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PRAXIS TESOL part 8
helping verbs -end
| Question | Answer |
|---|---|
| Phonetics | The study of the production of sounds in speech |
| Phonology | The sounds and patterns of particular languages |
| Intonation | The way a voice rises or falls in speech |
| Stress | The emphasis based on syllables or words |
| Morpheme | The smallest linguistic unit of meaning |
| Morphology | The study of how morphemes are combined to make words |
| Syntax | How words are constructed into phrases or sentences |
| Semantics | The study of meaning in language |
| Transcription | A way to visually represent sounds |
| Place of articulation | The point where two speech organs come together to make a sound (ex top and bottom lips coming to gather to make the m sound) |
| Aspiration | Sounds made with a burst of air out of the mouth (ex the h sound in hope) |
| Connected speech | When speakers simplify sounds and run words together |
| Assimilation | Occurs when speech sounds change due to the influence of nearby sounds |
| Dipthong | The sound made when one vowel sound blends into another sound in one syllable (ex ou in loud) |
| Consonant clusters | Groups of 2 or more consonants like pl, nt, and sp |
| Epenthesis | Inserting an additional sound into the middle of a word ex puh-lace for place |
| Voicing | When a voiceless consonant changes to a voiced consonant because of nearby sounds (ex the f in reefs is unvoiced so the s is too, but the v in leaves is voiced so the s is too |
| Elision | When sounds are omitted from the pronunciation of a word because the omission makes the words easier to use in every day speech (ex Mac n cheese) |
| Metathesis | When sounds are rearranged in a word (ex iern for iron) |
| Vowel reduction | The shortening or diminishing of a vowel sound (ex replacing a vowel with a schwa sound like in amazing) occurs with many unstressed vowels in English |
| Affix | Either a prefix or suffix. A bound morpheme that can be added to a root word to change its meaning, grammatical function, tense, case, or gender |
| Inflectional morphemes | Bound morphemes that don’t greatly alter the meaning or part of speech of a word |
| Derivational morphemes | Create a word that has a new meaning or part of speech |
| Transformational grammar | Noam Chomsky. Turned the focus of grammar away from semiotics and meaning, toward a system of rules that dictate proper sentence construction |
| Idiom | A group of words whose meaning cannot be deduced from the meanings of the individual words in the group; put together the words have a new meaning |
| Interference/ negative transfer | When language learners incorrectly apply the rules of their native language to the rules of the language they are learning |
| Pragmatics | The meaning of words in context |
| Utterances | Speech acts of one or more words that contain a single idea and are surrounded on both sides by silence |
| Sociolinguistics | The study of language and its relation to society and culture |
| Language policy | The set of actions a government takes to regulate what languages are spoken in a given country |
| Regional dialects | Language variations that are common to people in a certain region |
| Social dialect | Language variations common to the people in a certain social group |
| Pidgin | A grammatically simplified mode of communicating that uses elements of both languages. Allows speakers of different languages to communicate |
| Creole | A pidgin that people have begun speaking as a first language |
| World englishes | Dialects of English spoken all over the world due to regions accents |
| Communicative competence | Being able to speak a language both appropriately in a social context as well as correctly in terms of rules and structures |
| Linguistic competence | One’s knowledge of the linguistic components of a language such as morphology, syntax, and semantics |
| Sociolinguistic competence | Using the language in socially appropriate ways and understanding register |
| Register | Degrees of formality, differences in setting, considerations of context, etc |
| Discourse competence | The ability to effectively arrange smaller units of languages like phrases and sentences into cohesive works like letters, speeches, conversations, and articles |
| Strategic competence | The ability to recognize and repair breakdowns in communication through strategic planning and or redirecting |
| Basic interpersonal communication skills (BICS) | Social skills students use in everyday life when socializing on the playground, in the cafeteria, and outside of school. May be developed quickly because they aren’t context driven or reliant on formalized rules |
| Cognitive academic language proficiency | Language needed for academic work and study. Includes understanding of both the formal language of academics and the vocabulary of critical thinking and problem solving: compare, classify, synthesize, evaluate, and infer. Less context, high cognition |
| Compound noun | Noun formed from more than one person place or thing |
| Antecedent | The noun a pronoun replaces |
| Subject pronouns | I you he she it we they |
| Object pronouns | Me you him her it us them |
| Possessive pronouns | Mine yours his hers its ours theirs |
| Relative pronouns | Begin dependent clauses (ex. Who which that whose whom) |
| Interrogative pronouns | Begin questions and request information about people places things ideas location time means and purposes (ex who whom what where when which why how) |
| Demonstrative pronouns | Point out or draw attention to someone or something can also indicate proximity or distance (ex this that these those) |
| Indefinite pronouns | replace nouns to avoid unnecessary repetition (ex. another, anybody, anyone, anything, each, either, everybody, everyone, everything, neither, no one, nobody, nothing, one, somebody, someone,something, both, few, several, many, some, any, none, all, most) |
| helping verbs | used to indicate tense (ex. have, had, will, was, am, been) |
Created by:
cbowle14