such as "the," "and," and "is." This is known as telegraphic
speech, which means that the child's speech is similar to a telegram, with only the
most important words included.
Basic word order: Children at this stage tend to use a basic word order, such as
subject-verb (e.g., "mommy eat") or object-verb (e.g., "doggy run").
Limited vocabulary: Children at this stage have a limited vocabulary and tend to use
words that are familiar to them, such as names of family members, pets, or toys.
Context-dependent: The two-word utterances produced by children at this stage are
often context-dependent, meaning that they rely on the situation or context to convey
meaning.
Overall, the two-word stage marks an important milestone in language development,
as it represents a transition from single-word utterances to the production of more
complex grammatical structures.
6. What characterizes telegraphic speech?
Telegraphic speech is a type of language used by children and some individuals with
language difficulties, characterized by a simplified and truncated style of speaking.
Telegraphic speech is typically characterized by the use of short and simple
sentences, with a limited number of words, often omitting grammatical function words
(such as articles, prepositions, and auxiliary verbs) and using only content words
(such as nouns, verbs, and adjectives). For example, a child might say "Dog bark"
instead of "The dog is barking" or "I want to go to the park."
The use of telegraphic speech is a normal stage in language development for young
children as they begin to learn language and develop their vocabulary and grammar
skills. However, it can also be a symptom of certain language disorders or delays.
Speech-language pathologists often work with individuals who have difficulty with
telegraphic speech to help them develop more complete and grammatically correct
language skills.
7. What evidences suggests that infants can perceive phonemic distinctions even
before acquisition begins? How does this ability changes as the infant
matures?
There is evidence to suggest that infants are able to perceive phonemic distinctions
in their native language even before they begin to acquire language. This ability is
demonstrated through various studies using methods such as high-amplitude sucking,
head-turn preference, and conditioned head-turn.
For example, in one study, infants were repeatedly exposed to a speech sound that
varied only in a single phonetic feature (such as a change in voicing, aspiration, or
place of articulation). When the infants were subsequently presented with two speech
sounds that differed in this same feature, they demonstrated a preference for the sound
that was novel and different from the previously heard sound. This suggests that they
were able to perceive the phonemic distinction that had been presented to them
earlier.
As infants mature and continue to acquire their native language, their ability to
perceive phonemic distinctions becomes more refined and specific to their particular
language. They become more attuned to the phonetic features and sound patterns of
their native language and may lose the ability to distinguish certain phonemic
distinctions in other languages. This process of narrowing down the perceptual
abilities to the phonemic contrasts of the native language is known as perceptual
narrowing.
Overall, the evidence suggests that infants have some innate ability to perceive and
discriminate between different phonemic distinctions, and this ability becomes refined
and specific to their native language as they continue to acquire language.
8. What phonetic processes characterizes the sound substitutions that occur in
child language?
In child language acquisition, phonetic processes are used to simplify the production
of words. These processes involve modifications to the sounds of words, such as sound
substitutions, omissions, and distortions. The most common sound substitution
process in child language acquisition is called "substitution of sounds that are
produced in a similar way."
For example, a child may substitute the /t/ sound for the /k/ sound or the /d/ sound for
the /g/ sound because these sounds are produced in a similar way (i.e., both /t/ and
/k/ are produced by stopping the airflow with the tongue, and both /d/ and /g/ are
produced by vibrating the vocal cords while making a stop with the tongue).
Another common phonetic process is called "cluster reduction," where a child
simplifies consonant clusters by omitting one of the consonants. For example, a child
might say "pane" instead of "plane" or "top" instead of "stop."
Overall, phonetic processes in child language acquisition are a natural and expected
part of the language development process. Children gradually learn to produce the
sounds and words of their native language more accurately as they develop their
speech and language skills. Speech-language pathologists may work with children
who have difficulty with phonetic processes to help them develop more accurate and
fluent speech.
9. what do researchers mean when they talk about maternal language?
