This is a partial list of important topics related to second language acquisition. Second language acquisition is the study of how people learn languages of which they are not native speakers.
A
*Absolute universal
*Accessibility Hierarchy
*Acculturation Model
*Acquisition
*Adaptive control of thought
*Additional language
*Additive bilingualism
*Affective state
*Analytical strategy
*Anomie
*Anxiety
*Applied linguistics:
**Applied corpus linguistics
*Aptitude-treatment interaction
*Attention-Processing Model
*Avoidance
B
*Backsliding (see also language attrition)
*Balanced bilingualism
*Basic interpersonal communication skills (BICS)
*Behaviorism
*Ellen Bialystok
*Bilingualism
C
*Capability
*Careful style
*Caretaker talk
*Casual style
*Change from above
*Channel capacity
*Classroom process and classroom process research
*Closed question
*Code-switching
*Cognitive academic language proficiency (CALP)
*Cognitive strategies
*Cognitive style
*Communicative competence
*Communicative strategy
*Comparative method study
*Competence
*Competition Model
*Comprehensible input
*Comprehensible output hypothesis, see Output Hypothesis
*Concatenative research
*Consciousness raising
*
*Contrastive analysis
*Contrastive Analysis Hypothesis
*Conversation analysis
*Correction
*Creative construction
*Creole
*Critical Period Hypothesis
*Cross-linguistic influence
D
*Debilitative anxiety
*Declarative L2 knowledge (see also declarative knowledge)
*Descriptive adequacy
*Developmental feature
*Developmental pattern
*Developmental sequence
*Discourse
**Discourse analysis
**Discourse completion questionnaire
**Discourse management
**Discourse repair
*Display question
E
*Educational setting
*Elaborative simplification
*Rod Ellis
*English language learning and teaching
*Error
**Error analysis
**Error evaluation
**Error gravity
**Error treatment
*Ethnography
*Explanatory adequacy
*Explicit L2 knowledge, see also explicit knowledge
*Externalized approach or E-approach
*Extroversion
F
*Facilitating anxiety
*Facilitation
*Feedback
*Field dependence
*Field independence
*Foreigner talk
*Foreign language acquisition
*Formal instruction
*Form-function analysis
*Formulaic speech
*Fossilization
*Fragile features
*Free variation
*Frequency analysis
*Frequency hypothesis
*Functionalist model
G
*Gestalt strategy
*Global error
*Good language learner
*Gradual diffusion model
*Grammatical competence
*Grammaticality judgments
*Grammaticalization
*Grammar
H
*Hierarchical research
*Horizontal variation
*Hypercorrection
*Hypocorrection
*Hypothesis-testing
I
*Identity Hypothesis
*Ignorance Hypothesis
*Implicational scaling
*Implicit L2 knowledge, see also implicit knowledge
*Impression management
*Incorporation strategy
*Indicator
*Individual learner differences
*Induced error
*Inner-directed learner
*Input Hypothesis
*Instructed language acquisition
*Instrumental motivation
*Intake
*Integrative motivation
*Interaction
**Interaction analysis
**Interactional act
**Interactional modification
**Interactionist learning theory
*Interdependency principle
*Interface position
*Interference
*Inter-group theory
*Interlanguage
**Interlanguage talk
**Interlanguage pragmatics
*Internalized approach
*Interphonology
*Inter-speaker variation
