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149 Cards in this Set
- Front
- Back
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lexical collocation
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a type of construction where a verb, noun, adjective or adverb forms a predictable connection with another word, as in:
* Adverb + Adjective: completely satisfied (NOT downright satisfied) * Adjective + Noun: excruciating pain (NOT excruciating joy) * Noun + Verb: lions roar (NOT lions shout) * Verb + Noun: commit suicide (NOT undertake suicide) |
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minimal pairs
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words or phrases that differ in only one phonological element, such as phone, phoneme, toneme, chroneme
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alveolar stop
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-produced by obstructing airflow in vocal tract
-with tip of tongue, -voiceless. -In English, (t) (k) (p) |
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final intonation patterns
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-pattern of stress and rising and falling pitch which occurs in connected speech.
-can also be used for emphasis to alter meaning |
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places of articulation
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-gives consonants sound, point of contact where the obstruction occurs in the vocal tract.
- between tongue, lips, larynx and roof of mouth -n, t, d, s, z, l have same places of articulation in English. |
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voiced sounds
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-vocal chords vibrate when sound is made.
van then zip |
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voiceless sounds
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-no vibration against the vocal chords
fan thin sip |
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fricatives
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-consonants produced by forcing air through a narrow channel made by placing two articulators together.
-(s) (z) (l) (f) |
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stress
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-force with which a syllable is articulated.
-Can be distinctive- INvalid, inVALid |
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cognitive approach
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-instructional approach that provides explicit teaching of learning strategies within academic subject areas. Strategies are divided into three major categories: (1) Metacognitive (planning, self-monitoring, classifying, etc.); (2) Cognitive (note taking, summarizing, making inferences, self-reflection, etc.) and (3) Social-affective (Asking questions, cooperative learning, peer tutoring, etc.).
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Total Physical Response (TPR)
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-language-teaching method built around coordination of speech and action, teaches language through physical activity.
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Natural Approach
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-2nd language occurs through acquisition of new language.
-grammatical structures learned in natural order. -best learned when message is slightly above level of comprehension. |
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Direct Method
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-refrains from using learners natural language, only uses target language.
-teacher centered -emphasis on pronunciation and grammar |
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notational-functional
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-way to arrange language-learning curriculum.
-notation (context of communication) -function (language used in this context) |
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subtractive bilingualism
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-when learning a second language interferes with the learning of the native language.
-second replaces the first |
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language attrition
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-loss of a first or second language or a portion of that language by an individual.
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Language Assessment Scales (LAS) test
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- consists of two independent tests, one in English and the other in Spanish, presented largely on tape.
-based on the child's performance over four linguistic subsystems: phonemic, lexical, syntactic and pragmatic -test is individually administered by native speakers. |
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Test of English for International Communication (TOEIC)
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-measures the ability of non-native English-speaking examinees to use English in everyday workplace activities.
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Test of English as a Foreign Language (TOEFL)
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-evaluates the ability of an individual to use and understand English in an academic setting.
- It sometimes is an admission requirement for non-native English speakers at many English-speaking colleges and universities. |
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Phonology
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-study of the sound system of a language
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How many phonemes does English have?
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44
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Graphemes
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letters
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consonant digraphs
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-occur when two consonants or two vowels represent a single phoneme.
-wh, ph, gh, bee, ea, oo, |
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/ /
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-individual sounds
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[ ]
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word transcriptions
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What is the grapheme-phoneme correspondence in Spanish?
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26 graphemes to represent 27 phonemes.
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How does Spanish grapheme-phoneme relationship affect English pronunciation?
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-results in negative transfer.
-ELLs pronounce every letter in digraphs (island, palm, calm, although). |
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positive transfer
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learning from one situation assists learning in another.
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negative transfer
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learning from one situation interferes with learning in another.
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allophone
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-process where a phoneme that occurs in complementary distribution results in two different but similar phonemes.
-[pH]-pepper -[p]-spin -Sam vs. sat |
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complimentary distribution
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-exists when one segment occurs in an environment where the other segment never occurs.
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assimilation
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-process by which the phonetics of a speech segment becomes more like that of another segment in a word
- "don't be silly," where said naturally in many accents and discourse styles ("dombe silly"). |
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[~]
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nasal sounds
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morphology
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-study of the structures of words and word formation.
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morphemes
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-units of meaning in words
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free morpheme
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-morpheme that has meaning by itself because it represents a word.
(car) |
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bound morpheme
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-attached to words, root words, or another morpheme.
-ful, pre, dis, ed -only meaning when attached to another word |
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affixes
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-prefixes and suffixes
-many come from Latin and Greek -common to Indo-European languages (English, Spanish, French, German) |
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derivational morphemes
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-units of meaning that can be attached to a word or root word.
-can change word's syntactic classification -subconscious - subconsciously |
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inflectional morphemes or inflectional endings
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-occur at end of word.
