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ESL 5362
| Question | Answer |
|---|---|
| Behaviorist theory of language learning | Claims that children enter the world as a blank state and then are influenced by their environment. This theory is for learning ones first language(Watkins and Skinner) Stimuli – Response |
| Assimilation | Refers to a phoneme being spoken differently when it is near another phoneme, i.e., And / ӕnd/ is spoken as /n/ in rapid, casual speech. Say “cookies and cream.” |
| Elision | Omission of an unstressed vowel, consonant, or syllable. May be abbreviation or contraction or other. Ice cream was first known as iced cream but the d got swallowed and over time it became ice cream. |
| Palatization | Ex. got you to gache. When tongue is on palate and goes to front of mouth for y – the sounds become palatalized. |
| Epenthesis | Adding one or more sounds to a word – usually in the interior of the word as warmth, hamster. We do that naturally but English learners will add sounds in words. insertions will happen often when they are just learning English and they are reading. |
| Devoicing/voicing | To pronounce a normally voiced sound as voiceless – bath and bathe, breath and breathe, wife, wives, |
| Metathesis | Common speech errors –The transposition of sounds or letters in a word, or of whole words or syllables. pasketti for spaghetti, revelant for relevant. |
| Consonant cluster | A consonant cluster (sometimes known as a consonant blend) is a group of consonants that appear together in a word without any vowels between them. When reading clusters, each letter within the cluster is pronounced individually. |
| Reduction in speech and connected speech | Shortening pronunciation of words. |
| Language fossilization | The process in the learning of a secondary language in which the student has more and more difficulty furthering his fluency in the language, until eventually, the student can learn no more. The language has been set in stone in the students mind. |
| Homonyms – | Word forms that have two or more meanings -= can |
| Homophones | Two or more words that have same pronunciation but different meaning and spelling – wood and would |
| Heteronyms | Two or more words that have the same spelling but have a different pronunciation and meaning – Polish/polish, record/record |
| Minimal pairs | Minimal pairs have one sound that is different – fair/pear but fair/fare are not |
| Phoneme substitution | phoneme is not natural to one’s phonology system or it has not developed. we always use something in place of it. Native speakers develop the “r” phoneme later and young children will substitute another phoneme like “w” whereas rabbit become wabbit. |
| Homographs | Two or more words with same spelling or pronunciation but different meanings – stalk, can, read, lead |
| Self-correction | When students realize they have started or said something wrong and they back-up. |
| 2. Morphology | Study of the structure of words and word formation |
| Derivational morpheme | Units of meaning that can be attached to a word or root word that often change the syntactic classification of the word (subconsciously, unhappy) (teach, teacher) |
| Inflectional morpheme or inflectional ending | Does not change the syntactic meaning of the word. Rather the tense, degree, etc. (great, greater or want, wanted) |
| Order of learning to spell | Precommunication – scribbling Semiphonetic – maybe just letters or numbers Phonetic – use of sounds to make communication possible Conventional – normal spelling |
| Bound morpheme | Careful (care is free and –ful is bound) “Predetermined “ - Bound prefix (pre) Root (determine) Bound suffix (ed) Bound morphemes have to have a root to have meaning |
| Metalinguistic Awareness | is a cognitive process that allows a person to monitor and control their use of language., a type of metacognition, which is an awareness and control of one's own knowledge and cognitive processes (BEING ABLE TO THINK ABOUT THINKING) |
| Gerunds | a verbal that ends in –ing and functions as a noun – “Playing is the opposite of work.” “Taking the Praxis ESL Test is going to be easy.” |
| infinitives | – a verbal preceded by “to” and functions as a noun, adjective, or adverb. “To take the Praxis ESL test is a requirement for ESL Endorsement. |
| Intransitive Verb | linking verbs that link the subject with predicate nominative, predicate adjective. I am Judy. I is the subject, am is the IV, Judy is the predicate nominative |
| Transitive verbs | must have an object. “I scared the bird.” I is the subject, scared is the TV, the bird is the DO |
| Word usage | refers to how a word is used correct or incorrectly because a student has not learned its usage – ex. “My mom’s cooking is too good.” |
| Word form | refers to using the correct form of a word as in the following – “Her arguments have neither rhyme or reason.” “Her arguments have neither rhyme nor reason.” |
| Word choice | when a word is totally not a good choice – ex. “She always has a glad look on her face.” |
| simple sentence | consists of just one clause. |
| complex sentence | is made up of one main (independent) clause and one or more subordinate clauses. |
| compound sentence | is made up of two or more main clauses. |
| compound-complex sentence | A compound-complex sentence consists of two or more verb clauses and one or more adverb clauses. In other words, compound-complex sentences are combinations of one or more compound sentences and one or more complex sentences. |
| Sociolinguistics | The study of language as it functions in society; the study of the interaction between linguistic and social variables. |
| Discourse Analysis | a subject which studies a text or a conversation. This is a subject in linguistics which does not study sentences, like in syntax, but the entire text or conversation. The text or conversation is known as discourse. |
| Register | Every native speaker is normally in command of several different language styles, sometimes called registers, which are varied according to the topic under discussion, the formality of the occasion, and the medium used (speech, writing, or sign). |
| Generative Grammar | Children don't copy the language that they hear around them. They deduce rules from it, which they can then use to produce sentences that they have never heard before. They learn a grammar that generates an infinity of new sentences. |
| Behaviorist theory of language learning | Claims that children enter the world as a blank state and then are influenced by their environment. This theory is for learning ones first language(Watkins and Skinner) Stimuli – Response |
| Cognitive Theory of language learning | Holds that a child learns a language in the same way as he learns other biological functions. I.e., potty training, eating, drinking from a cup, chewing. |
| Monitor hypothesis | Learners exposed to formal language instruction develop an internal mechanism able to assess language and make corrections. |
Created by:
maurissaroberts