Praxis: Esol 0361 Exam

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Phonology

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the way in which speech sounds form patterns. Based on the theory that every native speaker unconsciously retains the sound structure of that language and is more concerned with the sounds themselves than the physical process of creating them.

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Phonetic Transcription

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marks minute distinctions in sound and places symbols in square brackets. IPA.

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Alveolar

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a speech sound made with the tip of the tongue touching the roof of the mouth near the front teeth.

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Narrow Transcriptions

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transcriptions used to distinguish between languages, accents, and individual speakers.

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Phonemes

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The smallest unit of sound that affects meaning. i.e, to distinguish two words.

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Pitch

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determine the context or meaning of words or series of words

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Stress

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can modify the meaning of words or sentences.

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Rhotic

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a dialect in which the /r/ is pronounced before a consonant and at the end of the word (port, dear, curl).

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morpheme

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the smallest unit of language system that has meaning (root, suffix, prefix, etc.)

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Morphology

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the process of how the words of a language are formed to create meaningful messages.

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Morphemic Analysis

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Breaking down a word into its parts to determine its meaning, looking at roots, suffixes, etc.

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Progressive Tense

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I am writing, I was writing, I will be writing.

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Perfect Tense

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I have written, I had written, I will have written

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Perfect Progressive Tense

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I have been writing, I had been writing, I will have been writing

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Semantics

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The branch of linguistics concerned with meaning.

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Sociolinguistics

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The study of how social conditions influence language use. Ethnicity, religion, gender, age, education, etc.

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Pragmatics

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The study of how context impacts the interpretation of language; situations dictate language choice, body language, degree of intimacy, and how meaning is interpreted.

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World English

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a term increasingly used to refer to English, which dominates many aspects of the political and economic progress of the world.

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Cognitive Theory of Language Learning

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holds that a child learns a language in the same way as he learns other biological functions.

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Behaviorist Theory of Language Learning

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Claims that children enter the world as a blank slate and then are influenced by their environment.

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Functional, Developmental, or Interactionist Theory of Language Learning

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Explains children's language development as an interaction with their environment, and at the same time, interaction between their perceptual cognitive capacities and their linguistic experiences

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Comprehension Based Approaches (CBA or CBL)

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language acquisition approaches are focused on building up the learner's receptiveness for learning listening skills as well as some reading skills.

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Total Physical Response (TPR)

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Holds that children begin to learn when situations require them to give meaningful action response. (Asher)

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Natural Approach

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(Krashen & Terrell) Assumes that any learner of any age has the ability to receive comprehensible speech input and determine its pattern, without having someone else spell it out for them.

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Communicative Competence

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(Prabhu) the mental act of reasoning creates the conditions for learning, and tasks are an effective way of achieving learning in the language classroom.

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Patterns in Second-Language Development

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Silent Period, Private Speech, Lexical Chunks, Formulaic Speech, Experimental/Simplified Speech

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Critical Period Hypothesis

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Assumes that until a certain age, language occurs naturally

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code-switching

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the mixing of some words, phrases, or idioms from one language to another, perhaps when a word is unknown in the other language.

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Interlanguage

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A strategy used by the second language learner to compensate for his lack of proficiency while learning a second language... almost like an L3

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Fossilization

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when an L1 learner reaches a plateau and accepts that less-than-fluent level, which prevents him from achieving L2 accuracy.

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Comprehensible Input

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the language information or data to which the leaner has access. Krashen: i + 1, or just beyond the CI threshold to create learning.

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Scaffolding

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Consists of demonstrating, guiding, and teaching in a step-by-step process while ELLs are trying to communicate effectively and develop language skills. Modeling, shared, interactive, guided, etc.

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Top-Down Strategy

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Emphasis is on the global meaning of a text.

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Bottom-Up Strategy

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The reader goes from words and phrases to general understanding

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Direct Method

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Uses oral interaction but not translation or L1, so student learns grammar inductively and uses L2 as it is used in everyday life.

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Total Physical Response

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Allows ELLs to participate without being forced to speak in the beginning of their introduction to English language.

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Natural Approach

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Introduces students to new vocabulary through different experiences.

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Whole Language Approach

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stresses the importance of developing all four language skills through an integrated approach.

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Sheltered Instruction

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An approach to ESL teaching that integrates the classroom content with English language instruction.

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Student-Centered Learning

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focuses on the needs of student while accounting for abilities, interests, and learning styles.

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Schema

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The framework around information that is stored in the brain.

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Transfer

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The effect that the native tongue has on a language being acquired; can be positive or negative.

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Language Achievement Test

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Rather than focusing on proficiency, placement, or diagnostics, this test relates directly to specific curriculum or course of study.

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Predictive Empirical Validity

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concerns the possible outcomes of test performance (how does it correlate to a future test?)

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Concurrent Empirical Validity

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Connected with another variable for measurement. (written driver's test assumed to connect to actual driving ability)

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Norm-Referenced Tests

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tests in which the results are interpreted based on the performance of a given group, the norm.

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Criterion-Referenced Tests

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Tests in which the individual's test score is based on the mastery of course content.

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Differentiated Instruction

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Teachers decide what all students will learn about a topic, what some will learn, and what few will learn.

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High Context Cultures

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prefer in-groups which leave many things unsaid because they are culturally implicit; words and word choice are extremely important; French, Russian, Italian, Spanish, Chinese, Japanese

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Low Context Cultures

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needs to be more explicit when communicating and individual word choice is less important. German, American, English, Australian.

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Holistic-Analytical Learner

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tends to process information either as a whole (holistic) or broken into parts (analytical)

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Verbalizer-Imager

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tends to represent information as either words or images

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Race to the Top

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American Recovery and Reinvestment Act stimulus to encourage educational reform in state and local districts

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Affective Domain

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the emotional needs of ELL students