The term "maternal language" refers to the language spoken by a child's primary
caregiver or mother, which typically serves as the child's first language or L1.
Researchers often study maternal language to better understand the process of first
language acquisition and how it may differ from second language acquisition.
Maternal language is also sometimes referred to as "mother tongue" or "native
language," and it plays a crucial role in shaping a child's cognitive and linguistic
development. Maternal language is typically acquired through naturalistic exposure
and interaction with caregivers and other speakers in the child's environment, and it
provides the foundation for the development of more advanced language skills and
literacy.
Researchers may study maternal language in various ways, such as by analyzing the
phonological, syntactic, and semantic features of the language, or by examining the
interactional and social contexts in which the language is used. By studying maternal
language, researchers can gain insights into the factors that influence first language
acquisition and how these may differ from the process of second language acquisition.
10. Is there a critical period for second language learning?
The critical period hypothesis suggests that there is a specific time period during
which language acquisition is most successful, and that after this period, it becomes
increasingly difficult to acquire a second language. While there is no consensus on
the exact age range for this critical period, it is generally believed to occur between
early childhood and puberty.
Research has shown that children who are exposed to a second language during this
critical period are more likely to become proficient speakers of that language than
adults who begin learning a second language later in life. This may be due to
neurological and cognitive changes that occur during this critical period that
facilitate language learning.
However, while the critical period hypothesis has received support from some
research studies, it is not without controversy. Some researchers argue that there is
no clear evidence of a critical period for second language learning and that individual
factors such as motivation and language aptitude may be more important
determinants of success in second language acquisition.
Overall, the concept of a critical period for second language learning remains an
active area of research and debate within the field of second language acquisition.
11. Is the process of learning a second language (L2) similar to that for learning a
first language?
While there are some similarities between L1 and L2 acquisition, there are also several
important differences. One of the main differences is that L2 learners have already
acquired a first language, which can influence the way they approach L2 learning. For
example, L2 learners may transfer certain linguistic features or strategies from their L1
to the L2, which can lead to errors or interference.
Additionally, L2 learners typically have more conscious awareness of the language
learning process than young children acquiring their L1. L2 learners may use explicit
learning strategies, such as studying grammar rules or memorizing vocabulary, while
young children acquiring their L1 typically rely on implicit learning and exposure to
natural language input.
Despite these differences, there are also many similarities between L1 and L2 acquisition.
Both involve acquiring complex linguistic systems and require exposure to meaningful
language input. Both L1 and L2 learners also go through stages of language
development, such as babbling, one-word, and two-word stages.
Overall, the process of L2 acquisition is similar in many ways to that for L1 acquisition,
but there are also important differences due to factors such as the influence of the L1 and
the conscious awareness of the language learning process.
12. How long does it take for LEP students to learn English as a second language?
The book does not provide a specific timeframe or estimate for how long it takes LEP
students to learn English as a second language, as this can vary widely depending on a
range of factors such as age, proficiency level, learning context, and individual
differences.
Research suggests that L2 learning is a gradual and ongoing process that can take
several years or even decades for full proficiency to be reached, particularly in the case
of academic language proficiency. Additionally, LEP students may face various
challenges in the process of learning English as a second language, such as cultural
differences, social isolation, and lack of access to resources and support.
The process of L2 learning is also affected by individual factors such as motivation,
aptitude, and learning strategies. Some learners may acquire basic conversational skills
relatively quickly, while others may require more time and effort to reach higher levels
of proficiency.
Overall, while there is no definitive answer to how long it takes for LEP students to learn
English as a second language, it is generally recognized that L2 learning is a complex
and variable process that is influenced by a range of factors.
13. What do we know about the theory of second language acquisition?
One of the most influential theories in the field of SLA is Krashen's input hypothesis,
which proposes that language acquisition occurs through exposure to comprehensible
input that is just beyond the learner's current level of language proficiency. Other
prominent theories discussed in the book include the interactionist approach, which
emphasizes the role of interaction and negotiation of meaning in language learning, and
sociocultural theory, which highlights the social and cultural context of language
acquisition.
