vocab
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| Homophone | A word which has the same pronunciation as another word but different spelling.
eg. sea-see
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| behaviorism theory | A theory that viewed learning as a matter of habit formation, Where habits are formed when learner's responses to external stimuli are positively reinforced.e.g pattern drills with positive T feedback to correct answers.
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| Alveolar plosive | A consonant sound made by a sudden release of air from between the tongue and alveolar ridge
F.P can be voiced or unvoiced. e.g /t/ /d/
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| Fricative consonant | A consonant sound where the flow of air is partially constricted and released slowly.
e.g /f/ /z/ th as in thin of sh shin.
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| Jigsaw reading | An activity where learners read diff.parts of texts and exchange info
F.P creates a communicative purpose for reading text. e.g story divided in parts, learners exchange info to make sense of text.
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| consonant | Sounds made when the airflow from lungs is obstructed in some way by articulators. classified in terms of place=where obstruction occurs. manner=type of obstruction -whether sound voiced or not.
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| Intrusion | Feature of communicative speech when sounds like /w/y/ and/r/ added between sounds.
F.P related to liaison linker.
e.g. you are= youwr /ju:'wa:/
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| Phonology | Study of the sound system of a particular language and how this system is used by its speakers to express meaning. Basic unit of study in phonology is phoneme.
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| de-lexicalized verb | Form the verb element in a large number of multi-word expressions and which have little or no dictionary meaning on their own.
e.g take,get= take your time, get lost
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| connected speech | refers to the way that speech sounds are produced as part of a continuous sequence, rather than isolation.
e.g assimulation, elision,juncture liaison.
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| voiced sound | Is one which is produced while the vocal cords are vibrating.
e.g /b/
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| rhythm | is a way that some words are emphasized so as to give the effect of regular beats.
F.P stress-timed.
e.g /you were coming/ /a cake/
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| stress | the effect of emphasizing certain syllables by increasing their loudness, length or pitch.
degrees of stress= primary, secondary
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| Tonic syllable | Sentence which carries the main stress.
F.P generally higher in pitch/longer/louder than surrounding syllables.
e.g I Live in LONdon.
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| Compound words | A new word created by combining 2 or more words/adj/prep/adv/verbs( candidate must mention 2 if you use specific parts of speech.F.P They differ in meaning from individual components.
e.g website/downsize/memory stick
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| idiom | fixed/semi fixed expression/phrase/group of words/lexical in which the meaning is not literal. Cannot be deduced from its individual words.
F.P Normally colloquial/informal
e.g feeling under the weather
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| Modal auxiliary verb | Aux verb which expresses the mood/attitude;modifies the meaning of the main verb in sentence.
F.P There re 9 pure modal aux verbs
e.g. Must,can,could,will,would,shall,should,may, might.
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| Discourse | Any connected piece of speaking or writing .
Is principally the study of how stretches of language achieve both cohesion and coherence
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| A Pedagogical Grammar | Grammar designed to help learner with "rule of thumb" Not necessarily as comprehensive as descriptive grammar.
e.g. use "a" before consonants and "an" before vowels.
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| Vowel | make up the speech sounds of English. Vowels are produced without any significant obstruction or constriction of the airflow from lungs to lips and beyond.
12 monophthongs 8 diphthongs 20 vowel sounds.
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| Syntax | A study of the way in which words are ordered/connected in clauses/sentences.
F.P Plays a major role in English
e.g. in English basic WO is sub-verb-obj: adj. of freq usually precede verb
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| Descriptive Grammar | A grammar that tells you what people do say.
e.g. In the past we used Whom as an obj of a relative clause. Nowadays "who is more often used.
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| Prescriptive Grammar | A grammar that tells you what you should say.
e.g. Never use the passive when you can use the active.(Orwell)
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| Direct method | A method in which grammar rules are taught. Only target language Is used in classroom.
F.P Pure inductive approach;no tolerance of error.
e.g. Berlitz method- Situational language teaching.
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| Coordinating conjunction | A word which connects/links independent clauses/words/phrases of equal importance.
F.P There is generally no comma after a co-ordinating conjunction.
e.g. 'and,but'
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| Notions | Entities related to time,space and place.
F.P related to teaching grammar
e.g adverbs of freq.(time)How often do you? Space=directions; place=there's a book on the table.
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| Function | Group or language chunk used to convey a specific purpose.
F.P Different functions generate different answers.
e.g. asking for opinion; I think, In my opinion. I agree.
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| Assimilation | Where a sound is affected by the other sound around it; often by sounds that follow it but sometimes by sounds that precede it.
e.g. He's in bed. Bed is pronounced as /im'bed/ not /in'bed/ (m)not (n) okay?
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| Elision | Where a sound disappears completely because of the sound that follows it.
e.g. nexT please. 'T' /neks,pli:z/
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| Intonation | called the "music" of speech. Use speakers make changes in their voice pitch.
F.P basic unit of intonation is the tone unit.
e.g. It's not WHAT you know. It's WHO you know. goes up at "what" and down until "who" then
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| Liaison | Where a sound is added at the word boundaries.
F.P especially after words ending in vowels.
e.g. law and order, where a/r/ sound is inserted between law and and.
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| affix | A meaningful group of letters added to the beginning or end of a word to make a new word.
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| Allophone | A phonetic/sound/pronunciation
variation of a single phoneme
F.P All phonemes have allophones
e.g /p/ of pin and the/p/ of spin.
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