Praxis II 5362
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| assimilation | when a speech sound changes due to influence of nearby sounds
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| acculturation | describes acquisition process of L2 by minorities (immigrants, migrant workers, kids--Schumann)
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| Language development stages | babbling (3-9m); one word (10-13m); 2 word (18m); multi (2y)
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| Language Development Order | Bottom up: Understanding, Talking, Reading, Writing
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| What tool do teachers help and guide? | Semantic Domain = Semantic Map = Graphic Organizer
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| Skinner | Behavioral Approach (positive rewards); Critical Period 0-7 years
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| Piaget | Metacognitive process; Constructivism approach (active use of mind): learners make sense of info together through problem-solving)
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| Chomsky | Innateness (can communicate when no common language--universal grammar); One can always learn language, 0-14 is best
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| Krashen | 5 hypothesis: Natural order; Input: Acquisition (passive) vs. Learning (active); Monitor (affective filter)
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| Transfer | Thinking in L1 but speaking in L2
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| Teach | Slightly above the actual level
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| Reading | At the independent level
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| Affective filter | Negative emotional and motivational that interfere with the reception and processing of comprehensible input
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| Suggestopedia | Making students comfortable and confident to lower the affective filter
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| Cummins | BICS & CALP; Additive & Subtractive bilingualism
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| BICS | Basic Interpersonal Communication Skills
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| CALP | Cognitive Academic Language Proficiency
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| Additive Bilingualism | L1 continues to develop and the culture is valued; L2 and culture is added
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| Subtractive Bilingualism | L2 is added at the expense of L1
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| Interference | Rule from L1 that interferes with L2
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| Fossilization | EL reaches plateau due to developmental problem
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| Diglossia | 2 Languages are used under different conditions in the same community
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| Second Language Acquisition | Preproduction; Early Production; Speech Emergency; Beginning Fluency; Intermediate Fluency; Advanced Fluency
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| Pre-Production | 500 words; Comprehension is focus; Silent period
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| Early Production | 1000 words; Memorizing chunks; Private speech
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| Speech Emergence | 3000 words; Lexical chunks; Memorized phrases
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| Beginning Fluency | Short Conversations; overgeneralization; circumlocution; code switching
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| Intermediate Fluency | CALP; Complex sentences; Minimal mistakes
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| Advanced Fluency | Same as native speaker
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| Circumlocution | When you do not know the word so you make one up "Wordy"
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| Pronoun | Word that replaces a noun to avoid repetition
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| Conjunction | Connects clauses
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| Agreement | Subjects and verbs must agree
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| Exposition Discourse | Text book language
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| Descriptive level Discourse | Describing one part
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| Narrative discourse | Storytelling
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| Argumentative Discourse | Persuade the reader of something
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| Formal text | Resume, reports
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| Informal text | Emails, texts
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| Neutral text | steps, not intended for a specific person
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| Sociolinguistic competence | The ability to use language that is appropriate to social context
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| Linguistic register | Determined by a variety of factors like occasion, context, purpose, and audience (stylistic variation)
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| Spelling development | 1. Pre-communicative (3-4); 2. Pre-Phonetic (4-5); 3. Phonetic (5-6); 4. Transitional (7-10); 5. Correct/Competent (10-18)
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| Pre-Communicative Stage | Uses a pen and pencil to scribble; no letters
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| Pre-Phonetic Stage | Letter formation is underdeveloped, one letter = one word, beginning letter-sound correspondence, names and forms letters (Semiphonetic)
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| Phonetic Stage | Letter-sound correspondence developed MAJOR PROBLEMS HERE
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| Inventive Spelling | Using phonic knowledge to invent words they need by can't spell
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| Transitional Stage | Concentrates on words needed in writing
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| Correct/Competent Stage | Speller knows the language system and basic rules; recognizes incorrect form
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| Sheltered Instruction Observation Protocol | Differentiated Instruction (SIOP)
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| Total Physical Response | Learning by moving (TPR)
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| Bilingual Model | Learning both language at the time
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| Multi-level | Different levels in the classroom
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| Cognitive Academic Language Learning | Learning strategies to aid in learning content and language
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| English Only Model | NOT ALLOWED Submersion; 1 or 2 students sink or swim
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| Comparative adjective | Bigger
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| Superlative adjective | Biggest
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| Linguistic Approach | Improving reading and writing by recognizing what to look for and how to think about it
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| Basal Reader | A reading strategy using short books
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| Bottom up | From words to meaning
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| Audio-linguism | Emphasis on learning grammatical and phonological stucture
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| Direct method | Students are taught a language directly without L1 to explain new words or grammar
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| Communicative language teaching approach | Emphasis on interaction as both the means and ultimate goal of study
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| Community language learning | Students may speak their L1
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| Native Langauge support | Academic support in L1
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| Natural Approach | Being exposed to the language and using it in a natural way
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| Language experience | Activities and stories of the students; emphasis on meaning
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| Transitional bilingual education | Build L2 in order to mainstream as quickly as possible
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| Maintenance bilingual education | Works to build students' majority language while also promoting use of the native or home language at school
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| Developmental Bilingual Education | Aims to preserve and build on L1
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| Immersion | Instruction entirely in L2 and use L1 only for clarification
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| Total immersion | 100% L2
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| Partial Immersion | 50% L2; 50% L1
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| Two-way immersion | Dual- or bilingual-immersion; speakers of 2 languages and class time is split in half
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| Homographs | Words that are spelled the same but have different meaning