Ellis also explores the implications of these theoretical perspectives for language
teaching and learning, including the importance of providing opportunities for learners
to engage in communicative interaction, the need for explicit instruction and feedback,
and the role of individual differences in language learning.
Overall, "The Study of Second Language Acquisition" provides a comprehensive
overview of the major theories and research findings in the field of SLA, and offers
insights into the practical implications of these theories for language teaching and
learning.
 Questionnaire #2

1. What is second language acquisition?

Second language acquisition (SLA) refers to the process by which individuals learn a new
language that is not their first or native language. SLA is a complex and multifaceted
process that involves acquiring the linguistic, sociocultural, and pragmatic knowledge
necessary to use a new language effectively for communication in various contexts.
SLA typically occurs in diverse settings, including formal classroom instruction,
immersion environments, and naturalistic exposure through interaction with speakers of
the target language. The process of SLA involves a number of different factors, including
the learner's individual differences, motivation, and cognitive processing abilities, as well
as the linguistic input and feedback they receive.
Researchers in the field of SLA have explored a range of theoretical perspectives and
empirical findings related to the process of SLA, including the role of input and
interaction, the influence of individual learner differences and cognitive processing
mechanisms, and the effects of different instructional approaches and environments. The
study of SLA has important implications for language teaching and learning, as well as
for broader issues related to multilingualism, cultural diversity, and globalization.
2. What are the disciplines that aim to provide an accurate and complete description
of language at all its levels?
The disciplines that aim to provide an accurate and complete description of language at
all its levels are linguistics and its subfields. Linguistics is the scientific study of language,
and it encompasses various subfields that focus on different aspects of language
structure, use, and development.
Some of the major subfields of linguistics include:
• Phonetics: the study of the physical properties of speech sounds and how they are
produced, transmitted, and perceived.
• Phonology: the study of the sound patterns of languages and the rules that govern
their organization and use.
• Morphology: the study of the internal structure of words and how they are formed
from smaller units called morphemes.
• Syntax: the study of the structure of sentences and how words are combined to
form grammatical and meaningful phrases and clauses.
 • Semantics: the study of meaning in language and how words, phrases, and
sentences convey meaning.
• Pragmatics: the study of how language is used in social and cultural contexts to
achieve specific goals and purposes.
Linguistics provides a foundation for understanding language structure, use, and
development, which is essential for studying second language acquisition and for
developing effective language teaching and learning practices.
3. What is first language acquisition?
First language acquisition (FLA) refers to the process by which a child acquires their
first language or mother tongue. This process typically begins in infancy and continues
throughout childhood, with children gradually developing their ability to understand and
produce the sounds, words, and grammatical structures of their native language.
FLA is characterized by a number of important developmental milestones, including the
ability to recognize and distinguish different speech sounds, the acquisition of vocabulary
and word meanings, and the development of more complex grammatical structures and
sentence patterns. The process of FLA is shaped by a range of factors, including genetic
predispositions, environmental input and exposure, and cognitive and social
development.
Researchers in the field of FLA have explored a variety of theoretical perspectives and
empirical findings related to the process of language acquisition, including the role of
innate linguistic knowledge, the effects of environmental input and feedback, and the
influence of individual differences in language learning abilities and styles.
Understanding the process of FLA is essential for understanding the nature of human
language and for developing effective language teaching and learning practices.
4. what is the pattern to child acquisition?
The patterns of child acquisition refers to the typical sequence in which children acquire
the sounds, words, and grammatical structures of their first language (L1). While there
is some individual variation in this process, there are certain general patterns that have
been identified through research.
The earliest stage of child language acquisition is the prelinguistic stage, during which
infants begin to recognize and distinguish different sounds in their native language. This
is followed by the one-word stage, during which children begin to produce isolated words
to refer to people, objects, and events in their environment.
