Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
149 Cards in this Set
- Front
- Back
lexical collocation
|
a type of construction where a verb, noun, adjective or adverb forms a predictable connection with another word, as in:
* Adverb + Adjective: completely satisfied (NOT downright satisfied) * Adjective + Noun: excruciating pain (NOT excruciating joy) * Noun + Verb: lions roar (NOT lions shout) * Verb + Noun: commit suicide (NOT undertake suicide) |
|
minimal pairs
|
words or phrases that differ in only one phonological element, such as phone, phoneme, toneme, chroneme
|
|
alveolar stop
|
-produced by obstructing airflow in vocal tract
-with tip of tongue, -voiceless. -In English, (t) (k) (p) |
|
final intonation patterns
|
-pattern of stress and rising and falling pitch which occurs in connected speech.
-can also be used for emphasis to alter meaning |
|
places of articulation
|
-gives consonants sound, point of contact where the obstruction occurs in the vocal tract.
- between tongue, lips, larynx and roof of mouth -n, t, d, s, z, l have same places of articulation in English. |
|
voiced sounds
|
-vocal chords vibrate when sound is made.
van then zip |
|
voiceless sounds
|
-no vibration against the vocal chords
fan thin sip |
|
fricatives
|
-consonants produced by forcing air through a narrow channel made by placing two articulators together.
-(s) (z) (l) (f) |
|
stress
|
-force with which a syllable is articulated.
-Can be distinctive- INvalid, inVALid |
|
cognitive approach
|
-instructional approach that provides explicit teaching of learning strategies within academic subject areas. Strategies are divided into three major categories: (1) Metacognitive (planning, self-monitoring, classifying, etc.); (2) Cognitive (note taking, summarizing, making inferences, self-reflection, etc.) and (3) Social-affective (Asking questions, cooperative learning, peer tutoring, etc.).
|
|
Total Physical Response (TPR)
|
-language-teaching method built around coordination of speech and action, teaches language through physical activity.
|
|
Natural Approach
|
-2nd language occurs through acquisition of new language.
-grammatical structures learned in natural order. -best learned when message is slightly above level of comprehension. |
|
Direct Method
|
-refrains from using learners natural language, only uses target language.
-teacher centered -emphasis on pronunciation and grammar |
|
notational-functional
|
-way to arrange language-learning curriculum.
-notation (context of communication) -function (language used in this context) |
|
subtractive bilingualism
|
-when learning a second language interferes with the learning of the native language.
-second replaces the first |
|
language attrition
|
-loss of a first or second language or a portion of that language by an individual.
|
|
Language Assessment Scales (LAS) test
|
- consists of two independent tests, one in English and the other in Spanish, presented largely on tape.
-based on the child's performance over four linguistic subsystems: phonemic, lexical, syntactic and pragmatic -test is individually administered by native speakers. |
|
Test of English for International Communication (TOEIC)
|
-measures the ability of non-native English-speaking examinees to use English in everyday workplace activities.
|
|
Test of English as a Foreign Language (TOEFL)
|
-evaluates the ability of an individual to use and understand English in an academic setting.
- It sometimes is an admission requirement for non-native English speakers at many English-speaking colleges and universities. |
|
Phonology
|
-study of the sound system of a language
|
|
How many phonemes does English have?
|
44
|
|
Graphemes
|
letters
|
|
consonant digraphs
|
-occur when two consonants or two vowels represent a single phoneme.
-wh, ph, gh, bee, ea, oo, |
|
/ /
|
-individual sounds
|
|
[ ]
|
word transcriptions
|
|
What is the grapheme-phoneme correspondence in Spanish?
|
26 graphemes to represent 27 phonemes.
|
|
How does Spanish grapheme-phoneme relationship affect English pronunciation?
|
-results in negative transfer.
