Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
35 Cards in this Set
- Front
- Back
|
Phonology |
Sounds of a language |
|
|
Phonemes |
Basic units of sound |
|
|
Morphology |
Set of rules for combining sounds into meaningful units |
|
|
Morphemes |
The smallest unit of meaning |
|
|
Syntax |
Structure of a phrase of sentence. |
|
|
Semantics |
Meaning of words or phrases |
|
|
Children's ___ of word meanings tends to be more advanced than their ____ of words in speech and writing. |
Comprehension, production |
|
|
Pragmatics |
Rules for effective communication in different contexts. Ex. Humor, style, turn taking, non verbal gestures like pointing, figurative speech like methaphors |
|
|
Babbling or pre language stage (0-6 months) |
Can send and receive messages, use reflexive crying to communicate with caregivers,play vocally by producing multiple linguistic and non linguistic sounds (ex mmmm, mama), can identify family members voices, can follow certain commands, begin understanding innotation patterns used to convey anger, excitement and questions asked. At 2-3 months babies begin cooging. |
|
|
Holophrastic one word stage (11 to 19 months) |
Begin imitating inflections and facial expressions, recognize their name, follow simple instructions presented in contextulized situations, use parents as tools by pointing and requesting assistance, understand word concepts used to conceptualize complete ideas. |
|
|
One word stage of language |
Children at this age of language acquisition use immation for language development. |
|
|
Imitations effectiveness |
Decreases in effectiveness when learning becomes more complex |
|
|
Cooing |
Consists of simple vowel sounds such as ahh and oooh. Begins at 2-3 months. |
|
|
Babbling |
After several months of cooing consonant sounds are added. The resulting mix of vowels and consonants is called babbling. |
|
|
First words |
Occur between 8 and 18 months of age |
|
|
Pronunciation errors |
Gradually diminish throughout early childhood. |
|
|
Holophrase |
A word that stands for an entire idea or sentence. Early talkers tend to do this. |
|
|
Overregulization |
When children treat irregular forms according to the rules for ordinary cases. For ex mouses, foots, bulided |
|
|
Competency 1 oral language |
The teacher understands the importance of oral language, knows the developmental process of oral languages, and provides students with varied opportunities to develop listening and speaking skills. |
|
|
Dennotation |
Refers to the literal meaning of words and ideas. |
|
|
Connotation |
Refers to the implied meaning of words and phrases. |
|
|
Receptive language |
The ability to understand a message. Ex sensitivity to phonemic distinctions in words, comprehension of word meanings and awareness of pragmatic conventions. |
|
|
Expressive language |
The ability to express oneself in language to pronounce words, to choose correct vocabulary and grammar and to follow correct pragmatic conventions |
|
|
Shared reading |
Need definition |
|
|
Activities to build language skills |
Reading to students, involving students in song, rhymes and games, encouraging students to participate in conversation, thinking out loud and using props. |
|
|
Bilingual education |
Academic content is provided in the students native language at the same time that English instruction is given. |
|
|
Esl |
English language learners who speak a variety of different languages |
|
|
Language experience approach (lea) |
Commonly used instructional method that integrates oral and written. Language skills. For younger students students dictate a story to teacher who writes it down and reads it to them later. Often focused on shared experiences. |
|
|
Critical listening |
Used to understand and evaluate the content of what someone is saying |
|
|
Listening for appreciation |
Used to appreciate and enjoy the message. |
|
|
Active listening |
Way of focusing attention on a speaker through participation in activities relevant to the message. |
|
|
Metacognition |
Refers to the ability to reflect on and evaluate one's own thought process |
|
|
Metalinguistic knowledge |
Form of metacognition that pertains to the ability to reflect on and evaluate language |
|
|
Basal reader |
A collection of stories and other materials that is appropriate for students of a particular grade level. |
|
|
Thematic units |
(Thematic organizers) designed to teach several subjects through sustained focus on a particular topic. |