The two-word stage is the next phase, during which children begin to combine two words
together to form simple phrases that express basic meanings, such as "mommy book" or
"big dog".
As children continue to develop their language skills, they begin to produce longer and
more complex sentences, incorporating grammatical markers such as articles, pronouns,
and verb tenses.
This process of language acquisition is guided by a range of factors, including innate
cognitive abilities, environmental input, and social interaction with caregivers and other
language users. Understanding the typical patterns of child acquisition is important for
understanding the nature of language learning and for developing effective language
teaching and learning practices.

5. What is the age for children to acquire language?

The age at which children begin to acquire language varies, but the process typically
begins in infancy. Research suggests that children are capable of perceiving and
discriminating the sounds of their native language even before birth.
The critical period for first language acquisition is generally thought to extend from birth
to around age 5 or 6, although children continue to develop and refine their language
skills throughout childhood and adolescence. After this period, it becomes increasingly
difficult for individuals to acquire native-like pronunciation and grammatical
competence in a second language.
In terms of second language acquisition, the critical period is less clear, but it is generally
believed that earlier is better. Research has suggested that children who begin learning
a second language at a younger age are more likely to achieve native-like proficiency in
pronunciation and grammar than those who begin learning the language later in life.
However, many factors can influence the success of second language acquisition,
including individual differences in aptitude, motivation, and exposure to the language.
6. What is bilingualism?
Bilingualism refers to the ability to use two or more languages fluently. Bilingualism can
occur in various contexts, such as when individuals grow up in a bilingual household, or
when they learn a second language in school or through immersion experiences.
Bilingualism can have various benefits, including improved cognitive flexibility,
enhanced cultural awareness, and increased job opportunities. However, it can also pose
some challenges, such as potential interference between the two languages and difficulty
in achieving native-like proficiency in both languages.
The study of bilingualism encompasses a wide range of research areas, including the
cognitive and linguistic processes involved in bilingual language use, the social and
cultural factors that influence bilingualism, and the educational and policy implications
of bilingualism in different contexts.
7. What are the understanding about language that pursue and guide language
field?
The understanding about language that pursues and guides the language field includes
several key concepts:
Language is rule-governed: Languages have a set of rules that dictate how words and
phrases can be combined to create meaningful communication.
Language is creative: Speakers can produce and understand an infinite number of
sentences, even ones they have never heard before, by using the rules of the language.
Language is culturally embedded: Language reflects the cultural values, beliefs, and
practices of the community in which it is used.
Language is multimodal: Language is not just spoken or written; it can also be conveyed
through other means, such as body language and facial expressions.
Language is learned: Language is not innate but is acquired through exposure and
interaction with others who use the language.
These concepts guide research in various areas of linguistics, including first and second
language acquisition, sociolinguistics, and psycholinguistics. By understanding these
concepts, researchers can gain insight into how language works and how it is acquired
and used in different contexts.
8. What are the differences between language acquisition and bilingualism?
Language acquisition and bilingualism are related but distinct concepts. Language
acquisition refers to the process of acquiring a language, usually during childhood,
through exposure to a language-rich environment. The focus is on the development of a
first language (L1), although the same principles can apply to the acquisition of a second
language (L2). Language acquisition is a natural, subconscious process that occurs
without formal instruction.
Bilingualism, on the other hand, refers to the ability to use two or more languages
fluently. Bilingualism can result from different experiences, including growing up in a
bilingual household or learning a second language (L2) in school or through immersion
experiences.
While language acquisition and bilingualism share some similarities, there are also key
differences. For example:
Language acquisition is typically associated with childhood, while bilingualism can
occur at any age.
Language acquisition is focused on the development of a first language (L1), while
bilingualism involves the use of two or more languages.
Language acquisition occurs without formal instruction, while bilingualism can involve
formal instruction or other forms of language learning.
