Comps Study Cards

Front 1

Monitor Hypotheis

Back 1

Krashen (1981): Involved in learning, not acquisition. It's a device for 'watchdogging' one's output, editing and making alterations or corrections as they are consciously perceived. Avoid explicit/Intentional learning b/c hinders acquisition. One fluency established should optimal anount of monitoring/editing be employed by learner.

Front 2

Input Hypothesis

Back 2

Krashen (1981): i + 1

Front 3

Affective Filter Hypothesis

Back 3

Best acquisition occurs in environments where anxiety is low and defensiveness absent.

Front 4

Implicit Knowledge

Back 4

information that's automatically and spontaneously used in language tasks. These include phonological, syntactic, semantic, and pragmatic rules for language, but do not have access to an explicit explanation of rules governing the performance

Front 5

Explicit Knowledge

Back 5

Facts a person knos about language and the ability to articulate those facts the same way.

Front 6

Long's Interaction Hypothesis

Back 6

Comprehensible input is the result of modified interaction.

Front 7

Krashen's Modified Interaction

Back 7

the various modifications that native speakers and other interlocutors create in order to render their input comprehensible to learners.

Front 8

Vygotsky's (1978) Zone of Proximal Development

Back 8

ZPD: learners construct the new language through socially mediated interaction.

Front 9

Structuralists/Descriptivists

Back 9

Bloomfield, Sapir, Hockett (1940-50's):
Only "publicly observable responses" could be subject to investigation. Task was to describe human languages and to identify structural characteristics of those language. Languages can differ from each other without limit, and that no preconceptions could apply across languages.

Front 10

Behaviorist

Back 10

Skinner: Stimulus/Response/Reinforcement

Front 11

Generative-Transformational

Back 11

Chomsky (1960's): human language cannot be scrutinized simply in terms of observable stimuli and responses or the volumes of raw data gathered by field linguistics. Not only interested in describing language (achieving level of descriptive adequacy), but also in arriving at an explanatory level of adequacy in the study of language that is 'principled basis, independent of particular language, for the selection of the descriptively adequate grammar of each language."

Front 12

Constructivism

Back 12

Piaget/Vygotsky

Front 13

Zone of Proximal Development

Back 13

Vygotsky: The distance between a learner's existing developmental state and his or her potential development. Impt to Social Constructivism b/c it describes tasks 'that a child cannot yet do alone but could do with the assistance of more competent peers or adults' (Slavin, 2003).

Front 14

Constructivism - Piaget: stages of development setting a precondition, or readiness, for learning. Stressed importance of individual cognitive devleopment as relatively solitary act. Biological timetables and stages of development are basic, social interaction claimed only to trigger development at the right moment.

Back 14

Constructivism - Vygotsky: unity of learning and devlopment. Social interaction was foundational in cognitive development and rejected the notion of predetermined stages.

Front 15

Classical Method

Back 15

Language teaching method in which the focus is on grammatical rules, memorization of vocabulary and other language forms, translation of texts, and performing written exercises.

Front 16

Grammar-Translation Method

Back 16

LT method in which the central focus is on grammatical rules, paradigms, and vocabulary memorization as the basis for translating from one langauge to another.

Front 17

Audiolingual Method

Back 17

1940-50's: Rejection of grammar translation.

Front 18

Direct Method

Back 18

LT method popular in the early 20th C that emphasized direct target language use, oral communication skills, and inductive grammar, without recourse to translation from the first language.

Front 19

Communicative Language Teaching

Back 19

Approach to LT methodology that emphasizes authenticity, interaction, student=centered learning, task-based activities, and communication for real-world meaningful purposes.

Front 20

Methods

Back 20

coherent, prescribed group of activities and techniques for language teaching, unified by a homogeneous set of principles or foundations; sometimes proclaimed to be suitable for all foreign language teaching contexts.

Front 21

Approach

Back 21

Richards & Rogers, 2001): Pedagogical trends in language teaching now spur us to develop a principled basis upon which teachers can choose particular designs and techniques for teaching a foreign language in a specific context. Each learner, each, learner-teacher relationship, and context is unique.