-ELLs pronounce every letter in digraphs (island, palm, calm, although). |
|
positive transfer
|
learning from one situation assists learning in another.
|
|
negative transfer
|
learning from one situation interferes with learning in another.
|
|
allophone
|
-process where a phoneme that occurs in complementary distribution results in two different but similar phonemes.
-[pH]-pepper -[p]-spin -Sam vs. sat |
|
complimentary distribution
|
-exists when one segment occurs in an environment where the other segment never occurs.
|
|
assimilation
|
-process by which the phonetics of a speech segment becomes more like that of another segment in a word
- "don't be silly," where said naturally in many accents and discourse styles ("dombe silly"). |
|
[~]
|
nasal sounds
|
|
morphology
|
-study of the structures of words and word formation.
|
|
morphemes
|
-units of meaning in words
|
|
free morpheme
|
-morpheme that has meaning by itself because it represents a word.
(car) |
|
bound morpheme
|
-attached to words, root words, or another morpheme.
-ful, pre, dis, ed -only meaning when attached to another word |
|
affixes
|
-prefixes and suffixes
-many come from Latin and Greek -common to Indo-European languages (English, Spanish, French, German) |
|
derivational morphemes
|
-units of meaning that can be attached to a word or root word.
-can change word's syntactic classification -subconscious - subconsciously |
|
inflectional morphemes or inflectional endings
|
-occur at end of word.
-don't change syntactic classification. great-greater |
|
comparative morpheme
|
er
|
|
superlative morpheme
|
est
|
|
progressive morpheme
|
ing
|
|
third person singular
|
s (works)
|
|
possessive
|
's
|
|
plural
|
s, es
|
|
regular past tense
|
ed
|
|
past participle
|
en, has broken
|
|
syntax
|
organization or sequence of words in a sentence
|
|
transitive verbs
|
verbs that can take objects (direct and indirect)
|
|
intransitive verbs
|
-cannot take objects
-serve as linking verbs she IS a girl |
|
predicate adjective
|
Hugo Chavez is a colorful leader.
|
|
predicate nominative
|
He is the president of Venezuela.
|
|
Linking verbs
|
am, is, are, was, were, been, seems, becomes
|
|
kernel sentences
|
basic English sentence patterns
|
|
lexicon
|
vocabulary of the language
|
|
semantics
|
-component of the language that conveys the meaning system (literal and connotative)
|
|
denotation
|
literal meaning of words and ideas
|
|
connotation
|
implied meaning of words and ideas
|
|
idioms
|
expression that use connotative meaning to communicate information
|
|
discourse
|
ability of speakers to combine sounds into words, words into sentences and larger units cohesively to achieve communication.
|
|
linear approach
|
discourse that occurs with little deviation from main idea
|
|
curvilinear approach
|
discourse that presents thesis and supporting details, but embellish so that they stray from main topic.
|
|
pragmatics
|
-role of context in production and interpretation of communication.
-hidden rules of communication shared by native speakers. |
|
acoustic/articulatory phonetics
|
physical properties of sounds and way they are produced
|
|
bilabial sounds
|
-sounds produced with lips together
-mother, past, boy |
|
labiodental sounds
|
-sounds where lower lips touch upper teeth.
-view, vine, fine |
|
interdental sounds
|
-sounds produced with tongue between the teeth.
-thanks (voiceless) -them (voiced) |
|
palatal sounds
|
-sounds produced in hard palate
-shower, chart,Cajun, seizure |
|
velar sounds
|
-sounds produced in soft palate.
-gate, car, when, water, |
|
glottal sounds
|
-sounds produced behind uvula and before the glottis (vocal folds).
-home |
|
nasal sounds
|
-vibration occurs in nose when sounds made.
-morning, m, n, finger |
|
pulmonic sounds
|
-English sounds produced when air from lungs goes through vocal tract and nose.
|
|
oral sounds
|
-most sounds in English are these.
-produced when soft palate is raised, forcing air through mouth. |
|
nasal
|
-only three nasal sounds in English.