-don't change syntactic classification. great-greater |
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comparative morpheme
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er
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superlative morpheme
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est
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progressive morpheme
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ing
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third person singular
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s (works)
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possessive
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's
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plural
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s, es
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regular past tense
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ed
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past participle
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en, has broken
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syntax
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organization or sequence of words in a sentence
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transitive verbs
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verbs that can take objects (direct and indirect)
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intransitive verbs
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-cannot take objects
-serve as linking verbs she IS a girl |
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predicate adjective
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Hugo Chavez is a colorful leader.
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predicate nominative
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He is the president of Venezuela.
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Linking verbs
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am, is, are, was, were, been, seems, becomes
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kernel sentences
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basic English sentence patterns
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lexicon
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vocabulary of the language
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semantics
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-component of the language that conveys the meaning system (literal and connotative)
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denotation
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literal meaning of words and ideas
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connotation
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implied meaning of words and ideas
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idioms
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expression that use connotative meaning to communicate information
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discourse
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ability of speakers to combine sounds into words, words into sentences and larger units cohesively to achieve communication.
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linear approach
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discourse that occurs with little deviation from main idea
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curvilinear approach
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discourse that presents thesis and supporting details, but embellish so that they stray from main topic.
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pragmatics
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-role of context in production and interpretation of communication.
-hidden rules of communication shared by native speakers. |
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acoustic/articulatory phonetics
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physical properties of sounds and way they are produced
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bilabial sounds
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-sounds produced with lips together
-mother, past, boy |
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labiodental sounds
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-sounds where lower lips touch upper teeth.
-view, vine, fine |
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interdental sounds
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-sounds produced with tongue between the teeth.
-thanks (voiceless) -them (voiced) |
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palatal sounds
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-sounds produced in hard palate
-shower, chart,Cajun, seizure |
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velar sounds
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-sounds produced in soft palate.
-gate, car, when, water, |
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glottal sounds
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-sounds produced behind uvula and before the glottis (vocal folds).
-home |
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nasal sounds
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-vibration occurs in nose when sounds made.
-morning, m, n, finger |
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pulmonic sounds
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-English sounds produced when air from lungs goes through vocal tract and nose.
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oral sounds
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-most sounds in English are these.
-produced when soft palate is raised, forcing air through mouth. |
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nasal
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-only three nasal sounds in English.
-m, n, nj (sing) -nasal sound of consonant transfers to accompanying vowels, (new) |
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manner of articulation
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-category used to describe consonant sounds of the language.
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stop sounds
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produced when air going through vocal tract stops or dies out
-Voiceless /p/, /t/, /k/ -Voiced /b/, /d/, /g/ |
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fricative sounds
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produced when air from lungs is partially obstructed, creating friction
-Voiceless- first, think, some, shower -Voiced- view, them, zoo, pleasure |
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affricative sounds
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-combination of fricative and stop sounds.
-church, judge |
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liguid sounds
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-no friction or close sound.
-lateral and retroflex sounds -local, rerun |
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glides/semivowels
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-produced when airstream passes through vocal tract with little or no obstruction.
-occur before or after a vowel -/j/ you, /w/ water, /hw/ when, /h/ home |
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dipthongs
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bOY, kOI, cOW, abOUt, I, dIE
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what three descriptors illustrate vowel sounds?
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tongue position (high, mid, low)
shape of lips (round, unround) part of tongue (front, mid, back) |
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high tongue vowel sound
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/i/ bee
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low tongue vowel sound
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cat
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part of tongue used for high vowel
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tip of tongue
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part of tongue for low vowel
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back of tongue
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rounded lips vowel sound
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old
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unrounded lips vowel sound
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cat
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suprasegmental features
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use of pitch at syllable, word or sentence level to convey meaning
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tone
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different levels of pitch at the syllable level
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tonal languages
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Chinese, Thai, Burmese, Vietnamese, Lao, African, Native American
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intonation pattern
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-pitch at sentence and word levels can convey meaning
-key listeners to pay attention to certain parts and disregard others |
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word stress
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-can change meaning and syntactic classification of a small number of words
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homographs
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words with same spelling but alternate pronunciation
SUBject subJECT |
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phonetic stress
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change stress in a word to alter word's syntactic classification
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three levels of stress
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primary, secondary, unstressed
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content words
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words with high semantic value
nouns, adjectives, verbs, adverbs |
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function words
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required to comply with grammatical conventions
articles, prepositions, auxiliaries (helping verbs), pronouns, conjunctions. |
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How do romance languages stress words?
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use similar intensity of word stress for each word in the sentence.
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where is stress in compound words or nouns?
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in the first word
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IPA
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International Phonetic Alphabet
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APA
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American Phonetic Alphabet
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Which English sounds do ELLs have difficulty with?