Front 22

Universal Grammar

Back 22

theory postulating principles of grammar shared by all languages, thought to be innate to humans (linguistic nativism). It attempts to explain language acquisition in general, not describe specific languages. UG proposes a set of rules intended to explain language acquisition in child development.

Some students of UG study a variety of grammars to abstract generalizations called linguistic universals, often in the form of "If X holds true, then Y occurs." These have been extended to a range of traits, from the phonemes found in languages, to what word orders languages choose, to why children exhibit certain linguistic behaviors.

Front 23

Children's Language

Back 23

A child's language is a legitimate system in its own right. Linguistic Dev. is not a process of developing fewer and fewer incorrect structure----not a language in which earlier stages have more 'mistakes' than later stages. Rather, child's language at any stage is systematic in that the child is constantly forming hypotheses on the basid of the input received and then testing those hypotheses in speech and comprehension. As child's language develops, these hypotheses are continually revised, reshaped or abandoned.

Front 24

Competence - Chomsky (1965):

Back 24

Performance - Chomsky (1965):

Front 25

Heterogeneous Competences

Back 25

multiple abilities, often unsystematic, that are in the process of being formed.

Front 26

Systematicity: consistency and predictability in learner language

Back 26

Variability: instability in learners' linguistic systems

Front 27

Learner Variables: Age
Children

Back 27

1-10: Biological/Cognitive/Social factors

Parental influence, schooling, peer pressure

Front 28

Learner Variables: Age
Adolescents

Back 28

11-15: Bio Factors - Critical Period
Social - Parental Influence, schooling, peer pressure

Front 29

Learner Variables: Age
Adult

Back 29

16+: Bio Factors - Critical Period
Social Factors - peer pressure, context of Second Language Learning/Teaching

Front 30

Learner Variables: Cognition

Back 30

General Intelligence, Language Aptitude - Learning Strategies

Front 31

Learner Variables: Native Language

Back 31

Transfer: Phonological, Grammatical, Semantic

Front 32

Learner Variables: Educational Background
Non-Professional

Back 32

Number of years in school
Place of study (attitude toward education, educational system)

Front 33

Learner Variables: Educational Background
Professional

Back 33

Educational System
Field of Study (Specialization)

Front 34

Correlation

Back 34

The purpose of correlational analyses in language testing it to examine how the scores on two tests compare with regard to dispersing, or spreading out, the students. Essentially, correlation is the "go-togetherness" of two sets of scores.

Front 35

Correlation Coefficient

Back 35

The degree to which two sets of scores covary or vary toge4ther, is estimated statistically by calculating a correlation coefficient. Such a coefficient can reach a magnitue as high s +1.0 if relationship btw scores on two tests is perfectly direct, or positive. Alternatively, a correlation coefficient can be negative with a value as strong as -1.0 if relationship is perfectly opposite, or negative.A zero can result if no relationship exists btw the two sets of numbers.

Front 36

Dulay & Bart (ca. 1976)

Back 36

in the absence of L1 interference, transfer of L1 syntactic patterns rarely occurs in child second language acquisition. Children learning an L2 use a creative construction process, just like with their L1

Front 37

Creative Construction

Back 37

the hypothesis in child languag eacquisition that claims the rarity of L1 interference, the emergency of common acquisition orders, perception of systematic features of language, and the production of novel utterances.

Front 38

Roger Brown (1973)

Back 38

1.present progressive (-ing)
2. [and 3.] in, on
4. plural (-s)
5. past irregular
6. possessive (-'s)
7. uncontractable copula (is, am, are)
8. articles (a, the)
9. past regular (-ed)
10. third-person regular (-s)
11. third-person irregular

Front 39

Asher's Total Physical Response (1977)

Back 39

LT method relying on physical or kinesthetic movement accompanied by language practice

Front 40

Krashen & Terrell's Natural Approach (1983)

Back 40

LT method that stimulates child language acquisition by emphasizing communication, comprehensive input, kinesthetic activities, and virtually no grammatical analysis.