-m, n, nj (sing) -nasal sound of consonant transfers to accompanying vowels, (new) |
|
manner of articulation
|
-category used to describe consonant sounds of the language.
|
|
stop sounds
|
produced when air going through vocal tract stops or dies out
-Voiceless /p/, /t/, /k/ -Voiced /b/, /d/, /g/ |
|
fricative sounds
|
produced when air from lungs is partially obstructed, creating friction
-Voiceless- first, think, some, shower -Voiced- view, them, zoo, pleasure |
|
affricative sounds
|
-combination of fricative and stop sounds.
-church, judge |
|
liguid sounds
|
-no friction or close sound.
-lateral and retroflex sounds -local, rerun |
|
glides/semivowels
|
-produced when airstream passes through vocal tract with little or no obstruction.
-occur before or after a vowel -/j/ you, /w/ water, /hw/ when, /h/ home |
|
dipthongs
|
bOY, kOI, cOW, abOUt, I, dIE
|
|
what three descriptors illustrate vowel sounds?
|
tongue position (high, mid, low)
shape of lips (round, unround) part of tongue (front, mid, back) |
|
high tongue vowel sound
|
/i/ bee
|
|
low tongue vowel sound
|
cat
|
|
part of tongue used for high vowel
|
tip of tongue
|
|
part of tongue for low vowel
|
back of tongue
|
|
rounded lips vowel sound
|
old
|
|
unrounded lips vowel sound
|
cat
|
|
suprasegmental features
|
use of pitch at syllable, word or sentence level to convey meaning
|
|
tone
|
different levels of pitch at the syllable level
|
|
tonal languages
|
Chinese, Thai, Burmese, Vietnamese, Lao, African, Native American
|
|
intonation pattern
|
-pitch at sentence and word levels can convey meaning
-key listeners to pay attention to certain parts and disregard others |
|
word stress
|
-can change meaning and syntactic classification of a small number of words
|
|
homographs
|
words with same spelling but alternate pronunciation
SUBject subJECT |
|
phonetic stress
|
change stress in a word to alter word's syntactic classification
|
|
three levels of stress
|
primary, secondary, unstressed
|
|
content words
|
words with high semantic value
nouns, adjectives, verbs, adverbs |
|
function words
|
required to comply with grammatical conventions
articles, prepositions, auxiliaries (helping verbs), pronouns, conjunctions. |
|
How do romance languages stress words?
|
use similar intensity of word stress for each word in the sentence.
|
|
where is stress in compound words or nouns?
|
in the first word
|
|
IPA
|
International Phonetic Alphabet
|
|
APA
|
American Phonetic Alphabet
|
|
Which English sounds do ELLs have difficulty with?
|
-ch pronounced as /s/: chef, machine
-ss, ti, s, ci pronounced as /s/: mission, caution, sugar, delicious -ch pronounced as /k/: Christ, chrome |
|
communicative competence
|
ability of ELLs to apply rules and use language appropriately
|
|
four components of communicative competence
|
1. sociolinguistic
2. grammatical 3. discourse 4. strategic |
|
sociolinguistic competence
|
switch from register based on context and purpose of communication
|
|
grammatical competence
|
apply grammar rule for language: phonology, morphology, syntax, semantics, pragmatics
|
|
discourse competence
|
cohesion and coherence in communication
|
|
strategic competence
|
use communication techniques to achieve communicative purpose and avoid breakdown in communication
|
|
BICS
|
basic interpersonal communication skills
-skills needed to communicate in face-to-face and day-to-day activities |
|
CALP
|
cognitive academic language proficiency
-linguistic development required to understand instruction, and use higher-order thinking skills |
|
three dominant theories of language acquisition
|
behaviorist, innatist, interactionist
|
|
behaviorist views
|
-second language learning a process of habit formation.
-virtually ended in 1970s |
|
audiolingual method
|
-imitation, repetition, reinforcement
-memorize dialogues and pattern drills -errors immediately corrected |
|
innatist views
|
-children born with innate capacity to learn languages.