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-ch pronounced as /s/: chef, machine
-ss, ti, s, ci pronounced as /s/: mission, caution, sugar, delicious -ch pronounced as /k/: Christ, chrome |
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communicative competence
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ability of ELLs to apply rules and use language appropriately
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four components of communicative competence
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1. sociolinguistic
2. grammatical 3. discourse 4. strategic |
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sociolinguistic competence
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switch from register based on context and purpose of communication
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grammatical competence
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apply grammar rule for language: phonology, morphology, syntax, semantics, pragmatics
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discourse competence
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cohesion and coherence in communication
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strategic competence
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use communication techniques to achieve communicative purpose and avoid breakdown in communication
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BICS
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basic interpersonal communication skills
-skills needed to communicate in face-to-face and day-to-day activities |
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CALP
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cognitive academic language proficiency
-linguistic development required to understand instruction, and use higher-order thinking skills |
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three dominant theories of language acquisition
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behaviorist, innatist, interactionist
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behaviorist views
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-second language learning a process of habit formation.
-virtually ended in 1970s |
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audiolingual method
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-imitation, repetition, reinforcement
-memorize dialogues and pattern drills -errors immediately corrected |
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innatist views
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-children born with innate capacity to learn languages.
-already have grammar template to build native language grammar. |
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creative construction theory
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-ELLs follow similar strategies and make same kinds of errors as native speakers
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Five Hypotheses of Krashen's second-language acquisition theory
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1. Acquisition vs. learning
2.Comprehensible input 3. Monitor hypothesis 4. Affective Filter hypothesis 5. Natural order hypothesis |
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Acquisition vs. Learning
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-implement strategies that resemble L1 acquisition process.
-promote L2 through fun and interactive activities that lead to self-discovery. |
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Comprehensible Input
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-input language must be slightly above current linguistic level of learner.
-promote activities in contextualized situations to ensure ELLs understand content of communication. |
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Monitor Hypothesis
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-learner must have explicit knowledge of grammar rules and time to apply them in order to assess their language use.
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Affective Filter Hypothesis
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-students learn better when they are relaxed, allowing linguistic input in the LAD (language acquisition device).
-create low-anxiety environment for kids. |
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Natural Order Hypothesis
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-ELLs acquire English structures in predictable sequence. -Sequence guided by communicative value of language structures.
-rich linguistic activities where students use a variety of structures. |
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Interactionist Theory
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-caregivers and parents play large role in L2, more than innatist's view.
-prevailing theory in process of L1 acquisition. |
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conversational scaffolding
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-repeating and modeling words that child produces.
-checking for understanding by prompting questions at the end of child's statements. |
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How can teachers implement interactionist theory in the classroom?
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use nonverbal communication, drawing and modified speech to deliver comprehensible input.
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Common Underlying Proficiency
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-interdependence of academic development in L1 and L2
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Interlanguage
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-transitional construction students develop in process of mastering L2.
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fossilized
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-when interlanguage structures persist.
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Threshold Hypothesis
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-language learners should arrive at given academic literacy level in L1, in order to transfer elements to L2.
-threshold reached after 4-5 years of effective L1 instruction. |
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Language Interference
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-errors caused by interference of L1 over structures of L2.
zoo, sue |
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code switching
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alternating use of two langauges in communication
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intrasentential code switching
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switch language within the sentence
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intersentential code switching
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code switching across sentences
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Five Stages of Second Language Development
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1. Preproduction or Silent Stage
2. Early Speech Production 3. Speech Emergence 4. Intermediate Fluency 5. Advanced Stage |
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Preproduction/Silent Stage
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-communicates with gestures/actions
-problems w/comprehension -frustration/anxiety -silent |
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Early Speech Production
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-increased comprehension
-yes/no, one word statements -expands listening comprehension -understands language in highly contextualized situations |
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Speech Emergence
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-communicates in phrases, sticks to v, adj, n, adv
-more effective communication in contextualized situations -understands better than speaks |
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Intermediate Fluency
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-simple sentences
-over generalizes -more acculturated and comfortable in school |
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Advanced Stage
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-academic language needed to be mainstreamed
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extroversion
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outspoken individuals who seek contacts and negotiate meaning with native speakers.
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Tolerance for ambiguity
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-avoid frustration in instructional situations characterized by lack of organization and guidance.
-good language learners |
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Impulsive vs. Reflective Students
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-impulsive students may develop L2 faster, but reflective will have more polished form of language.
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Anxiety
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-some is good to give students sense of responsibility for learning process.
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instrumental motivation
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learn language for specific purposes
-travel, college, tests |
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integrative motivation
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learn language to understand people/culture, and function in society
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Critical Period Hypothesis
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-children have an advantage over adults in language learning
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Ideal time for L2 acquisition
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-8-12 (3rd to 6th grade)
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Adults vs. Kids
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-adults have advantage in mastery of more abstract components of language.
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