Front 41

Learner Variables: Affective
Socio-Cultural

Back 41

Attitude toward native culture, second language cuture, native people , and second language people

Front 42

Why is empathy important?

Back 42

Needto be able to understand the other person's affective and cognitive states; communication breaks down when false presuppositions or assumptions are made about the other person's state.

Front 43

Learner Variables: Affective
Motivation

Back 43

Integrative
Instrumental (own or forced choice)

Front 44

Weiner's Attribution Theory (1986)

Back 44

how people explain causes of their own success or failure in terms of ability & effort (intrinsic to the learner) and perceived task difficulty & luck (attributable to external circumstances

Front 45

Sparks et al. Linguistic Deficit Coding Hypotheis (2000)

Back 45

Anxiety in a foreign langauge class could be result of L1 deficits, namely difficulties that students may have with language "codes" (phonological, syntactic, lexical, semantic features).
Some counter this (Horwitz) by saying that since even the most proficient learners have anxiety, it's unreasonable to assume it's caused by L1 deficits.

Front 46

Learner Variables: Affective
Egocentric

Back 46

Depression
Ansiety
Homesickness
Social Distance
Ego Permeability
Rejection
Self-Conscious (efficacy)

Front 47

Learner Variables: InputNon-Classroom

Back 47

Place of learning (L2/L1/Bilingual environment)
Type of language contact
Family language environment
Peer language environment

Front 48

Learner Variables: Input
Classroom

Back 48

Type of Instruction (In/Formal)
Length of Instruction (# of years/contact hours)
Place of instruction (L2/L1/Bilingual environment)
Material of Instruction (un/graded or skill-oriented material)
Source of Instruction (teacher---attitudes and training factor in)

Front 49

Anomie
Durkheim (1897)
Lambert (1967)

Back 49

feelings of social uncertainty, dissatisfaction, or "homelessness" as individuals lose some of the bonds of a native culture but are not yet fully acculturated in the new culture.

Front 50

Social Distance

Back 50

the cognitive and affective proximity of two cultures that come into contact within an individual

Front 51

Cummins (1980)

Back 51

BICS - Basic Interpersonal Communicative Skills
CALP - Cognitive/Academic Langauge Proficiency

Front 52

Canale & Swain Grammatical Competence (1980)

Back 52

aspect of CC that encourages knowledge of lexical items and rules of morphology, syntax, sentence-grammar semantics, and phonology. It is the competence that we associate with mastering the linguistic code of a language. This includes a focus on sentence-level grammar.

Front 53

Discourse Competence

Back 53

The ability we have to connect sentences in stretches of discourse and to form a meaningful whole out of a series of utterances. This focues on everything from simple spoken conversation to lengthy written text---looking at intersentential relationships

Front 54

Savignon Sociolinguistic Competence (1983)

Back 54

the knowledge of the sociocultural rules of language and of discourse. It requires an understanding of the social context in which language is used, the roles of the participants, the information they share, and the function of the interaction. Only in a full context of this kind can judgments be made on the appropriateness of a particular utterance.

Front 55

Canale & Swain Strategic Competence (1980)

Back 55

the verbal and noverbal communication strategies that may be called into action to compensate for breakdowns in communication due to performance variables or due to insufficient competence.

Front 56

Savignon Strategic Competence (1983)

Back 56

the strategies that one uses to compensate for imperfect knowledge of rules-- or limiting factors in their application such as fatigue, distraction, and inattention. The competence underlyying our ability to make repairs, to cope with imperfect knowledge, and to sustain communication through paraphrase, circumlocution, repetition, hesitation, avoidance, and guessing, as well as shifts in register and style.

Front 57

Language & Gender (Brown p. 234)

Back 57

CLT (Brown p. 241)

Front 58

Contrastive Analysis Hypotheis

Back 58

The principle barrier to second language acquisition is first language interference, and that a scientific analysis of the two language in question enables the prediction of difficulties a learner will encounter.