(bat-bat)
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| Homophones | Words that sound the same but are spelled differently (ate-eight)
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| Phonology/Phonics | Sounds in language
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| Phoneme | Smallest unit of sound in meaning /t/ /ch/
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| Allophone | Any speech sound that represents a single phoneme (different sounds that k makes)
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| Morphology/Morphemes | Units of meaning (suffix, affix, prefix, bound, unbound, roots)
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| Free Morpheme | Can stand along (go, big)
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| Bound morpheme | Has to be attached to something (s, un)
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| Derivational affixation | The addition of a morpheme that changes its class (from verb to noun)
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| Syntax | Word order
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| Semantics | Meaning of words, and phrases (2 ways to say the same thing)
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| Pragmatic | Behavior (tact or inflections)
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| Stages of acculturation | Initial enthusiasm; Culture shock; Recovery; Integration
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| Surface Culture | Superficial
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| Deep Culture | You have to be a member to know about it
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| Tier 1 | 80% of students
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| Tier 2 | 15% of students
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| Tier 3 | 5% of students
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| Affricatives | Shair-Chair
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| Minimal Pair | /f/ /v/ fan and van
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| Voice and Voiceless | Air v. no air (voiced = h, sh, tt, pp) (unvoiced = mm, bb, zh)
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| Consonant voicing | Sound change where voiceless becomes voiced (sonorization)
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| Stress patterns | longer, louder, change in pitch, said clearly, uses larger facial movements
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| Prosody | Patterns of stress and intonation
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| Schwa | Unstressed central vowel
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| Intonation Pattern | The way a person's voice raises and lowers when they are talking
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| Place of articulation | the point of contact where an obstruction occurs in the vocal tract
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| Passive location of articulation | roof of mouth
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| Articulatory gesture | An active articulator
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| Palatalization | Involves the change in the place or manner of articulation of consonants
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| Monophthongs | 1 vowel-1 sound
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| Diphthongs | 2 vowels-2 sounds
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| Triphthongs | 3 vowels-3 sounds
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| Formal assessment | Written
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| Informal assessment | Observations
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| Criterion Assessment | Content-based Benchmark
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| Validity | Is the test assessing what it was supposed to assess?
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| Reliability | Are all tests being graded in the same way?
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| Authentic Assessment | Performance-based test (like a driving test)
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| Lau v. Nichols | Students cannot sink pr swim; schools must provide EL services
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| Plyer v. Doe | Public education must be free to all students; teachers are not immigration representatives
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| Castaneda v. Pickard | ELL programs must be evaluated for effectiveness
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| Brown v. Board | Racial segregation is unconstitutional
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| Negative Transfer | Occurs when speakers and writers transfer items that are not the same in both languages
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| Achievement test | A skill/knowledge test
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| IATEFL | International Association of Teachers of English as a Foreign Language
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| ACTFL | The American Council on the Teaching of Foreign Languages
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| NAFSA | Association of International Educators
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| Linguistic Approach | Method that assumes all children have a strong grasp of oral L1
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| Language Experience | Students orally relate personal experiences to the teacher
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| Passive | "The enemy was defeated by the troops"
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| Active | "The troops defeated the enemy"
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| Epenthesis | Insertion of a sound or letter within a word (b in thimble)
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| Flapping | tt in butter
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| Redundancy Reduction | When two languages come into contact within the same environment, the speaker is forced to solve the duplication of rules and functions in two languages
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| Behaviorism | The theory that human and animal behavior can be explained in terms of conditioning without appeal to thoughts or feelings
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| Contructivist | Learning occurs as learners are actively involved in a process of meaning and knowledge construction
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| Title VI, Civil Rights Act of 1964 | Prohibits discrimination on basis of race, color, and origin
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| Socio-pragmatic Competence | Ability to recognize the effect of context on strings of linguistic events and to use language appropriately in specific social situations
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| Transitional Bilingual Program | Works to build students' English Proficiency & put mainstream them
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| Silent way | Students work cooperatively and independently, teacher is silent
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| Community Language Learning | L1 used freely & students work together to develop language aspects; Learning through interactions
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| Metalinguistic feedback | elicitation or error correction
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| Notional-Functional | structuring a syllabus around notions or real life situations in which people communicate
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| Direct Method | refrains from using the L1 and only used L2 (Natural method)
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| Whole Language Approach | Uses a variety of methods to promote and augment true reading comprehension
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| Inductive reasoning | Logical process in which multiple premises are combined to obtain a specific conclusion
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| Deductive reasoning | Logical process in which a conclusion is based on the concordance of multiple premises that are presumed to be true
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| Nasalization | The production of a sound while the velum is lowered
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| Discourse analysis | A number of approaches to analyze written, vocal, or sign language use
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| Bruner | Cognitive and educational psychologist (scaffolding)
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| Vygotsky | ZPD
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| Modal verbs | Verbs used with other verbs to express ability (can, should, must)
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| Adverb of manner | How (gracefully)
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| Adverb of time | When (yesterday)
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| Adverb of Place | Where (everywhere)
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| Adverb of Degree | Intensity (very)
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| Gerund | -ing verb
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| Indefinite Article | a and an (determiner)
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| Definite Article | the (determiner)
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