Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
ESL exam 154 Domain1
| Question | Answer |
|---|---|
| C1 Phonology | The study of the sounds of speech |
| C1 Phoneme | The smallest unit of sound |
| C1 Phonetics | The physical production of speech sounds |
| C1 Phonics | The study and use of sound/spelling correspondences as a method for teaching reading and writing |
| C1 Phonemic awareness | The ability to hear, identify, and manipulate phonemes |
| C1 Grapheme | A written symbol that represents a unit of sound (ch, b, sh) |
| C1 What is the relationship between phonemes and graphemes? | The grapheme is the letter representation, while the phoneme is the actual sound |
| C1 Place of articulation | Placement of the tongue and positioning of the lips and mouth |
| C1 Manner of articulation | Movement of the tongue, lips, and palate |
| C1 Alphabetic principle | The systematic and predictable relationships between written letters and spoken sounds in a language such as English |
| C1 Semantics | Study of linguistic meaning |
| C1 Homonyms | Words that sound the same and are spelled the same but mean different things (bat animal vs bat baseball) |
| C1 Morphonlogy | Study of words, how they are formed, and their relationship to other words |
| C1 Morpheme | Smallest unit of language that carries meaning |
| C1 Free morpheme | Morpheme that can stand alone (free, dog) |
| C1 Bound morpheme | Morpheme that must be attached to a root word (un-, -s, -ing) |
| C1 True cognate | Words from different languages that are spelled the same and mean the same (animal in English and Spanish) |
| C1 Partial cognates | Words from different languages are spelled nearly the same and mean the same (accident vs accidente) |
| C1 False cognates | Words from different languages are spelled the same or nearly the same but have different meanings (exit vs exito= salida vs succcess) |
| C1 Lexicon | Personal vocabulary or vocabulary of a whole language |
| C1 Lexical ambiguity | The presence of two or more meanings within a single word Ex: "Today we will learn about tables” The word “tables” can cause ambiguity because it could mean kitchen table or data table |
| C1 Syntactic ambiguity | The presence of two or more meanings within a sentence or sequence of words Ex: "The chicken is ready to eat!" |
| C1 Discourse | Everything in a language that we use to communicate (phonemes, morphemes, words, phrases, sentences) |
| C1 Syntax | The systematic set of rules that govern the way words combine to form phrases, clauses, and sentences |
| C1 Clause | A group of words that has a subject and a verb. |
| C1 Complex sentence | Sentence that has one independent clause and at least one dependent clause Ex: Although the boy on the bus appeared to be reading, he was thinking about his upcoming soccer game. |
| C1 Compound sentence | Sentence that has more than one subject or predicate Example: He was thinking of his upcoming soccer game, and he was feeling anxious. |
| C1 Compound-complex sentence | Sentence with a combination of complex and compound sentence features Ex: Although the boy on the bus appeared to be reading, he was thinking about his upcoming soccer game, and he was feeling anxious. |
| C1 Predicate | The part of a sentence or clause containing a verb and stating something about the subject Ex: was thinking of his upcoming soccer game |
| C1 Pragmatics | The study of language in use and the effect of context |
| C1 Frozen or static functions of language | printed or unchanging spoken language (quotes, pledges, or traditional songs) |
| C1 Formal functions of language | Technical language, courtesy is considered important, many understood rules for how to phrase language (academic speeches or presentations, politically correct language, & professional introductions) |
| C1 Consultative functions of language | Back and forth participation with background information provided and interruptions allowed (conversations between teachers and students, doctors and patients) |
| C1 Casual functions of language | Back and forth between familiar people, conversations with no background information needed, slang, and interruptions are common (Friends talking and social encounters with new acquaintances) |
| C1 Intimate functions of language | Private communication, body language, and intonation are often more important than the verbal message (close relationships or interactions between family members) |
| C1 What are BICS and how long do they take to develop? | Basic Interpersonal Communication Skills, 6mo-2+yrs |
| C1 What is CALP and how long does it take to develop? | Cognitive Academic Language Proficiency, 5-7+ yrs |
