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UnknownTerms/Praxis
| Question | Answer |
|---|---|
| clause | a group of words that includes a subject and a verb |
| back channeling | Back channeling is the feedback which a listener gives to a speaker to show that (s)he is following, or understands what the speaker is saying. |
| convergence | strategies that individuals use to adapt to or accommodate the other’s communication styles, for example, their formality of register, to reduce social differences. In this question, the power structure is composed of a teacher-student relationship. |
| self repair | the process by which a speaker corrects their own speech to address any issues that arise during communication. |
| feedback | information that a learner receives about their language learning and most commonly refers to information about their language production |
| natural order | acquisition of grammatical structures occurs in a predictable sequence. applies to both first and second language acquisition, but, the order of acquisition differs between first and second languages. |
| instrumental motivation | practical reason such as getting a salary bonus or getting into college. |
| dialectal difference | variations in language that occur based on geographical, social, or occupational factors, influencing vocabulary, grammar, and pronunciation. |
| hypercorrection | when a real or imagined grammatical rule is applied in an inappropriate context, so that an attempt to be "correct" leads to an incorrect result. |
| language loss | decline or disappearance of a language, either at the individual level or across entire communities, often driven by social, cultural, and economic pressures. |
| extralinguistic context | influence language from the outside, such as cultural context or nonverbal cues, |
| assimilation | requires fully adopting the dominant culture and often abandoning your original identity. |
| acculturation | adopting aspects of a new culture while retaining your original cultural identity |
| accommodation | changing schemas or creating new ones when existing ones don’t fit |
| encapsulation | the process of expressing or showing the most important facts about something |
| subtractive bilungualism | individuals learn a second language at the expense of their first language, often leading to a decline in proficiency and fluency in their native tongue. |
| additive bilingualism | where an individual learns a second language in a way that adds to their first language proficiency, rather than replacing it. |
| psycholinguistics | looked at the critical period as the ideal time period to acquire language in a linguistically rich environment. After the critical period, it is thought that SLAS L A becomes more difficult and requires a greater amount of effort. |
| sociocultural perspective on language acquisition | emphasizes the integration of social, cultural and biological elements and believes that socio-cultural circumstances play a central role in human’s cognitive development. focus on learning from social activities |
| lexical approach | posits that vocabulary holds greater creative potential and promotes fluency through the use of multi-word "chunks" or phrases |
| whole language approach | The whole language approach is an educational philosophy that emphasizes teaching reading and writing in a way that integrates meaning and context rather than focusing solely on phonics or isolated skills. |
| universal grammar approach | posits that humans are born with innate linguistic abilities that allow them to acquire and understand language. |
| language experience approach | student tells the teacher about an experience they had, and the teacher writes it down as the student says it. Then, the teacher reads it back to the student. The student uses what the teacher writes down to go back and try to read. |
| social interactionist perspective | posits that language is learned through meaningful communication |
| functional notional syllabus | organizes language teaching in terms of functions (i.e., purposes for which people communicate either in spoken or written forms) and notions (i.e. the topics and ideas that a learner needs to handle) rather than in terms of grammatical structures. |
| structural approach | method that focuses on the systematic presentation, grading, and practice of language structures or sentence patterns. examination of language in detail, belief that mastery of structures is more important than the acquisition of vocabulary. |
| direct method | emphasizes immersion in the target language without translation. grammar is learned through context and usage rather than through explicit explanation. |
| natural approach | focuses on immersion but puts more emphasis on comprehensible input than learner output to encourage comfortability |
| historical present | The historical present tense is a narrative technique where the present tense is used to recount past events, creating a sense of immediacy and engagement. |
| backgrounding present | The term "backgrounding" in the context of the present tense refers to the way in which the present tense is used to provide context and information that helps the listener or reader understand the speaker's claim |
| sociolinguist | the study of language in relation to social factors, including differences of regional, class, and occupational dialect, gender differences, and bilingualism. |
| coarticulation | the phenomenon where the articulation of one speech sound is influenced by the surrounding sounds, leading to overlapping gestures in speech production. |
| linguistic proficiency | One’s knowledge of the linguistic components of a language such as morphology, syntax, and semantics |
| cultural proficiency | understanding and applying cultural nuances, beliefs, and practices in context |
| aural comprehension | ability to understand and interpret spoken language or auditory information, crucial for language learning, music education, and effective communication |
| audio-lingual method | og used to communicate w/foreign soldiers&officers. teaches target language through repetition. engages kids in repetitive grammatical structural patterns&vocab&focus on key phrases &significant dialogue considered useful to the particular circumstances |
| pragmatic competence | Knowledge of language use according to the situation |
| negative washback | occurs when educators focus primarily on preparing students for specific tests, often at the expense of deeper learning and broader skills development. |
| metalinguistic awareness | able to objectify language as composed of rules and processes. Having to produce rules, for example, to explain the different forms of a verb would require students to identify differences of the verb on a metalinguistic level. |
| integrative motivation | want to learn the language because they want to get to know the people who speak that language. |
| metalinguistic differences | Metalinguistic differences refer to the variations in understanding and analyzing language at a metalinguistic level, which involves awareness of language structure and use. |
| voiced stops | A voiced stop is a type of consonant sound produced by obstructing airflow in the vocal tract and then releasing it suddenly. Voiced stops involve vibration of the vocal cords during articulation, |
| context reduced | Context-reduced activity refers to communication or tasks where there are fewer clues about the meaning than the language itself, making it more abstract and academic. |
| Cummins | Jim Cummins's theories on language acquisition, particularly for English Language Learners (ELLs), focus on two main types of language proficiency: BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic Language Proficiency). |
| washback | to the extent to which the introduction and use of a test influences language teachers to do things they might not otherwise do that promote or inhibit language learning. |
| minimal pair | In linguistics, minimal pairs are two words or phrases that differ in only one phonological element, |
| nonnative varieties | In linguistics, non-native varieties refer to English varieties that are not spoken as the first language by the speakers. |
| interlanguage | linguistic system produced by learners of a second language (L2) as they attempt to communicate and acquire the target language (L2). learners use parts of their (L1) and begin to apply rules of the target language, often leading to errors d |
| paralinguistic features of communication | convey meaning beyond the words and grammar used through gestures and features other than speech. |
| cross cultural awareness | recognition and understanding of the differences and similarities between cultures. It involves acknowledging and respecting the diverse ways in which people live, work, communicate, and interact. |
| sociocultural theory | relates to instructional concepts (scaffolding & apprenticeship) teachers help structure/arrange task so that ELLs can work on it successfully. Involves collaborative learning, group members should have different levels of ability |
| behaviorist theory | repeated exposure to stimuli can create learning. The more frequently a behavior is performed,the quicker it becomes habit. The more frequently kids are exposed to language, the quicker they adopt it |
| cognitive theory | Composed of 4 stages which describe the cognitive abilities of children as they move from childhood to adolescence and construct their own understanding of the world. No stages can be skipped |
| information processing theory | emphasizes that humans actively process information from the environment rather than merely responding to stimuli, highlighting mental operations such as attention, perception, memory, and decision-making |
Created by:
cbowle14