*Intralingual error
*Intra-speaker variation
K
*Kinesics
*Stephen Krashen
L
*Language acquisition (focusing on first language learning)
**Language Acquisition Device
*Language anxiety
*Language attrition
*Language education
*Language ego
*Language learning aptitude
*Language transfer
*Learner-instruction matching
*Learner strategy
*Learning
**Learning strategy
**Learning style
*Lingua franca
*Linguistic competence
*Linguistic context
*Linguistic universals
*Local errors
*Logical problem of language acquisition
*Michael H. Long
M
*Machiavellian motivation
*Markedness
**Markedness Differential Hypothesis
*Marker
*Mentalist theories of language learning
*Message abandonment
*Metacognitive strategy
*Metalingual knowledge
*Micro-Momentary Expression test
*Mistake
*Modality reduction
*Monitoring
*Monitor Theory
*Monolingualism
*Morpheme studies
*Motivation
*Multidimensional Model
*Multilingualism
N
*Paul Nation
*Natural setting
*Naturalistic language acquisition
*Negative evidence
*Negative transfer, see interference
*Negotiation of meaning
*Negotiation Hypothesis
*Non-interface position
*Noticing
*Noun Phrase Accessibility Hierarchy
O
*Obligatory occasion analysis
*Observer's Paradox
*Open question
*Operant conditioning
*Operating principle
*Order of acquisition
*Other-directed learner
*Output Hypothesis
*Overgeneralization
*Over-use
*Rebecca Oxford
P
*Parallel Distributed Processing
*Parameter
**Parameter-setting Model
*Pattern
**Pattern of development
*Performance
*Pied piping
*Planned discourse
*Positive transfer
*Poverty of the stimulus
*Pramalinguistics
**Pragmalinguistic failure
*Pragmatics
**Pragmatic competence
*Preposition stranding
*Principle
*Private speech
*Proactive inhibition
*Procedural knowledge
*Production strategy
*Proficiency
*Projection capacity
*Prototypicality
*Proxemics
*Pseudo-question
*Psycholinguistic context
*Psychological distance
*Psychotypology
R
*Recreation continuum
*Reference group
*Referential question
*Resilient feature
*Restrictive simplification
*Restructuring
**Restructuring continuum
*Reticence
*Routine
S
*John H. Schumann
*Second language
**Second language acquisition
*Selective attention hypothesis
*Semantic simplification
*Semilingualism
*Sequence of development
*Silent period
*Situational context
*Situation-specific anxiety
*Skill-building Hypothesis
*Social-affective strategy
*Social distance
*Social-educational Model of L2 Learning
*Sociolinguistic variables
*Sociopragmatics
**Sociopragmatic failure
*Speech Accommodation Theory
*Speech act
*Speech planning
*State anxiety
*Earl Stevick
*Strategic competence
*Structural simplification
*Style shifting
*Stylistic continuum
*Submersion
*Subtractive bilingualism
*Substratum transfer
*Merrill Swain
*Systematic forgetting
*Systematicity
T
*Target language
*Target-like use analysis
*Task-induced variation
*Teachability hypothesis
*Teacher talk
*Think-aloud tasks
*Tolerance of ambiguity
*Trait anxiety
*Transfer errors
*Transitional constructions
*Tutor talk
*Typological universals
U
*U-shaped behavior
*Universal grammar
*Unplanned discourse
*Usage
*Use
V
*Variability Hypothesis
*Variable Competence Model
*Variable form
*Variants
*Variational feature
*Vernacular style
*Vertical construction
*Vertical variation
*Dr.