Front 59

Phonotactic Contstraints

Back 59

A set of constraints on how sequences of segments pattern, and these form part of the speaker's knowledge of the phonology of his or her language.

Front 60

Phonotactic Contstraints: Russian

/fpr/ onset in word vprok /fprɔk/

Back 60

Speakers typically adjust an impermissible sequence by altering it to a permissible one, many English speakers would pronounce the Russian word [fprɔk] as [fəprɔk] or even delete the initial /f/ and say [prɔk] in order to adjust the impermissible sequence /fpr/ to a permissible English onset.

Front 61

Phonotactic Constraints: English

3-consonant Cluster in English

Back 61

(l)
p r
s t (w)
k j

1st is always an s
2nd is always a voiceless stop
3rd is either a liquid or glide

Front 62

Form Focused Instruction

Back 62

Spada (1997): any pedagogical effort which is used to draw the learners' attention to language form either implicitly or explicitly.

Front 63

Grammar Consciousness Raising

Back 63

Ellis (1997): the incorporation of forms into communicative tasks.

Front 64

Form Focused Instruction: Two approaches

Back 64

1) explicit, discrete-point metalinguistic explanations and discussions of rules and exceptions or curricula governed nd sequenced by grammatical or phonological categories.

2)implicit, incidental references to form; noticing (learner is paying attention to specific linguistic features in input), and the incorporation of forms into communicative tasks (Grammar Consciousness Raising)

Front 65

Form-Focused Instruction Results

Back 65

Lightbrown (2000): communicative language insrtuction as opposed to exposure to a language can increase learners' levels of attainment

Doughty (2003): Rate of acquisition and level of ultimate attainment of a language are enhanced by insturciton.

Front 66

Chomsky's Competence vs. Performance

Back 66

Competence: knowledge of language that underlies our ability to use it

Performance: the way a person actually uses language--whether for speaking, listening, reading, or writing.

Front 67

Task-based Instruction

Back 67

instruction in whcih classroom activities are 'tasks' similar to those learners might engage in outside the second or foreign language classroom. Tasks may be complex, for example, creating a school newspaper, or more limited, for example, making a phone call to reserve a train ticket.

Front 68

Zone of Proximal Development (ZPD)

Back 68

The metaphorical 'place' in which a learner is capable of a higher level of performance because there is support from interaction with an interlocutor. In Vygotsky's theory, learning takes place through and during interaction in the learner's ZPD.

Front 69

Testing Test Validity

Back 69

Equivalent Parallel Forms
Split-Half
Test-Retest

Front 70

Factors influencing language learning

Back 70

Age
Aptitude
Attitude
Motivation
extrovert/introvert
self-esteem
anxiety (debilitative/facilitative)
tolerance of ambiguity
inhibition
motivation (instrumental/integrative)

Front 71

Validity

Back 71

the extent to which inferences made from assessment results are appropriate, meaningful, and useful in terms of the purpose of the assessment--it takes practicality and reliability into consideration

Front 72

Types of Validity

Back 72

Consequential
Construct
Content
Criterion-Related (concurrent/predictive)
Face

Front 73

Content Validity

Back 73

Measuring what an assessment sets out to measure

Front 74

Criterion-Related Validity
(Concurrent)

Back 74

if results are supported b other concurrent performance beyond the assessment itself (i.e. if high exam score is substantiated by actual language proficiency)

Front 75

Criterion-Related Validity
(Predictive)

Back 75

criterion is to assess (and predict) a test-taker's likelihood of future success

Front 76

Construct Validity

Back 76

whether an assessment measures or correlates with a theorized construct (proficiency/communicative competence = linguistic constructs; self-esteem/motivation = psychological)

Front 77

Consequential Validity

Back 77

Potential importance of the consequence of an assessment - accuracy in measuring intentded criteria, impact on preparation (washback), impact on the learner (un/intended), social consequences, etc.