| C1 Compound word | Multiple words combined to form one Moonlight, firefighter, up-to-date |
| C1 Conversion | Change in the way a word is used in context Email as a noun or a verb |
| C1 Discourse patterns | The culture-bound logical arrangement of ideas in oral or written language Standard English is linear, romance languages often digress and add detail |
| C1 Article | Modify nouns A, the, an |
| C1 Conjunction | Word that joins two clauses FANBOYS |
| C1 Preposition | Shows the relationship between two words or phrases, describes position On, over, under, between, behind, at, as far as |
| C1 Interjection | Shows emotion or excitement oh! oops, ah, phew! |
| C1 Common noun | Person, place, thing GENERAL girl, city, coffee |
| C1 Proper noun | Person, place, thing PARTICULAR Anika, Austin, Dutch Bros |
| C1 Singular possessive noun | Indicates something belongs to one person, place, or things The student's book |
| C1 Plural possessive | Indicates ownership by more than one person, place, or thing The students’ book |
| C1 Compound noun | Two or three nouns are joined to create a new noun with a hyphen or separate Toothpaste |
| C1 Collective noun | A group of people, places, or things (can be singular & plural) family |
| C1 Concrete noun | People, places, and things that exist physically and can be seen, touched, smelled, heard, or tasted flag |
| C1 Abstract noun | Qualities, and conditions that cannot be seen or touched and do not exist physically democracy |
| C1 Count noun | Something that can be counted cup, case, game |
| C1 Non-count noun | Cannot be counted - do not have a regular plural form milk, flu, soccer |
| C1 Personal pronoun | Takes the place of people or things I, he, she, it, we, they, you |
| C1 Possessive pronouns | Personal pronouns that also indicate possession my, his, hers, its, ours, theirs, yours |
| C1 Subject | Perform the action in the sentence I, he, she, it, we, they, you |
| C1 Object | Receive the action in the sentence me, him, her, it, us, them, you |
| C1 Relative pronoun | Starts a clause who, which, that |
| C1 Reflexive pronoun | The subject performs an action on itself myself, himself, herself, ourselves, themselves, yourself, yourselves |
| C1 Indefinite pronoun | Does not reference a specific person or thing someone, anyone, everyone, somewhere, anywhere, everywhere, something, anything, everything |
| C1 Simple past verb tense | I walked to school |
| C1 Simple present verb tense | I walk to school |
| C1 Simple future verb tense | I will walk to school |
| C1 Progressive past verb tense | I was walking to school |
| C1 Progressive present verb tense | I am walking to school |
| C1 Progressive future verb tense | I will be walking to school |
| C1 Perfect past verb tense | I had walked to school |
| C1 Perfect present verb tense | I have walked to school |
| C1 Perfect future verb tense | I will have walked to school |
| C1 Perfect Progressive past verb tense | I had been walking to school |
| C1 Perfect Progressive present verb tense | I have been walking to school |
| C1 Perfect Progressive future verb tense | I will have been walking to school |
| C1 Action verb | Describes what the subject is doing Write, talk, play, eat "I talk to my sister every day" |
| C1 Linking verb | Connects the subject to information about the subject Become, feel, look, sound She felt hungry |
| C1 Auxiliary verb | Helps the main verb am, is, was, were, be, being, been "I am having a cookie" |
| C1 Modal verb | Helps when speaking about the ability to make requests and offers can, could, may, might, must, shall "You can eat one more cookie" |
| C1 Stative verb | Expresses a state rather than an action like, seem, prefer, understand "You seem hungry." |
| C1 Coordinating conjunction | Joins ideas in a sentence FANBOYS: for, and, nor, but, or, yet, so "I love listening to music and running." |
| C1 Subordinating conjunction | Connects an independent clause to a dependent clause after, although, as, if, since "If you leave now, you’ll miss the best part." |
| C1 Correlative conjunction | Works together to relate one element in the sentence to the other either/or; both/and; neither/nor "I either want the blue shirt or the grey one." |
| C2 Behaviorist theory | B.F. Skinner (1957) Language acquisition is a series of learned habits. Stimulus by instructor-->Response by learner-->reinforcement by instructor Audio-lingual (drills, assessments, repetition) |
| C2 Innatist or nativist theory | Noam Chomsky (1972) Learners can understand grammatical concepts and language rules; and organize grammatical concepts and language rules into different categories before knowing all the words of a new language Universal Grammar and LAD |
