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Accuracy Order (正確語法習得順序): The relative accuracy of grammatical forms in learner language. For example, learners are often more accurate in using plural-s than in using possessive -‘s. Some researchers have inferred that an accuracy order is equivalent to a sequence of acquisition.
Acquisition-learning Hypothesis (語言習得與學習假說): According to Krashen, there are two ways for adult second language learners to develop knowledge of a second language: “acquisition” and “learning”. “Acquisition” refers to the way learners are exposed to samples of the second language which they understand, very much the same as children pick up their first language, with no conscious attention to language form. “Learning” refers to a conscious process of study ad attention to form and rule learning. In his view, learning cannot turn into acquisition.
Additive Bilingualism (正向雙語學習): Second language learning that adds to the learner’s capabilities. That is, learning a second language is helpful to the learner’s language development in general (cf. Subtractive Bilingualism).
Affect Filter Hypothesis (情緒、態度影響語言學習假說): Krashen asserts that there is an imaginary barrier – “affective filter” - which prevents learners from acquiring language from the available input. “Affect” refers to such things as motives, needs, attitudes, and emotional states. A learner who is tense, angry, anxious, or bored may “filter out” input, making it unavailable for acquisition.
American Sign Language (ASL) (美國手語): The gestural language used by many North Americans who are deaf or who interact with deaf persons. It is a true language, with complex rules of structure and a rich vocabulary, all expressed through motions of the hands and body.
Aptitude (天賦或性向): Aptitude is natural ability, referring to potential for achievement. Therefore, an aptitude test is designed to make a prediction about an individual’s future achievements. According to the Modern Language Aptitude Test (MLAT) and the Pimsleur Language Aptitude Battery (PLAB), the language aptitude is composed of four different types of abilities: 1) the ability to identify and memorize new sounds, 2) the ability to understand the function of particular words in sentences, 3) the ability to figure out grammatical rules from language samples, and 4) memory for new words (cf. intelligence).
Audiolingual Approach (聽說教學法): Audiolingual teaching is based on the behaviorist theory of learning and on structural linguists. This instructional approach emphasizes the formation of habits through the practice, memorization, and repetition of grammatical structures in isolation from each other and from contexts of meaningful use.
Behaviorism (行為學派): A psychological theory that all learning, whether verbal or non-verbal, takes place through the establishment of habits. According to this view, when learners imitate and repeat the language they hear in their surrounding environment and are positively reinforced for doing so, habit formation (or learning) occurs.
Basic Interpersonal Communication Skills (BICS) (人際溝通基本語言能力): Jim Cummins (1979) proposed a distinction between social/conversational language acquisition (BICS) and academic/cognitive language acquisition (CALP). Basic Interpersonal Communication Skills (BICS) are language skills needed in social interactions that are context embedded. It is the day-to-day conversational language needed to interact socially with other people. Language learners employ BICS when they are on the playground, in the lunch room, on the school bus, at parties, playing sports, or talking on the telephone. BICS usually involves the use of informal language and is not very cognitively demanding (cf. CALP).