Front 78

Face Validity

Back 78

the degree to which a test looks right and appears to measure the knowledge or abilities it claims to measure based on examinees, administrative personnel who decide to use it, etc.

Front 79

Authenticity

Back 79

1) language in test is natural as possible
2) items contextualized, not isolated
3) thematic organization provided, such as through a story line/episode
4) tasks represent/closely approximate real-world tasks

Front 80

Washback

Back 80

the effects the tests have on instruction in terms of how students prepare for the test.

Front 81

Steps for creating a test

Back 81

1) Observations to form a Needs Analysis: Find out what skills need to be assessed
2) Develop test
3) Ask experts to examine assessment for content validity
4) Pilot Test and make revisions
5) Create final assessment

Front 82

Split-Half Reliability

Back 82

Split odd and even questions. Find the degree of correspondence---if results (r = correlation) are good, they will have a correlation of .8, moderate of .7, and weak if below .7. p = probability, and if p<0.001, you have VERY strong correlation (1 out of 1,000 got it wrong)

Front 83

How to test Concurrent Reliability

Back 83

comparing results of two tests (i.e. classroom assessment and TOEFL). If the higher ranking students score higher and the lower-ranking score lower, it has concurrent reliability.

Front 84

Norton & Stein

Back 84

Why the Monkeys Passage Bombed

Front 85

Labov

Back 85

Post-vocalic R in social class in dept stores in NY

Front 86

Wassink

Back 86

Jamaican Creole

Front 87

Lazaraton & Wagoner (1996) on the TSE

Back 87

This report describes a qualitative discourse analysis of native speaker and nonnative speaker responses to the revised TSE® test (Test of Spoken English™). Using audiotape transcripts from six native speaker and 12 nonnative speaker respondents, the study identified the speech functions that the 15 TSE tasks elicited. The results indicated that the native speakers were generally consistent in their responses to the various tasks. Additionally, the match between the intended task functions (as per the content specifications) and the actual functions employed by the native speakers was quite close, although some nonnative speakers at the five band levels also produced the same speech functions that the content specifications predicted. In fact the performance of the most proficient nonnative speakers at Band 60 was almost indistinguishable from that of the native speakers.

Front 88

Motivation

Back 88

Bailey: Extrinsic/Instrinsic

Gardner & Lambert: Instrumental/Integrative

Front 89

Mark Patkowski

Back 89

Even if accent is ignored, only those who started learning an L2 prior to the age of 15 could ever achieve full, native-like proficiency in the language. He also examined the relationship between eventual mastery and total length of time in the US, as well as amount of formal ESL instruction learners had.

Front 90

SLA Theory accounts for...

Back 90

individual differences

Front 91

Shattack

Back 91

using Victor & Genie, language acquisition is not uniform, thus proving weak version of CPH---If you don't learn language at an early age, you'll never learn it.

Front 92

Eclecticism

Back 92

Take best things from various methods--- a good approach is based on some principles. It should be fun, risk-free environment, there should be ample opportunity for practice. You want interaction in the classroom. To lower affective filter

Front 93

5 major methods in Second Language Teaching

Back 93

1) Grammar-Translation
2) Audio-Linguial
3) TPR
4) Natural Approach (Terrell/Krashen based off Krashen's Monitor Theory)
5) CLT (approach, not a method--more a set of principles used to teach an L2)

Front 94

Trends in L2 Teaching

Back 94

1) Task-based instruction
2) CLT
3) Eclictism
4) Post-Methods Era
5) Discourse/Conversation Analysis
6) Balancing Bottom-up/Top-down processing
Integrating 4-skills

Front 95

Uso-Juan & Martinez-Flor

Back 95

Current Trends in the Development and Teaching of the Four Language Skills

Front 96

Focus on Form

Back 96

Krashen says not to teach grammar, but there are times when it's relevant to teach things in a situational context (Schmidt?)

Front 97

Teach Grammar: ESL vs. EFL Context

Back 97

Students can get feedback outside the classrom in an ESL situation that you don't get in an EFL context. You can give students exercises that they have to interact with native speakers thant you can't give in an EFL situation.