| C2 Constructivist theory | Jean Piaget (1971) Language: - Derives from active involvement - Learners construct their own understanding - Builds on previous experiences Stages of cognitive development |
| C2 Sociocultural theory | Lev Vygotsky (Published in 1978 but died in 1934) Expanded on constructivism (and emphasized the importance of social interactions and shared experiences as the primary influence on both language and cognitive development. |
| C2 Krashen's 5 hypotheses | 1. Acquisition-learning 2. Monitor- learned system monitors acquired language for errors 3. Natural order- acquires rules in predictable sequence 4. Comprehensible input 5. Affective filter |
| C2 CLT | Communicative Language Teaching Communicative competence is the ultimate goal of language teaching. Functional and communicative potential of language is the central focus and students learn by interacting with the teacher and with one another |
| C2 What are the stages of language acquisition and about how long do learners stay in each stage? | 1. Pre-production 0-6mo 2. Early production 6mo-1yr 3. Beginning speech 1-3yrs 4. Intermediate fluency 3-5 yrs 5 Advanced fluency 5-7yrs |
| C2 What are the student characteristics and teacher strategies of the pre-production stage? | Student characteristics: -Minimal comprehension -May not verbalize -Nodding, drawing, pointing Teacher strategies: -Gesture, point, show -Provide read-alouds and music -Emphasize listening and comprehension |
| C2 What are the student characteristics and teacher strategies of the early production stage? | Student characteristics: -Limited comprehension -Uses keywords Teacher strategies: -Add opportunities for simple language -Ask students to point and say the new word -Ask yes/no and either/or questions |
| C2 What are the student characteristics and teacher strategies of the beginning speech stage? | Student characteristics: - Good comprehension - Produces simple sentences - Makes pronunciation errors Teacher strategies: - Introduce new academic vocabulary - Provide visuals and make connections - Ask literal questions |
| C2 What are the student characteristics and teacher strategies of the intermediate fluency stage? | Student characteristics: - Excellent comprehension - Makes few grammatical errors Teacher strategies: - Model more advanced academic language - Rephrase incorrect statements |
| C2 What are the student characteristics and teacher strategies of the advanced fluency stage? | Student characteristics: - Proficient level of speech Teacher strategies: - Continue advancing academic vocabulary structures and frequent formative checks |
| C2 Cognitive processes: Memorization | Process through which the brain encodes, stores, and retrieves information |
| C2 Cognitive processes: Categorization | Process of recognizing, differentiating, classifying, and understanding ideas and objects |
| C2 Cognitive processes: Generalization | Ability to use classification criteria and apply or test concepts across a range of contexts and environments |
| C2 Cognitive processes: Metacognition | Knowledge of oneself about acquired knowledge itself and the cognitive processes involved in understanding and new learning |
| C2 Second language acquisition is impacted by___________,___________, and _________ processes. | cognitive, metacognitive, and social/affective |
| Allophone | Letters or combos of letters that make the same sound Ex: C and K, also ch, que, cc, ck, ke |
| Determiner | A word before a noun that provides information about it. Includes articles, quantifiers, possessives, demonstratives, etc. |
| Article | a, the, an |
| Quantifier | some, six, a few |
| Demonstratives | This, that, these, those |
| Connectors | Connect two separate sentences However, although, similarly, also, in addition |
| What's the difference between a blend and a digraph? | In a blend, each letter retains its individual sound Ex- in the word brag, you can still hear the individual /b/ and /r/ sounds in the "br" blend. A digraph is a two-letter combination that represents a single sound (phoneme). Ex: CH in "much" |
| Portmanteau | A blend of two words to forma new one but does not maintain both words like a compound. Brunch, motel, mockumentary |
| Onset | The initial consonant before the vowel in a word |
| Rime | The vowel and string of letters following it in a word |
| Minimal pairs | Words that differ only by 1 sound. Helps with phonetics Sheep and ship Rat and bat |
| Homophone | Words that sound the same but are spelled different and mean different things sea and see |
Created by:
user-2039153