*Lev Vygotsky
W
*Wave Theory
*Westerners learning Chinese
*Wild grammar
Z
*Zone of Proximal Development
A
*Absolute universal
*Accessibility Hierarchy
*Acculturation Model
*Acquisition
*Adaptive control of thought
*Additional language
*Additive bilingualism
*Affective state
*Analytical strategy
*Anomie
*Anxiety
*Applied linguistics:
**Applied corpus linguistics
*Aptitude-treatment interaction
*Attention-Processing Model
*Avoidance
B
*Backsliding (see also language attrition)
*Balanced bilingualism
*Basic interpersonal communication skills (BICS)
*Behaviorism
*Ellen Bialystok
*Bilingualism
C
*Capability
*Careful style
*Caretaker talk
*Casual style
*Change from above
*Channel capacity
*Classroom process and classroom process research
*Closed question
*Code-switching
*Cognitive academic language proficiency (CALP)
*Cognitive strategies
*Cognitive style
*Communicative competence
*Communicative strategy
*Comparative method study
*Competence
*Competition Model
*Comprehensible input
*Comprehensible output hypothesis, see Output Hypothesis
*Concatenative research
*Consciousness raising
*
*Contrastive analysis
*Contrastive Analysis Hypothesis
*Conversation analysis
*Correction
*Creative construction
*Creole
*Critical Period Hypothesis
*Cross-linguistic influence
D
*Debilitative anxiety
*Declarative L2 knowledge (see also declarative knowledge)
*Descriptive adequacy
*Developmental feature
*Developmental pattern
*Developmental sequence
*Discourse
**Discourse analysis
**Discourse completion questionnaire
**Discourse management
**Discourse repair
*Display question
E
*Educational setting
*Elaborative simplification
*Rod Ellis
*English language learning and teaching
*Error
**Error analysis
**Error evaluation
**Error gravity
**Error treatment
*Ethnography
*Explanatory adequacy
*Explicit L2 knowledge, see also explicit knowledge
*Externalized approach or E-approach
*Extroversion
F
*Facilitating anxiety
*Facilitation
*Feedback
*Field dependence
*Field independence
*Foreigner talk
*Foreign language acquisition
*Formal instruction
*Form-function analysis
*Formulaic speech
*Fossilization
*Fragile features
*Free variation
*Frequency analysis
*Frequency hypothesis
*Functionalist model
G
*Gestalt strategy
*Global error
*Good language learner
*Gradual diffusion model
*Grammatical competence
*Grammaticality judgments
*Grammaticalization
*Grammar
H
*Hierarchical research
*Horizontal variation
*Hypercorrection
*Hypocorrection
*Hypothesis-testing
I
*Identity Hypothesis
*Ignorance Hypothesis
*Implicational scaling
*Implicit L2 knowledge, see also implicit knowledge
*Impression management
*Incorporation strategy
*Indicator
*Individual learner differences
*Induced error
*Inner-directed learner
*Input Hypothesis
*Instructed language acquisition
*Instrumental motivation
*Intake
*Integrative motivation
*Interaction
**Interaction analysis
**Interactional act
**Interactional modification
**Interactionist learning theory
*Interdependency principle
*Interface position
*Interference
*Inter-group theory
*Interlanguage
**Interlanguage talk
**Interlanguage pragmatics
*Internalized approach
*Interphonology
*Inter-speaker variation
*Intralingual error
*Intra-speaker variation
K
*Kinesics
*Stephen Krashen
L
*Language acquisition (focusing on first language learning)
**Language Acquisition Device
*Language anxiety
*Language attrition
*Language education
*Language ego
*Language learning aptitude
*Language transfer
*Learner-instruction matching
*Learner strategy
*Learning
**Learning strategy
**Learning style
*Lingua franca
*Linguistic competence
*Linguistic context
*Linguistic universals
*Local errors
*Logical problem of language acquisition
*Michael H. Long
M
*Machiavellian motivation
*Markedness
**Markedness Differential Hypothesis
*Marker
*Mentalist theories of language learning
*Message abandonment
*Metacognitive strategy
*Metalingual knowledge
*Micro-Momentary Expression test
*Mistake
*Modality reduction
*Monitoring
*Monitor Theory
*Monolingualism
*Morpheme studies
*Motivation
*Multidimensional Model
*Multilingualism
N
*Paul Nation
*Natural setting
*Naturalistic language acquisition
*Negative evidence
*Negative transfer, see interference
*Negotiation of meaning
*Negotiation Hypothesis
*Non-interface position