-already have grammar template to build native language grammar. |
|
creative construction theory
|
-ELLs follow similar strategies and make same kinds of errors as native speakers
|
|
Five Hypotheses of Krashen's second-language acquisition theory
|
1. Acquisition vs. learning
2.Comprehensible input 3. Monitor hypothesis 4. Affective Filter hypothesis 5. Natural order hypothesis |
|
Acquisition vs. Learning
|
-implement strategies that resemble L1 acquisition process.
-promote L2 through fun and interactive activities that lead to self-discovery. |
|
Comprehensible Input
|
-input language must be slightly above current linguistic level of learner.
-promote activities in contextualized situations to ensure ELLs understand content of communication. |
|
Monitor Hypothesis
|
-learner must have explicit knowledge of grammar rules and time to apply them in order to assess their language use.
|
|
Affective Filter Hypothesis
|
-students learn better when they are relaxed, allowing linguistic input in the LAD (language acquisition device).
-create low-anxiety environment for kids. |
|
Natural Order Hypothesis
|
-ELLs acquire English structures in predictable sequence. -Sequence guided by communicative value of language structures.
-rich linguistic activities where students use a variety of structures. |
|
Interactionist Theory
|
-caregivers and parents play large role in L2, more than innatist's view.
-prevailing theory in process of L1 acquisition. |
|
conversational scaffolding
|
-repeating and modeling words that child produces.
-checking for understanding by prompting questions at the end of child's statements. |
|
How can teachers implement interactionist theory in the classroom?
|
use nonverbal communication, drawing and modified speech to deliver comprehensible input.
|
|
Common Underlying Proficiency
|
-interdependence of academic development in L1 and L2
|
|
Interlanguage
|
-transitional construction students develop in process of mastering L2.
|
|
fossilized
|
-when interlanguage structures persist.
|
|
Threshold Hypothesis
|
-language learners should arrive at given academic literacy level in L1, in order to transfer elements to L2.
-threshold reached after 4-5 years of effective L1 instruction. |
|
Language Interference
|
-errors caused by interference of L1 over structures of L2.
zoo, sue |
|
code switching
|
alternating use of two langauges in communication
|
|
intrasentential code switching
|
switch language within the sentence
|
|
intersentential code switching
|
code switching across sentences
|
|
Five Stages of Second Language Development
|
1. Preproduction or Silent Stage
2. Early Speech Production 3. Speech Emergence 4. Intermediate Fluency 5. Advanced Stage |
|
Preproduction/Silent Stage
|
-communicates with gestures/actions
-problems w/comprehension -frustration/anxiety -silent |
|
Early Speech Production
|
-increased comprehension
-yes/no, one word statements -expands listening comprehension -understands language in highly contextualized situations |
|
Speech Emergence
|
-communicates in phrases, sticks to v, adj, n, adv
-more effective communication in contextualized situations -understands better than speaks |
|
Intermediate Fluency
|
-simple sentences
-over generalizes -more acculturated and comfortable in school |
|
Advanced Stage
|
-academic language needed to be mainstreamed
|
|
extroversion
|
outspoken individuals who seek contacts and negotiate meaning with native speakers.
|
|
Tolerance for ambiguity
|
-avoid frustration in instructional situations characterized by lack of organization and guidance.
-good language learners |
|
Impulsive vs. Reflective Students
|
-impulsive students may develop L2 faster, but reflective will have more polished form of language.
|
|
Anxiety
|
-some is good to give students sense of responsibility for learning process.
|
|
instrumental motivation
|
learn language for specific purposes
-travel, college, tests |
|
integrative motivation
|
learn language to understand people/culture, and function in society
|
|
Critical Period Hypothesis
|
-children have an advantage over adults in language learning
|
|
Ideal time for L2 acquisition
|
-8-12 (3rd to 6th grade)
|
|
Adults vs. Kids
|
-adults have advantage in mastery of more abstract components of language.
|