Front 98

Larson-Freeman

Back 98

Grammar teaching: Form-Function-Use/Meaning (pragmatics)

Front 99

Objectivity in Testing

Back 99

Making sure that there's only one possible set/answer or a clear set of criteria for an assessment

Front 100

Grammar: Consciousness-Raising Tasks

Back 100

You have given them the rule and then want to draw their attention to how one should use articles in an actual sentence. I am picking up AN apple, THE sheets of paper, AN orange

Front 101

Children's L1 Development

Back 101

6-8 mo. Babbling repetitive sound patterns

9-18 mo. one-word stage single words (nouns)

18-24 mo. two-word stage 'mini-sentences' w/ simple semantic relations

24-30 mo. early multi-word telegrapic sentences of lexical, not functional/gramm morphemes

30+ mo. later multiword gram or functional structures emerge

Front 102

Animals vs. Humans

Back 102

Animals: small range of ways in which to communicate and very few signals which to do so

Humans: controls an unlimited sent of signals, combines signals in an infinite number of ways, and uses signals to talk about anything/everything

Front 103

Vocabulary Development

Back 103

Age 6: all sound distinctions, most grammatical forms, ~23,000 words

Age 17: ~80,000 words

Front 104

CPH

Back 104

Strong: Lennenberg (1967) - NLA is age-related and happens ONLY if triggered during a specific, limited period of time (2-puberty)

Weak: NLA is more-difficult and may remain incomplete if acquired after puberty (evidence: Genie)

Front 105

Animals vs. Humans

Back 105

Animals: small range of ways in which to communicate and very few signals which to do so

Humans: controls an unlimited sent of signals, combines signals in an infinite number of ways, and uses signals to talk about anything/everything

Front 106

Vocabulary Development

Back 106

Age 6: all sound distinctions, most grammatical forms, ~23,000 words

Age 17: ~80,000 words

Front 107

CPH

Back 107

Strong: Lennenberg (1967) - NLA is age-related and happens ONLY if triggered during a specific, limited period of time (2-puberty)

Weak: NLA is more-difficult and may remain incomplete if acquired after puberty (evidence: Genie)

Front 108

CALP

Back 108

BICS

Front 109

CALP

Back 109

BICS

Front 110

Pratkowsky Study

Back 110

70ish L2 immigrants & 25 L1 natives transcribed writing samples, and these samples were sent to people who would judge their proficiency.

Concluded that age had certain advantages, but only in two ways: Accent and ultimate fluency in an L2

Front 111

Learner Characteristics

Back 111

Age
Motivation
Attitude
Anxiety
Intelligence
Lerner Personality (int/extrov ,refl/impulsive)
Self-Efficacy
Learning Styles

Front 112

Why are Language Learning Styles important?

Back 112

(Oxford, 1990): because they are tools for active, self-directed involvement which is essential for developing communicative competence.

Front 113

Learning Strategies

Cognitive v. Metacognitive

Back 113

Cognitive: those that contribute directly to SLL (i.e. using tapes, cds, movies, etc.)

Metacognitive: startegies used to self-direct language learnging (planning, setting goals, etc.)

Front 114

Input Hypothesis

Back 114

Language acquisition occurs when the input is understandable but just a little beyond the learner's current level of language proficiency: i + 1. Therefore, students should be exposed to a lot of i + 1 or comprehensible input, and after a Silent Period, speech will naturally "emerge." Compare to Vygotsky’s ZPD.

Front 115

Monitor Hypothesis

Back 115

Monitoring is sole function of learning; too much can interfere with communicative fluency. Therefore, monitoring should be done by the learner only after fluency has been established.

Front 116

Zone of Proximal Development

Back 116

the distance between the abilities displayed independently and with social support as the ZPD; his thesis being that this "zone" was created by learning.

"the distance between the actual level of development as determined by independent problem solving [without guided instruction] and the level of potential development as determined by problem solving under adult guidance or in collaboration with more capable peers".