*Noticing
*Noun Phrase Accessibility Hierarchy
O
*Obligatory occasion analysis
*Observer's Paradox
*Open question
*Operant conditioning
*Operating principle
*Order of acquisition
*Other-directed learner
*Output Hypothesis
*Overgeneralization
*Over-use
*Rebecca Oxford
P
*Parallel Distributed Processing
*Parameter
**Parameter-setting Model
*Pattern
**Pattern of development
*Performance
*Pied piping
*Planned discourse
*Positive transfer
*Poverty of the stimulus
*Pramalinguistics
**Pragmalinguistic failure
*Pragmatics
**Pragmatic competence
*Preposition stranding
*Principle
*Private speech
*Proactive inhibition
*Procedural knowledge
*Production strategy
*Proficiency
*Projection capacity
*Prototypicality
*Proxemics
*Pseudo-question
*Psycholinguistic context
*Psychological distance
*Psychotypology
R
*Recreation continuum
*Reference group
*Referential question
*Resilient feature
*Restrictive simplification
*Restructuring
**Restructuring continuum
*Reticence
*Routine
S
*John H. Schumann
*Second language
**Second language acquisition
*Selective attention hypothesis
*Semantic simplification
*Semilingualism
*Sequence of development
*Silent period
*Situational context
*Situation-specific anxiety
*Skill-building Hypothesis
*Social-affective strategy
*Social distance
*Social-educational Model of L2 Learning
*Sociolinguistic variables
*Sociopragmatics
**Sociopragmatic failure
*Speech Accommodation Theory
*Speech act
*Speech planning
*State anxiety
*Earl Stevick
*Strategic competence
*Structural simplification
*Style shifting
*Stylistic continuum
*Submersion
*Subtractive bilingualism
*Substratum transfer
*Merrill Swain
*Systematic forgetting
*Systematicity
T
*Target language
*Target-like use analysis
*Task-induced variation
*Teachability hypothesis
*Teacher talk
*Think-aloud tasks
*Tolerance of ambiguity
*Trait anxiety
*Transfer errors
*Transitional constructions
*Tutor talk
*Typological universals
U
*U-shaped behavior
*Universal grammar
*Unplanned discourse
*Usage
*Use
V
*Variability Hypothesis
*Variable Competence Model
*Variable form
*Variants
*Variational feature
*Vernacular style
*Vertical construction
*Vertical variation
*Dr.
*Lev Vygotsky
W
*Wave Theory
*Westerners learning Chinese
*Wild grammar
Z
*Zone of Proximal Development
121 Community Church (121 CC) is a Southern Baptist church located at 840 Mustang Drive in Grapevine, Texas, a suburb in the Mid-Cities area of the Dallas/Ft. Worth Metroplex. It was founded in 1999 under the leadership of senior pastor Dr. Ross Sawyers to serve all of Dallas/Ft. Worth, and specifically meet the needs of the Hwy 121 corridor near the D/FW airport.
From the beginning, the vision at 121 Community Church has been to develop a community of transformed people living for Jesus Christ. “We proclaim Him, admonishing every man and teaching every man with all wisdom, so that we may present every man complete in Christ” [http://www.biblegateway.com/passage/?search=col%201:28&version=49 (Colossians 1:28)].
Its mission includes leading people to live for Jesus Christ. The church believes living for Jesus Christ is the only way to experience life to the fullest; and they are constantly striving to do as Paul wrote in [http://www.biblegateway.com/passage/?search=phil%201:21;&version=49; Philippians 1:21], “For to me, to live is Christ and to die is gain.”
To realize their mission, they seek to incorporate a strategy of creating atmospheres of worship ([http://www.biblegateway.com/passage/?search=John%204:15%E2%80%9326;&version=49; John 4:15–26]), building small groups of community ([http://www.biblegateway.com/passage/?search=Acts%202:41-47;&version=49; Acts 2:41-47]), and providing opportunities to live on mission ([http://www.biblegateway.com/passage/?search=Matthew%2028:18-20;&version=49; Matthew 28:18-20]).
History
Founding
121 Community Church was started in fall 1999, when a group of 23 people met for the first time after much prayer and conversation. They firmly believed that starting the church was God’s idea, and boldly acted upon that belief. The first worship service took place in one of the families’ homes in Colleyville that September. Seven months later, the group moved into a leased facility on William D. Tate in Grapevine.
