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TESOL Flash Cards
Category I: Foundations of Linguistics
| Question | Answer |
|---|---|
| Phoneme | The smallest meaningful element of spoken language or a distinctive sound in a language. In written language, these are individual letters of the alphabet. |
| Segmental Phonology | The study of phonemes (individual sounds) in a language. It's crucial to understand which sounds are distinctive as they express differences in meaning. |
| Suprasegmental Phonology | The study of features of pronunciation that convey attitudinal and emotional rather than semantic information. These features include stress, rhythm, and intonation. |
| Stress (in pronunciation) | Refers to a syllable pronounced with greater energy, greater length, and possibly higher pitch to make it prominent. The way certain words in a sentence are emphasized can influence the meaning of the sentence |
| Intonation | The rise and fall of the voice in speaking. It conveys attitudes and emotions. |
| Minimal Pairs | Pairs of words distinguished by one phoneme only (e.g., 'ship' and 'sheep'), used in pronunciation teaching to help learners hear and produce differences between sounds accurately. |
| Intelligibility (Pronunciation Goal) | Spoken English in which an accent, if present, is not distracting to the listener. The goal for learners should be to speak intelligibly rather than striving for an unrealistic "native speaker" accent |
| Functional Load (of sounds) | Refers to how much "work" individual sounds or sound contrasts actually do in a particular language. Teachers consider this to decide how much effort to put into teaching specific sounds |
| Formal Grammar | Grammars that describe the underlying form of sentences or utterances without reference to their function or purpose |
| Functional Grammar | Grammars that seek to explain grammatical forms in terms of their communicative functions or purposes. It focuses on how different ways of putting words together enable different kinds of meaning |
| Deductive Teaching/Learning (Grammar) | A teaching/learning procedure where a teacher, textbook, or other source first explains a rule or principle, and then learners complete exercises to apply and consolidate the rule. |
| Inductive Teaching/Learning (Grammar) | A teaching/learning procedure where learners study sentences, texts, or other language data and, through a process of guided discovery, derive a rule or principle which they then articulate and apply |
| Declarative Knowledge | Knowledge that can be explicitly stated, such as grammar rules or definitions. |
| Procedural Knowledge | The ability to use language effectively and creatively, which is often developed through practice and active use, rather than merely stating rules |
| Creative Tasks (Grammar) | Tasks that encourage learners to use language spontaneously and for real communication, fostering an ability to produce language in new ways rather than just reproducing models |
| Reproductive Tasks (Grammar) | Speaking or grammar tasks in which learners imitate and manipulate a model provided by the teacher or some electronic means |
| Collocation | Words that are often used together in a particular way (e.g., "heavy rain," "make a decision"). "Knowing" a word involves understanding its common collocational partners. |
| Lexical Phrases (Formulaic Language) | Set, commonly occurring expressions or conversational routines (e.g., "Long time, no see," "in a nutshell") that can be taught as formulaic chunks for memorization. They facilitate the learning process and help beginning and intermediate students increase |
| Corpus (Linguistics) | A large database of language (written or spoken) stored on a computer that can be analyzed in different ways using concordancing programs to identify patterns in word usage and common functions |
| Register | An approach to analyzing texts or conversations that attempts to explain textual variation in terms of three contextual variables: field (what the conversation is about), tenor (the relationship between the participants), and mode (the channel of communic |
| Field (Register) | Refers to what the conversation or text is about, its topic, often marked by lexical chains running through the communication. |
| Tenor (Register) | Refers to who the speakers are and their relationship to each other, which influences language choice (e.g., formal vs. informal). |
| Mode (Register) | Refers to how the speakers communicate, including the channel of communication (e.g., spoken, written, face-to-face, over the phone or internet). |
| Adjacency Pairs | Basic units of conversation that commonly occur together, such as greetings (e.g., "Hello"/"Hi") or question-answer sequences (e.g., "How are you?"/"I'm fine"). |
| Teacher Talk Back | The special register used by teachers in the classroom. It includes discourse features not normally part of everyday speech, such as display questions and evaluative feedback, and fulfills many functions like classroom management, information provision, a |
| Display Questions | Questions teachers ask when they already know the answer, with the purpose of getting students to demonstrate their knowledge or mastery of a grammar point or vocabulary item. These differentiate classroom talk from everyday conversation. |
| Referential Questions | Genuine questions to which the teacher does not know the answer. Research shows these are more conducive to eliciting lengthier and more complex responses from learners. |
| World Englishes | The concept acknowledging the global spread and diverse forms of English, recognizing that English is used by a majority of non-native speakers worldwide and that no single accent or variety is dominant in every context. |
| Communicative Competence | The ability to use language appropriately in social contexts to accomplish one's goals. It encompasses sociolinguistic, grammatical, discourse, and strategic competence. |
Created by:
Blackstaff71
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