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However, according to the regression hypothesis, the stages of attrition occur in reverse order of acquisition. With acquisition, receptive skills develop first, and then productive skills, and with attrition, productive skills are lost first, and then receptive skills. [63] For more detailed information, see the Second-language attrition article.
The Fundamental Difference Hypothesis (FDH), proposed by Bley-Vroman (1989), suggests that there is a fundamental distinction between L1 and L2 acquisition. According to this hypothesis, L1 acquisition is guided by UG and the innate language acquisition device, while L2 acquisition relies heavily on general cognitive mechanisms, such as problem ...
The Major Field Test for Master of Business Administration (MFT-MBA) is a national standardized exam administered in the United States at the end of MBA programs. It is a comprehensive exit exam . The MFT-MBA aims to assess skills, knowledge, and reasoning ability within the domain of standard MBA curriculum. [ 1 ]
Washback effect refers to the impact of testing on curriculum design, teaching practices, and learning behaviors. [1] The influences of testing can be found in the choices of learners and teachers: teachers may teach directly for specific test preparation, or learners might focus on specific aspects of language learning found in assessments.
Second-language attrition – decline of second-language skills due to lack of use or practice of the second language and/or lack of exposure to it. Code-switching – switching between two or more languages, or language varieties, in the context of a single conversation. Communication strategies in second-language acquisition; Interlanguage –
The following is a non-exhaustive list of standardized tests that assess a person's language proficiency of a foreign/secondary language. Various types of such exams exist per many languages—some are organized at an international level even through national authoritative organizations, while others simply for specific limited business or study orientation.
Formative assessment provides feedback for remedial work and coaching, while summative assessment checks whether the competence has been achieved at the end of training. Assessment of combinations of skills and their foundational knowledge may provide greater efficiency, and in some cases competence in one skill my imply competence in other ...
The generative approach to second language (L2) acquisition (SLA) is a cognitive based theory of SLA that applies theoretical insights developed from within generative linguistics to investigate how second languages and dialects are acquired and lost by individuals learning naturalistically or with formal instruction in foreign, second language and lingua franca settings.