FLA & SLA terms

1. What is the primary difference between the initial state of language acquisition in children's minds for L1 and older learners for L2?

• Older learners have a genetic predisposition for language learning, while children do not.

• Both children and older learners possess the same innate capacity for language learning.

• The innate capacity for language learning in older learners may differ from that of children.

• Innate language acquisition is not applicable to older learners.

What do some researchers believe about the innate capacity for language acquisition in older learners?

• It is stronger in older learners than in children.

• It remains the same as in childhood.

• It weakens with age.

• It disappears completely in older learners.

What is the main reason for disagreements among researchers from various disciplines regarding the question of innate language acquisition in second language acquisition (SLA)?

• Lack of interest in the topic

• The unreliability of research data

• Only theoretical assumptions (and indirect testing methods)

• The absence of relevant experiments

What is the unanimous agreement among researchers regarding L2 acquisition?

• L2 acquisition is primarily based on innate language capacity.

• L2 acquisition does not build on prior L1 knowledge.

• L2 acquisition relies on general language functioning.

• L2 acquisition builds on prior L1 knowledge.

What is one key similarity between L1 and L2 development?

• L2 development is influenced by cognitive maturation, just like L1.

• Both L1 and L2 learners merely mimic what they have heard.

• Development in both L1 and L2 is systematic with predictable sequencing.

• L2 development occurs at an earlier age than L1 development.

What distinguishes the development of L1 child grammar from L2 learner grammar development?

• L1 child grammar development is less systematic.

• L2 learner language development is closely related to cognitive maturation.

• L1 child grammar development relies on cross-linguistic influence.

• Cognitive maturation is not a significant factor in L2 development.

What is "cross-linguistic influence" in the context of interlanguage development?

• The influence of social interaction on language development.

• The influence of teachers in the learning process.

• The impact of one's native language on the learning of a second language.

• The role of cognitive maturity in language development.

What is the consequence of "positive transfer" in interlanguage development?

• It results in L2 learners using L1 structures appropriately in L2.

• It leads to the interference of L1 structures in L2 utterances.

• It hinders L2 learning and causes errors in speech.

• It promotes the learning of new L2 structures.

Why can some individuals reach a high level of proficiency in L2 with remote sources like radio, television, or written text?

• Because they are exceptionally pre-dispositioned to L2 learning.

• Because they are exposed to the language of native speakers.

• Because of the high level of their motivation.

• Because they have access to extensive classroom instruction.

What can be a facilitating condition for L2 learning?

• Advanced world knowledge

• Immigrant status

• Geographic isolation

• Feedback, including correction of errors