C-Tel Module 1B

Front 1

How can phonology inhibit conversation?

Back 1

When a student's L1 differs from English:
1) it is difficult to transfer sounds not in L1
2)when speaking and making different sounds to a word, meaning could change

Front 2

morphology

Back 2

The study of the meaning of units (words) in a language

Front 3

what is a morpheme? (example)

Back 3

It is the smallest unit (in the word) in the building blocks of meaning (e.g. dog - 1 morpheme; dogs = 2 morphemes)

Front 4

root

Back 4

base word

Front 5

affix

Back 5

either a prefix or a suffix and changes the meaning of the main word (e.g. re-construct-ed)

Front 6

two lexical morphemes

Back 6

compound words e.g. (two free morphemes - butter + fly

Front 7

inflectional endings (8)

Back 7

-s,-es,s,-ing,-ed,-en,-er,-est

Front 8

cognates

Back 8

words in related languages that developed from the same ancestral root (e.g. English "father" and Latin "padre")

Front 9

How can morphology inhibit conversation?

Back 9

when a plural is irregular, such as mouse and mice, an EL will overgeneralize and say mouses, since he/she learned that house is houses in the plural form.

Front 10

syntax

Back 10

the study of the structure of the sentences and the rules that govern the correctness of a sentence

Front 11

syntactic classes

Back 11

parts of speech (noun, verb)

Front 12

syntactic rules

Back 12

are pattern relations that govern the way the words in a sentence come together.

Front 13

sentence patterns

Back 13

are various ways of expressing a complete thought from simple sentences (subject + verb) to compound, complex sentences

Front 14

implications of syntactic rules

Back 14

students need to be exposed to different sentence patterns from simple to complex in oral and written form in order to acquire the patterns. The rules can be explicitly taught staring at the intermediate level

Front 15

semantics

Back 15

the study of meanings of individual words and of larger units such as phrases and sentences

Front 16

difficulties with semantics: multiple meanings

Back 16

words can have multiple meanings - tire, tire,

Front 17

difficulties with semantics:false cognates

Back 17

look like they are from the same root word, but aren't (parents, parientes)

Front 18

difficulties with semantics: idioms

Back 18

groups of words with a single meaning that isn't to be interpreted literally

Front 19

difficulties with semantics: language ambiguities

Back 19

words, phrases, or sentences have multiple meanings

Front 20

difficulties with semantics (4)

Back 20

multiple meanings
false cognates
idioms
language ambiguities

Front 21

implications - difficulty with semantics

Back 21

-transfer issues
-cultural reflection in L1 (concept of time)
-understanding that there are universals in all languages

Front 22

academic language functions

Back 22

tasks language users must be able to perform in the different content areas

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academic language functions(10)

Back 23

-seek info
-inform, -compare, -order, -classify, -analyze, -infer,
-justify & persuade, -solve problems, -synthesize, - evaluate

Front 24

form

Back 24

grammar

Front 25

second language proficiency levels:
beginning

Back 25

-minimal receptive/productive skills
-begin to recognize some basic groups of related words
-write some isolated Eng words

Front 26

Second language proficiency levels:
early intermediate

Back 26

- describe a picture/object using common vocabulary
-match simple vocabulary words to pictures
-write sentences appropriate to a prompt

Front 27

second language proficiency levels:intermediate

Back 27

-respond to a prompt using difficult vocab in a relevant complete sentence
-read a story and recall details and answer literal questions
-write simple sentences appropriate to prompt or write story by listing events or ideas

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second language proficiency levels: early advanced

Back 28

-understand and follow difficult instructions/delivery in an academic context
-read involving processes such as : sequencing, generalization, drawing conclusions, making predictions
-writing contains fluent sentences, paragraphs, well-organized ideas and accurate transitions

Front 29

second language proficiency levels: advanced

Back 29

- understand and follow more complex instructions/delivery in an academic context
-read more complex narrative and expository texts and answer increasingly difficult questions that involve sequencing
-writing contains fluent sentences and paragraphs with well organized ideas , accurate transitions, vivid vocabulary, and no significant grammatical errors.

Front 30

communicative competence

Back 30

the speaker is able to communicate functionally and interactively :-grammatically, -sociolinguistically, - discourse

Front 31

grammatical competence

Back 31

speaker has mastered rules and exceptions to the rules of a language. Verb tense, syntax,number, gender, subject-verb agreement, etc. have been acquired so the speaker uses them correctly without having to think about them

Front 32

sociolinguistic competence

Back 32

speaker is able to use socially appropriate language depending on situation, place and people involved in a conversation. includes the use and interpretation of non-verbal cues, idioms and slang.

Front 33

discourse competence

Back 33

speaker engages in fluid, fluent, two-way conversation. Reacts, adapts to, and incorporates ideas and responses as the conversation flows.

Front 34

discourse

Back 34

conversation, oral communication such as a sermon, speech

Front 35

pragmatics

Back 35

-the use of language in various social contexts.