ملتقى طلاب وطالبات جامعة الملك فيصل,جامعة الدمام - مذاكرة جماعية ︾︽ لمادة مدخل للغويات احمد الخطيب︾︽

بسم الله الرحمن الرحيم

حاولت ان أضع المحاضره الثانية عشر على هيئة نقاط لتسهيل دراستها وبالإمكان عملها كويزات

(مدخل إلى اللغويات (المحاضرة الثانية عشر(
___________________
Second language learning
تعلم اللغة الثانية

1-........involves learning a language that is not generally spoken in the surrounding community.

��Foreign language learning تعلم اللغة الاجنبيّة

2-..........involves learning a language that is sometimes spoken in the surrounding community.

Second language learning��

3-The expression second language learning is used generally to..........

��describe both situations لوصف كل الحالتين سواء لغة ثانية أو لغة أجنبية.

4-.refers to the gradual development of ability in a language by using it naturally in communicative situations with others who know the language. It takes place without teachers .

Acquisition�� الاكتساب

5-applies to a more conscious process of accumulating knowledge of the features of language such as pronunciation, grammar, ... etc. in an institutional setting, with teachers.

learning�� التعلم

6-Acquisition is different from learning L1. People usually encounter second language learning during:

-teenage or adult years.�� مرحلة المراهقة والبلوغ

7-Some parts of language are easier to be learned such as vocabulary and grammar more than pronunciation which takes a matter of time. They can hardly master the pronunciation in similar way as native learners or L1 speakers.

Acquisition barriers�� معوقات الاكتساب
Acquisition and learning

8-This type of observation is sometimes taken as evidence that, after the critical period for language learning acquisition has passed, around the time of puberty, it becomes very difficult for adults to acquire another language fully.

��puberty سن البلوغ،adults البالغين��

The age factor�� عامل السن

9-some other research showed that students in their early teens are quicker and more effective L2 learners in classroom than seven years old.

The age factor�� عامل السن

10-Teenager are typically much more self-conscious than younger children. If there is a strong element of unwillingness in producing different sounds of another language, then it may override whatever physical and cognitive abilities there are.

The affective factor�� العوامل العاطفية

11-• Negative feelings or experiences are ................. that can create a barrier to acquisition. If we feel uncomfortable or stress, we may unlikely learn very much.

affective factor�� العوامل العاطفية

12- Children are much less constrained by ..........,,,,..... unlike adults.

affective factor��

13-Focus on teaching method:
• A number of recent approaches designed to promote L2 learning:
Very traditional, focuses on vocabulary lists and sets of grammar rules, memorization is encouraged and written language is emphasized.

The grammar translation method�� طريقة ترجمة القواعد

14-Emphasizes spoken language, it involves systematic presentation of the structures of L2, moving from simple to the more complex

The audio-lingual method�� الطريقة السمعية

15-They are reactions against the artificiality of pattern-practice and against the belief that learning grammar rules of a language will result in an ability to use the language.

Communicative approaches�� المناهج التواصلية

16- They are based on the belief that the functions of language (what is used for) should be emphasized rather than the forms of the language (correct grammatical or phonological structures).

Communicative approaches�� المناهج التواصلية

17-Focus on teaching method:التركيز على طرق التعليم

1- The audio-lingual method. الطرق السمعية

2- The grammar translation method. طريقة ترجمة القواعد

3. Communicative approaches. المناهج التواصلية

4- All above��

18-Focus on the learner : التركيز على المتعلم
-Transfer.النقل
-Interlanguage.اللغة البينية
-Motivation.الدافع
-All above.��

19-The most fundamental change in the area of L2 learning has shifted from the teacher, the textbook to the

Focus on the learner��التركيز على المتعلم

20-There is an interest in the learners and the acquisition process.
1- T��
2- F

21-Error is regarded negatively and they have to be avoided.
1- T��
2- F

22-Some errors may happen due to ‘transfer’; which called

‘cross-linguistic influence’.��التأثير عبر اللغات

23-Some errors may happen due to ‘...........’; which called ‘cross-linguistic influence’.

transfer�� النقل

24- Using sounds, expressions or structures from first language (L1) when performing second language (L2).

25-Focus on teaching method.

-Focus on the learner.��التركيز على المتعلم

26-can be defined as the general ability to use language accurately, appropriately and flexibly.

Communicative competence (CC)��الكفاءة التواصلية

27-is the 1st component which involves the accurate use of words and structures.

Grammatical competence��الكفاءة القواعدية والنحوية

28-is the 2nd component which enables the learner to know when to say can I have some water? versus give me some water! according to social context.

Socio-linguistic competence ��الكفاءة اللغوية الاجتماعية

29-it the 3rd component which deals with organizing a message effectively and to
compensate for any difficulties

strategic competence�� الكفاءة الاستراجية

30-is the 4th component and involves creating a way of referring to the object by
using vocabulary someone already knew. That is to overcome potential communication problems in interaction.

Communication strategy�� استراتيجية التواصل

31-L2 learners normally produce a large number of errors that seem to have no connection to the forms of either L1 or L2 (e.g., she name is Maria – produced by French that is not based on either Spanish or English).

Interlanguage اللغة البينية��

32- that is to learn L2 achieve some other goal such as completing
a school graduation recruitment.

Motivation الدافع ��

33- that is to learn the L2 for social purposes in

Motivation الدافع ��

34-provides overwhelming evidence of more and better L2 use by more learners.

Task-based learning التعليم القائم على المهام ��

35- The goal of such tasks or activities is not that the learners will know more about the L2, but they will develop communicative competence in the L2.

Task-based learning التعليم القائم على المهام ��

تم بحمد لله وتوفيقه ان أصبت فمن الله وان اخطأت فمن نفسي

اللهم صَلِّ على محمد وال محمد ووفقنا للعمل بما تحب وترضى