Apply phonemes and linguistic relativity to communication, then explain age-sensitive language acquisition and identify overgeneralized grammar rules.
Savannah is a junior in high school and is preparing for an exam in her beginning Japanese course. The exam will consist of both written and spoken portions. Although it is her first course in Japanese, Savannah is confident that she will do very well on the exam.
Describe how each of the following relates to Savannah's successful learning and performance.
- Broca's area
- Use of phonemes
- Modeling
Use of phonemes
Point 2: Use of phonemes
To earn this point students must accurately describe how the use of phonemes relates to Savannah's
successful learning or performance. They may describe:
A. Production or recall of Japanese sounds (e.g., smallest unit of sound), OR
B. Combining sounds to create Japanese words, OR
C. Recognition of correct and incorrect Japanese sounds.
Example: "Savannah will have to combine sounds to make different Japanese words."
Do not score
- Descriptions of morphemes (units of meaning).
- The term "phonemes" alone in place of "sounds."
Describe how each of the following may hinder Savannah as she prepares for and takes the exam.
- Encoding failure
Age and language acquisition
Point 6: Age and language acquisition
To earn this point students must accurately describe how Savannah's age might hinder her language
acquisition while preparing for or taking the exam. They may explain that:
A. Older students are less successful in acquiring a language, OR
B. The critical/sensitive period for language acquisition has passed, OR
C. Older students are more likely to speak a second language with the accent of their first-learned
language.
Example: "Savannah will have a harder time learning Japanese because she has passed the critical
period."
Do not score
- Responses that focus on the memory of vocabulary as negatively influenced by age. The focus
must remain on language acquisition.