Second Language Learning Theories Quiz
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This quiz is a matching exercise to name theories of second language learning with a statement of the principles of the theory. The purpose of the activity is to for language educators to become comfortable with the technical terms used to describe the ways in which second language learning is facilitated through effective instruction.
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Question 1 of 1
Match the statement of principle of each second language acquisition theory or hypothesis with its technical name.
- comprehensible input theory
- aptitude hypothesis
- affective hypothesis
- textuality hypothesis
- monitor hypothesis
- natural order of acquisition hypothesis
- acquisition v. learning hypothesis
- first language hypothesis
- filter hypothesis
- expectancy or discourse hypothesis
A theory that describes the type of language that is understandable to the L2 learner, while also challenging him/her to increase their fluency.
The assumption that there exists a special ability for second-language learning that is related to general learning propensity or ability, particularly applicable for formal learning situations.
A theory of L2 acquisition based on principles of personality and motivation that affect the rate and degree of learning of the second language that can or will occur.
The statement that the ability to follow a thread of meaning or story-line is an essential element in texts and discourse for a second-language learner to be able to comprehend the material.
A theory of L2 acquisition that accounts for the correction of grammatical and other types of errors as the learner increases their knowledge of and exposure to the second language.
A theory of language acquisition that compares the sequence in which grammatical and syntactic structures are learned in L1 and L2.
A theory that describes the differences between the way a second language learner “picks up” language in interaction with native speakers as opposed to structured classroom situations.
A hypothesis regarding the natural tendency of a second-language speaker to substitute or insert familiar forms from the first language in learning to use L2.
A theory that accounts for certain impediments to acquiring a second language that are due to factors of stress in the learning situation.
A theory that the L2 learner needs to develop the ability to predict linguistic forms and structures similar the type that a native speaker has intuitively.