Language acquisition involves the subconscious learning of language, while bilingualism
can involve conscious language learning.
Language acquisition involves the development of a single linguistic system, while
bilingualism can involve the development of two or more linguistic systems that may
interact in various ways.
Overall, while there is some overlap between language acquisition and bilingualism, they
are distinct concepts that involve different processes and outcomes.
9. What is mother tongue?
"Mother tongue" is often used interchangeably with "first language" (L1). It refers to the
language that a person learns first, typically from birth or in early childhood, and that
becomes their primary means of communication. Mother tongue can also refer to the
language or languages spoken by a person's parents or other caregivers, as these are
often the primary sources of language input during early language development.
The concept of mother tongue is important in language acquisition research because it is
the foundation upon which subsequent language learning occurs. A strong foundation in
the mother tongue can facilitate the acquisition of additional languages, while difficulties
or deficiencies in the mother tongue can have a negative impact on second language
acquisition. Understanding the role of mother tongue in language acquisition can help
educators and language learners to design effective language learning strategies and
interventions.
10. What is target language?
The term "target language" refers to the language that a second language learner is
aiming to acquire. This is typically the language of the community or society where the
learner is living or hopes to live, work, or study. The target language is the language that
the learner is using the second language learning strategies to acquire, and is often
different from the learner's first language or mother tongue.
The concept of the target language is important in language acquisition research because
it helps researchers to understand the specific linguistic features and structures that
second language learners need to acquire in order to become proficient in the language.
Target language proficiency can also have practical implications, such as the ability to
communicate effectively in academic, social, and professional settings. Language
educators and language learners can use the concept of the target language to set specific
language learning goals and to develop effective language learning strategies.
11. What are the contextual distinctions in language learning?
Contextual distinctions refer to the different ways in which language is used and learned
in various social, cultural, and linguistic contexts. Contextual distinctions can include the
following:
• Classroom context: Language learning that takes place in a classroom or
educational setting, where learners are typically exposed to language instruction,
textbooks, and structured language activities.
• Naturalistic context: Language learning that occurs in everyday life, such as in
interactions with native speakers, through exposure to media, or through
immersion in a new culture.
• Heritage context: Language learning that involves the acquisition of a language
that is part of the learner's cultural or ethnic heritage, often learned informally at
home or within the community.
• Institutional context: Language learning that is required or encouraged by
institutions such as government or businesses, often for the purpose of facilitating
communication across languages and cultures.
• L2 user context: Language learning that is focused on developing language
proficiency for practical purposes, such as using the language for academic,
professional, or social communication.
Understanding contextual distinctions in language learning is important for language
acquisition research and language education. It can help researchers to identify factors
that affect language learning, such as social and cultural differences, and inform
language instruction and curriculum development. Additionally, language learners can
use contextual distinctions to tailor their language learning strategies and goals to their
specific language learning context.
12. What are naturalistic learners?
Naturalistic learners refer to individuals who learn a second language in a setting where
they are surrounded by native speakers of that language, such as in an immersion
program or through living in a foreign country. Naturalistic learners acquire the
language through exposure and interaction with native speakers, without formal
instruction. Naturalistic learning is considered to be one of the most effective ways of
acquiring a second language, as it closely mimics the way children acquire their first
language.
13. What are instructed learners?
Instructed learners refer to individuals who learn a second language through formal
instruction, such as in a classroom setting or through language courses. Instructed
learners receive explicit instruction on the rules and structure of the language, and may
have limited opportunities for immersion or interaction with native speakers. The
effectiveness of instructed learning can vary depending on factors such as the quality of
instruction, the learner's motivation and attitude, and the amount and type of exposure to
the language outside of the classroom.
