At birth, children know the elementary aspects of the language of their parents.

By age one, children typically use about three words consisting of single morphemes.

Babies learn a language best when they are forced to repeat phrases given to them by their parents.

none of the above

in a classroom where you can focus on the grammar and receive help from a teacher

through constant contact with native speakers in their own society

both of the above approaches to learning are equally effective

A child who socializes more will learn language faster

Parents directing “babytalk” at their child can speed development

A child who does not want to communicate will learn more slowly than one who does

Identical twins who are separated at birth will still have identical language acquisition

In reality, we probably use some of each theory in order to learn our native language

Language acquisition has a critical period in early life, and it is difficult to conduct experiments with such young children

We don’t know which parts of the brain are active during language acquisition

The theories are not distinct enough from each other to be able to completely rule one out

Bilingual people usually perform math and other complicated mental tasks with their first language.

Second languages learned as adults are rarely forgotten even if they are not used regularly.

neither of the above is true

people try to speak if they are very nervous and feel intimidated

people learn a second language or dialect

young children learn their first language

They consistently use correct grammar in virtually every sentence.

They excessively regulate or control what they say to the point that they become inhibited.

They assume that common syntax rules apply in all situations.

none of the above

childhood

high school

college

beyond college

Babies learn language by repeatedly associating the object 'dog' with the word 'dog.'

Babies learn language by imitating adult patterns of speech.

Babies are born with an innate ability to learn language.

Babies are rewarded for attempts at speech when their caregivers smile and applaud their efforts

Language learners need to be exposed to comprehensible input that is at a slightly higher level of difficulty than they can currently produce in the target language.

Language learners need a "silent period" to develop their receptive language skills in a target language before they can produce meaningful discourse.

Language learners acquire

a target language over time by developing an interlanguage that increasingly resembles the target language.

Language learners need to have meaningful opportunities to negotiate meaning with others and to construct comprehensible output in the target language.

The teacher regularly points out students' errors immediately and explicitly.

The teacher primarily provides feedback to those students whose language usage is most problematic.

The teacher regularly rephrases significant usage errors, ignoring random errors that do not affect a message's comprehensibility

The teacher primarily uses contrastive analysis when choosing what errors to correct, ignoring those errors that are not directly linked to primary-language interference.

Students read explanations of how particular English sounds are made, listen to a recording of the sounds spoken by native English speakers, and then practice producing the sounds.

Students watch the teacher demonstrate a simple science experiment, work with a partner to conduct the experiment themselves, and then discuss their observations in small groups.

The teacher shows students a video about a social studies topic and gives a brief summary of the video in an oral presentation, and then students write in their personal dictionaries all the new vocabulary they learned.

The teacher explains a new grammatical structure to students and provides examples, the students restate the grammar rule in their own words, and then the students identify usage errors in short texts.

It will tend to lessen the likelihood that English learners will acculturate successfully in U.S. mainstream culture

It will tend to raise English learners' self-esteem and thus facilitate their acquisition of English..

It will tend to expand English learners' understanding of educational and career opportunities.

It will tend to increase cultural dissonance in the school among students from different cultural groups.

Motivation

certainty

self confidence

anxiety.

Students who seldom trust their acquired competence, thus verifying every sentence they produce.

Speakers who do not really care about correctness, only meaning.

These are acquirers who manage to use the Monitor only when it is appropriate.

These speakers, although they make more mistakes than over-monitor users, convey more meaning.

Individuals feel the intrusion of more and more culture differences.

Adaptation, assimilation or

acceptance of the new culture. A new identity developed.

The learners get excited over the newness of the surroundings.

The learner starts to understand the differences in thinking. gradual recovery: some problems of acculturation are solved

If a student is only exposed to classroom drills and dialogues, they may acquire substantial mastery of classroom communication skills but can struggle to communicate in a natural language environment

Language learners improve in a language when they are given language input that is slightly more advanced than their current level.

Negative emotions, like embarrassment or fear, make a person less able to acquire a language. This notion belongs to the low affective filter..

Creating classroom environments that act intentionally to lower the affective filter will increase language development.

When you accept one culture while keeping your own

When you don't addapt to a new culture

When you keep your culture and reject the new one

When you adopt one culture and retain your own.

ZPD is the area where the child could not achieve with adult guidance or by working with “a more fully developed child

ZPD is the area between the child’s current performance and the level of performance that the child could not achieve with adult guidance or by working with “a more fully developed child

ZPD is the area where the child could achieve with adult guidance or by working with “a more fully developed child

ZPD is the area between the child’s current performance (the problems the child can solve independently without any support) and the level of performance that the child could achieve with adult guidance or by working with “a more fully developed child”

A hypothetical tool that helps children quickly learn and understand language

A section of the brain labeled 'language acquisition device'

A device you plug into children's heads to teach them a language

A toy that teaches children how to speak

Jerome Bruner

Jean Piaget

B.F. Skinner

Noam Chomsky