Subtest 1

Front 1

predicate adjectives

Back 1

follows the linking verb and gives additional information that modifies the subject. example: Jasmines older brother IS CURIOUS.

Front 2

phonology

Back 2

concerned with how language systematically organizes sounds

Front 3

pragmatics

Back 3

the study of how context contributes to conversational understanding (both verbal and non)

Front 4

memorization

Back 4

repeat exposure a minimum of 8 ties

Front 5

structural position

Back 5

structuralist hypothesize that grammatical and phonemic structures, operations and lexicon mastery is all that's required for fluency
-mechanistic
-fluency is result of finely tuned systems
-not concerned with message content or emotional expression

Front 6

Krashen Monitor Hypothesis

Back 6

Krashen sees acquisition as the source of utterance, and language learning as the editor (monitor). With time, the monitor, or learning, makes sure the language rules are being followed. With competency increases internalization of the rules to the point they become natural. Monitor should be used infrequently and briefly

Front 7

metacognition

Back 7

awareness of strategies being employed to unlock meaning or decode

Front 8

code switching

Back 8

when bilingual speakers move between two languages
-indicates both languages are readily available
-indicates increases fluency
-controlled
-used when all involved have similar levels of familiarity with both languages

Front 9

Three most important purposes of language

Back 9

Direct Response to NEED:
1. communicate info or ideas
2. articulate/communicate emotions
3. give orders or instructions

Front 10

Swain's theory of comprehensible output

Back 10

When learners are given face-to-face opportunities that demand authentic negotiation, shared meaning results
ie: project based learning, cooperative learning, partnering, one-on-one conference with teacher and student

Front 11

contrastive analysis theory

Back 11

studies language pairs to determine how two languages are structurally similar and different
-greater similarities=learner carries concepts from l1 to L2 (positive transfer)
-greater differences=learner incorrectly carries concepts from L1 to L2 (negative transfer)

Front 12

Affective Filter Hypothesis (by Krashen)*

Back 12

Emotional comfort can support or hinder second language acquisition. i.e: public speaking can make a EL feel insecure
-comfortable speaking opportunities is necessary to learning grammar and expanding vocabulary
-environment should foster respect, curiosity and language play

Front 13

English phonemes

Back 13

44 phoneme possibilities

Front 14

Skill Acquisition Theory (By SeKeyser's)*

Back 14

Three sequential knowledge stages:
1. declarative-explicit, self-conscious knowledge about a topic (often rule based)
2. procedural- implicit and understands behavior when doing the action
3. automatic- arrives with near perfect fluency and is unconscious

Front 15

Second Language Acquisition Stages*

Back 15

1. Silent period (pre production stage)- listening and internally organizing concepts about the language (lasts about 6 months and absorbs about 500 words)
2. Early production- individual words are used
3. Speech Emergence- express more complex meanings
4. Intermediate fluency- close to age appropriate
with some areas needing support
5. Age-appropriate fluency- meaning and grammar are equivalent to same-age students

Front 16

Krashen Terms

Back 16

-Affective Filter*- how positive and negative influences affect acquisition (the lower the affective filter, the more comfortable the learning environment is)
-Natural order- syntactical constructions are required in a predictable order
-Language Acquisition vs. Language Learning
-monitor- corrects language errors
-Input- language is not learned but acquired

Front 17

Language Load

Back 17

The number of words in a text or verbal communication an EL DOESN'T understand
-can be helped by text/conversation is:
1. rephrased in simpler language
2. unnecessary words are removed
3. complex sentences converted into simple