In January 2006, after enlarging their lease space twice and adding a third Sunday morning service, 121 Community Church moved into its current facility on Mustang Drive.
121 Community Church's name is derived from [http://www.biblegateway.com/passage/?search=phil%201:21;&version=49; Philippians 1:21], "For to me, to live is Christ and to die is gain."
Affiliations
121 CC is a member of the following organizations:
* Southern Baptist Convention
* Baptist General Convention of Texas
Today
Missions
Along with a strong focus on local and national mission, 121 Community Church has several global mission efforts:
* Guatemala
* India
* Mexico
* Russia (through cooperation with Spoken For Ministries)
In September 2004, 121 Community Church undertook a local effort called "Aiding Spaces", in which area families with specific needs were selected and granted a weekend remodeling similar to the television show Trading Spaces. The "Aiding Spaces" campaign, however, involved major infrastructure projects ranging from installing a wheelchair ramp, closing in a garage, widening hallways, and providing a new home for one recipient. Volunteers spent the entire weekend working all day and night to complete the projects on time.
LifeGroups
Beyond the Sunday worship services, members have opportunities for smaller, more intimate Bible studies and fellowship times in small groups known as LifeGroups. Adult LifeGroups are organized into three categories: Men's groups, Women's groups, and Couples' groups. These groups meet throughout the week in houses, at the church, or in other gathering places.
Care Ministries
In addition to the care afforded people through their LifeGroups, 121 Community Church offers professional counseling on a sliding-fee scale to its members and to the surrounding community through 121 Counseling Center. Further, Celebrate Recovery, a Christ-centered, 12-step recovery program for anyone with hurts, habits, or hang-ups, meets weekly.
From the beginning, the vision at 121 Community Church has been to develop a community of transformed people living for Jesus Christ. “We proclaim Him, admonishing every man and teaching every man with all wisdom, so that we may present every man complete in Christ” [http://www.biblegateway.com/passage/?search=col%201:28&version=49 (Colossians 1:28)].
Its mission includes leading people to live for Jesus Christ. The church believes living for Jesus Christ is the only way to experience life to the fullest; and they are constantly striving to do as Paul wrote in [http://www.biblegateway.com/passage/?search=phil%201:21;&version=49; Philippians 1:21], “For to me, to live is Christ and to die is gain.”
To realize their mission, they seek to incorporate a strategy of creating atmospheres of worship ([http://www.biblegateway.com/passage/?search=John%204:15%E2%80%9326;&version=49; John 4:15–26]), building small groups of community ([http://www.biblegateway.com/passage/?search=Acts%202:41-47;&version=49; Acts 2:41-47]), and providing opportunities to live on mission ([http://www.biblegateway.com/passage/?search=Matthew%2028:18-20;&version=49; Matthew 28:18-20]).
History
Founding
121 Community Church was started in fall 1999, when a group of 23 people met for the first time after much prayer and conversation. They firmly believed that starting the church was God’s idea, and boldly acted upon that belief. The first worship service took place in one of the families’ homes in Colleyville that September. Seven months later, the group moved into a leased facility on William D. Tate in Grapevine.
In January 2006, after enlarging their lease space twice and adding a third Sunday morning service, 121 Community Church moved into its current facility on Mustang Drive.
121 Community Church's name is derived from [http://www.biblegateway.com/passage/?search=phil%201:21;&version=49; Philippians 1:21], "For to me, to live is Christ and to die is gain."
Affiliations
121 CC is a member of the following organizations:
* Southern Baptist Convention
* Baptist General Convention of Texas
Today
Missions
Along with a strong focus on local and national mission, 121 Community Church has several global mission efforts:
* Guatemala
* India
* Mexico
* Russia (through cooperation with Spoken For Ministries)
In September 2004, 121 Community Church undertook a local effort called "Aiding Spaces", in which area families with specific needs were selected and granted a weekend remodeling similar to the television show Trading Spaces. The "Aiding Spaces" campaign, however, involved major infrastructure projects ranging from installing a wheelchair ramp, closing in a garage, widening hallways, and providing a new home for one recipient. Volunteers spent the entire weekend working all day and night to complete the projects on time.
