39. The formal instruction in second language acquisition  ___________.
A.   has no effect at all
B.   has a powerful delayed effect
C.   has very little effect
D.   has unsatisfactory effect  
40. ________ is believed to be a major source of incorrect forms resistant to further instruction.
A.  The second language learners’ unwillingness to learn
B.   The Poor classroom teaching
C.  The fossilization of the learner’s interlanguage
D.  The learner’s lack of instrumental motivation  
41. Which of the following is not true?
A.   Interlanguage is a product of communicative strategies of the learner.
B.   Interlanguage is a product of mother tongue interference.
C.   Interlanguage is a product of overgeneralization of the target language rules.
D.   Interlanguage is the representation of learners’ unsystematic L2 rules.  
42.  _________, except those with mental or physical impairments, are better or worse first language acquirers.
A. Some men                   B. Almost all men
C. No men                     D. Few men  

IV. Explain the following terms:
43.  caretaker speech
44.  holophrastic sentences
45.  telegraphic speech
46.  second language acquisition
47.  acquisition
48.  learning
49.  transfer
50.  interlanguage
51.  fossilization
52.  instrumental motivation
53.  integrative motivation
54.  acculturation
V. Answer the following questions as comprehensively as possible. Give examples for illustration if necessary:  
55.  What's the difference between acquisition and learning, according to Krashen?
56.  How do the learner factors potentially influence the way in which a second language is acquired?
57.  What is the role of input for SLA?
58.  How do you understand interlanguage?
59.  Discuss the contrastive analysis in detail.
60.  What are the major stages that a child has to follow in first language development? What are the features of the linguistic forms at each stage?
61.  What is the role of correction and reinforcement in first language acquisition?
62.  Why do we say language acquisition is primarily the acquisition of the grammatical system of language?
63.  Discuss the biological basis of language acquisition.
64.  What is the role of imitation in first language acquisition?

I. Decide whether each of the following statements is True or False:

l.F    2.T   3.T   4.T   5.T   6.F   7.F   8.F   9.F   10.F
11.T  12.T  13.T  14.T  15.T  16.F  17.F  18.T  19.T  20.T
II. Fill in each blank below with one word which begins with the letter given:
21. acquisition 22. nativist  23. motherese, babytalk 24. Behaviorist 25. holophrastic
26. telegraphic 27. Acquisition  28. Contrastive 29. interlanguage 30. transfer
31. Instrumental, integrative
III. III. There are four choices following each statement. Mark the one that can best complete the statement:
32.A   33.B   34.B   35.C   36.A   37.D   38.A   39.B  40.C   41.D  42. C
IV. Explain the following terms:
43.  caretaker speech: It is the modified speech typically addressed to young children. Such modified speech is called  babytalk, motherses, or parentese.
44.  holophrastic sentences: They are children' s one-word utterances. They are called holophrastic sentences, because they can be used to express a concept or predication that would be associated with an entire sentence in adult speech.
45. telegraphic speech: They are the early multiword utterances of children which typically lack inflectional morphemes and most minor lexical cate-gories. Some function words are altogether missing. What occur in these multiword utterances are usually the "substantive" or "content" words that carry the main message. Because of their resemblance to the style of lan-guage found in telegrams, utterances at this acquisition stage are often called telegraphic speech.
46. second language acquisition: Second language acquisition (SLA) is a general term which refers to the acquisition of a second language (L2) , in contrast with first language acqui-sition (FLA). SLA is also used as a general term to refer to the acquisition of a foreign or subsequent language (such as a third or fourth language). Thus, SLA is primarily the study of how learners acquire or learn an addi-tional language after they have acquired their first language (LI).
47.  Acquisition: According to Krashen, acquisition refers to the gradual and subcon-scious development of ability in the first language by using it naturally in daily communicative situations.
48.  Learning: Learning, however, is defined by Krashen as a conscious process of accumulating knowledge of a second language usu-ally obtained in school settings.
49. Transfer: It refers to the pheno广告网址n that learners subcon-sciously use their LI knowledge in learning a second language.
50. Interlanguage: It is a series of internal representations that comprises the learner's interim knowledge of the target language. This is the language that a learner constructs at a given stage of SLA. Interlanguage consists of a series of interlocking and ap-proximate linguistic systems in-between and yet distinct from the learner's native and target languages. It represents the learner' s transitional compe-tence moving along a learning continuum stretching from one' s LI compe-tence to the target language competence.
51.  Fossilization: it is a process that sometimes occurs in second language learning in which incorrect linguistic features become a permanent part of the way a person speaks or writes in the target language.
52.  instrumental motivation: Adults are motivated to learn a second language in order to use it functionally. In other words, the learners desire to learn a second language because it is useful for some functional, “instrumental” goals. This motivation is called instrumental motivation.
53.  integrative motivation: Adults are motivated to learn a second language in order to use it socially. In other words, the learners learn a second language in order to communicate with native speakers of the target language.
54.  Acculturation: It is the process of adapting to the new culture of the L2 com-munity.
V. Answer the following questions as comprehensively as possible. Give examples for illustration if necessary:
55.  What's the difference between acquisition and learning, according to Krashen?
According to Krashen, acquisition refers to the gradual and subcon-scious development of ability in the first language by using it naturally in daily communicative situations. Learning, however, is defined as a conscious process of accumulating knowledge of a second language usu-ally obtained in school settings. A second language, Krashen ar-gues, is more commonly learned but to some degree may also be acquired, depending on the environmental setting and the input received by the L2 learner. A rule can be learned before it is internalized (i.e., acquired), but having learned a rule does not necessarily prevent having to acquire it later. For example, an English language learner may have learned a rule like the third person singular "-s", but is unable to articulate the correct form in casual and spontaneous conversation because the rule has not yet been acquired. This shows that conscious knowledge of rules does not ensure an immediate guidance for actual performance.
56.  How do the learner factors potentially influence the way in which a second language is acquired?
1) The optimum age for second language acquisition: First language acquisition is most successful when it oc-curs during the early years of one' s life before puberty, but the optimum age for SLA does not always accord with the maxim of "the younger the better". The optimum age for SLA is early teenage. This claim is justifiable because this is the age when the learner' s flexibility of the language acquisition faculty has not been com-pletely lost while one's cognitive skills have developed considerably.
2)       Motivation: Motivation in language learning can be defined in terms of the learner’s overall goal or orientation. Instrumental motivation occurs when the learner's goal is functional, and integrative motivation occurs when the learner's goal is social. If the target language functions as a foreign language (used in a limited environment such as in school), the learner is likely to benefit from an integrative motivation; but if the target language functions as a second language (used as a primary means of com-munication in the community of the learner), an instrumental motivation is more effective.
3)      Acculturation: The acculturation hypothesis focuses on the social and psychological conditions un-der which L2 processing is most likely to take place successfully. It states simply that the more a person aspires to acculturate to the community of the target language, the further he or she will progress along the developmental continuum.