14. What is interlanguage?
Interlanguage refers to the linguistic system that learners of a second language develop
as they progress through the stages of language acquisition. This system is not simply a
copy of the learner's first language or the target language, but rather a unique system
that reflects the learner's current stage of development and understanding of the
language. Interlanguage is characterized by errors and deviations from the target
language, as well as by systematic patterns that reflect the learner's attempts to make
sense of the language. As learners continue to acquire the language, their interlanguage
gradually becomes closer to the target language. Interlanguage is an important concept
in second language acquisition, as it helps researchers and educators understand the
process of language acquisition and identify effective strategies for teaching and
learning.
15. What are the universal influences unveiled by SLA research?
Research in second language acquisition has uncovered several universal influences that
appear to be common across languages and learners. These include:
• The role of input: Input is a crucial factor in language acquisition, as learners
need exposure to language in order to acquire it.
• The role of interaction: Interaction with other speakers of the language is also
important, as it provides learners with opportunities to practice and receive
feedback.
• The role of cognitive processes: Language acquisition involves cognitive
processes such as attention, memory, and problem-solving.
• The role of age: There appears to be a critical period for language acquisition,
with younger learners generally acquiring language more easily and effectively
than older learners.
• The role of transfer: Learners may transfer knowledge or features from their first
language to their second language, which can sometimes lead to errors or
interference.
• The role of motivation and attitudes: Motivation and attitudes towards the
language and the learning process can play a significant role in language
acquisition.
Overall, these universal influences suggest that language acquisition is a complex and
multifaceted process that is influenced by a wide range of factors. Understanding these
factors can help educators and researchers develop more effective strategies for
language teaching and learning.
16. What is language mode?
Language mode refers to the mental state or cognitive processing involved in using a
particular language. It is related to the concept of language switching or code-switching,
where bilingual or multilingual speakers may shift between languages in different
contexts or situations. In language mode, the speaker's attention is focused on the
particular language being used and the associated linguistic and cultural norms and rules
that apply to it. The concept of language mode is important in understanding how second
language learners switch between languages and how they manage their bilingual or
multilingual identities.
17. What is lexical awareness?
Lexical awareness refers to the ability to recognize and understand the meanings of
individual words in the target language. It includes the ability to recognize and recall
words from memory, to identify and use synonyms and antonyms, to understand the
different shades of meaning of similar words, and to use context clues to infer the meaning
of unknown words. Developing lexical awareness is an important aspect of second
language learning and is linked to overall language proficiency.
18. What is metalinguistic awareness?
Metalinguistic awareness refers to the ability to think about and analyze language itself,
rather than just using it to communicate. It involves understanding and being able to
manipulate the different components of language, such as phonemes, morphemes, syntax,
and semantics. Metalinguistic awareness is considered an important factor in second
language acquisition, as it allows learners to notice and correct their own errors and
better understand the structure and rules of the target language.
19. what is multilingualism?
Multilingualism refers to the ability to use and understand multiple languages.
Multilingualism can be seen in individuals who have acquired two or more languages
either simultaneously or sequentially, and can have a significant impact on the way
language is learned and used. Multilingualism is an important area of study in second
language acquisition, as it can influence factors such as language proficiency, language
transfer, and cognitive processing. Additionally, multilingualism can have a positive
impact on individuals, providing them with opportunities for enhanced communication,
cultural understanding, and cognitive development.
20. what is cognitive control?
Cognitive control refers to the ability to regulate one's thoughts and actions in order to
achieve a particular goal or inhibit unwanted thoughts or behaviors. In the context of
second language acquisition, cognitive control is seen as an important factor in
successful language learning, as it enables learners to focus their attention, suppress
irrelevant information, and engage in deliberate practice. Research has shown that
cognitive control abilities can be strengthened through training, and that this can lead to
improved language learning outcomes.
21. What is a sequential bilingual learner?
A sequential bilingual learner refers to an individual who learns a second language after
already acquiring their first language. This is in contrast to simultaneous bilingualism,
where an individual acquires two languages at the same time from infancy. Sequential
bilingual learners may have varying levels of proficiency in their first language and may
experience different language learning challenges compared to simultaneous bilinguals.