LifeGroups
Beyond the Sunday worship services, members have opportunities for smaller, more intimate Bible studies and fellowship times in small groups known as LifeGroups. Adult LifeGroups are organized into three categories: Men's groups, Women's groups, and Couples' groups. These groups meet throughout the week in houses, at the church, or in other gathering places.
Care Ministries
In addition to the care afforded people through their LifeGroups, 121 Community Church offers professional counseling on a sliding-fee scale to its members and to the surrounding community through 121 Counseling Center. Further, Celebrate Recovery, a Christ-centered, 12-step recovery program for anyone with hurts, habits, or hang-ups, meets weekly.
Nica Bianca is a Filipina manga artist known for her works of Gakuen Sugar Star and Cacari Ku.
At first, her true first manga or comics was Cacari Ku in english version. It was popular at the whole Grade 5 students until then at the next year, she planned on making the new manga called Gakuen Sugar Star and make sure it's a success again!
She even made a 5 chaptered manga called "Black Memories" and still not be readed because of Horrific and great scary images.
Trivia
At "Black Memories", Haru Kotobakanata from Gakuen Sugar Star accidentally appear as the no-eyed doll monster.
At first, her true first manga or comics was Cacari Ku in english version. It was popular at the whole Grade 5 students until then at the next year, she planned on making the new manga called Gakuen Sugar Star and make sure it's a success again!
She even made a 5 chaptered manga called "Black Memories" and still not be readed because of Horrific and great scary images.
Trivia
At "Black Memories", Haru Kotobakanata from Gakuen Sugar Star accidentally appear as the no-eyed doll monster.
A Wexelblat disaster is a disaster caused by the interaction of natural phenomena with human technology. Specifically, it refers to a class of disasters occurring because humans build systems to human scale that affect the planet and climate, which operate at very different scales. A natural event damages some technological device or installation, and its failure precipitates much greater harm than the initial event. For instance, a storm may cause an oil tanker to sink, causing oil to spill out, causing massive damage to marine and coastal ecosystems. Wexelblat disasters are infrastructural in nature, rather than merely external. They are collapse, implosion, and failure type events, rather than explosive, razing type events. An example is extensive flooding in New Orleans following Hurricane Katrina's damage to that city's levees.
Wexelblat disasters are named after Alan Wexelblat, a graduate of the MIT Media Lab. The original coinage, offered by Wexelblat himself, was "Viridian Disaster", in reference to the Viridian Design Movement led by Bruce Sterling, a science fiction writer, futurist, and activist who has focused his non-fiction writings since the mid-1990s (as well as at least one novel) on what was first called the greenhouse effect and is now more commonly called global warming or man-made climate change.
Bruce Sterling for a while used structures such as " Wexelblat-style Viridian Disaster" , but eventually shifted to "Wexelblat Disaster", and that coinage subsequently entered broader use. The concept and some explanation are also used in a book on the Katrina hurricane disaster in New Orleans . Wexelblat himself is somewhat chagrined by the association of his family name with a class of disasters.
Wexelblat disasters are named after Alan Wexelblat, a graduate of the MIT Media Lab. The original coinage, offered by Wexelblat himself, was "Viridian Disaster", in reference to the Viridian Design Movement led by Bruce Sterling, a science fiction writer, futurist, and activist who has focused his non-fiction writings since the mid-1990s (as well as at least one novel) on what was first called the greenhouse effect and is now more commonly called global warming or man-made climate change.
Bruce Sterling for a while used structures such as " Wexelblat-style Viridian Disaster" , but eventually shifted to "Wexelblat Disaster", and that coinage subsequently entered broader use. The concept and some explanation are also used in a book on the Katrina hurricane disaster in New Orleans . Wexelblat himself is somewhat chagrined by the association of his family name with a class of disasters.