Measurement would thus be achieved by comparing the student's performance on both tasks.

Front 117

Stages of Test Design:

Kathy Elder

Back 117

1) Engage in Literature and find skills necessary for X
2) Go around to that environment and observe the skills necessary for that assessment
3) Do an inventory/Needs Analysis based off of the observations and sent around to professionals in that area
4) Design, pilot, and implement assessment

Front 118

Melbourne Video Assessments

Back 118

Occupational English Test (medical professionals)
Language Assessment for Math/Science teachers
Japanese Languae Test for tour guides
Language Proficiency Test for teachers if Italian
Language Aptitude Test for Australian Defense School

Front 119

Brown, A. (2003)

Back 119

Interviewer Variation

Front 120

Buck, G. (1991)

Back 120

Testing Listening Comprehension:

(1) lower-level processing - asked for production of clearly stated information

(2) higher level processing - required inference based on information in the text

(3) Monitoring questions - assessed their current interpretation of the text

Front 121

Types of Various Scales

Back 121

Holistic (OPI) - failes to fully account for performance interaction (Reed & Cohen)

Pragmatic Ability Measurement Scales (Hudson et al., 1994)

Multitrait Raiting for discipline-specific info (discussing linguistics in English) (Douglas & Selinker, 1993)

Semi-direct measure of speaking (SOPI) to ascerain functional ability to accomplish rhetorical tasks in various language (Lazaraton & Riggenbach, 1990)

Front 122

Item Facility

Back 122

Degree to which an item is easy or difficult for a proposed group of testtakers

# of students answering item correctly /////// total # of students responding to that item

Front 123

Item Discrimination

Back 123

extent to which an item differentiates between high and low-ability test takers

high group # correct minus low group # correct /////// 1/2 times the total of your two comparison groups

Front 124

IELTS

Back 124

4-skills test that tests language proficiency through open-ended short answer questions, short essay, and an abstract essay.

Front 125

IBT

Back 125

Has integrated skills - no longer tests structure because it's tested in speaking. Must read/listen then speak/write based off of what the tester reads/hears--this achieves somewhat more authenticity

Front 126

Two Allophonic Rules in English

Back 126

(1) Liquids have voiceless allophones after voiceless stops, and voiced allophones elsewhere.

Voiced [bru] vs. Voiceless[prej]

(2) Liquids and glides have voiceless allophones after voiceless stops, and voiced allophones elsewhere.

Voiced [vju] vs. Voiceless [kjut]

Front 127

complementary distribution

Back 127

the distribution of allophones in their respective phonetic environments such that one never appears in the same phonetic context as the other (e.g., the distribution of long and short vowels in English)

Front 128

allophone

Back 128

variants of a phoneme, usually in complementary disribution and phonetically similar (e.g., voiced and voiceless l in English)

Front 129

phoneme

Back 129

distinctive sounds in a language that contrast with other sounds in that language (e.g., the sounds [ɪ] and [i] as in rich and reach contrast with each other as a separate phonemes in English, but not in Spanish)

Front 130

prosody

Back 130

rhythm, prominence, or intonation, often used to separate parts of a sentence, emphasize selected elements, or communicate other important information.

e.g. ma in Mandarin - 4 tones = for different meanings

Front 131

prosody in Sign Languages

Back 131

Spoken language uses the rise and fall of the pitch of the voice, volume, and pause to achieve these effects, sign language employ facial expressions, body postures, and rhythmic devices in similar ways and for similar functions.

Front 132

Register Tones

Back 132

tones that have a stable pitch over a single syllable

e.g., Mende w/ sustained high tone for [pɛlɛ] (banana)

Front 133

Contour Tones

Back 133

tones that change pitch on a single syllable

e.g., Mandarin w/ 4 tonal options of 'ma'

Front 134

Vowel Length

Back 134

The length of a vowel has the ability to change the meaning of a word.

e.g., Yapese w/ [θis] ('to topple') vs. [θiːs] ('a post')