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68 Cards in this Set
- Front
- Back
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Characteristics of voiced sounds |
vocal cords are together and the air streampassing through them causes them to vibrate: b, d, g, z |
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Characteristics of voiceless sounds |
vocal cords are apart and they do not obstruct the air stream: p, t, k, and s
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Consonants
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sounds in which the air stream from the lungs is obstructed to some degree in the oral cavity or the vocal folds in the larynx
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Vowels |
Air stream is not impeded Highly resonant All voiced Easy to hear Easier to distinguish than consonants Made by changing the shape of the mouth |
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Tense vowels |
vowels produced with a relatively greater tension. (long vowels)
Beep, Brood, Bake and Boat |
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Lax Vowels |
vowels produced with less movement and less tension. (short vowels)
Bit, Blood, Put, Brought, and Father |
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Diphthongs
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two vowel sounds produced with one gliding into the other. They are tense.
Toy Buy now bait goat Buoy |
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Nasal Sounds |
produced when the velum is lowered and air escapes through the nose and mouth: n, m
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Morphology |
The study of how words are formed |
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Morpheme |
Minimal meaningful element—cannot be analyzed into simpler form. |
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Free Morpheme |
Do not need to be attached to other morphemes Lexical or Functional |
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Lexical (content) Morphemes |
Nouns, verbs, adjectives, and adverbs Open class |
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Functional (syntactic) Morphemes |
Grammatical function - determiners(articles), auxiliaries, qualifiers (intensifiers), prepositions, conjunctions, and pronouns. Closed class |
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Bound Morphemes |
Must be joined with other morphemes as parts of words and never are words by themselves.
Derivational or Inflectional |
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Derivational Morpheme |
Affixes: prefixes, and suffixes Passageway to a new class Enjoy + able (adj.) |
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Inflectional Morpheme |
Tense, number, aspect, gender, case, etc. Never change the “form” class of the word inflect.-noun inflections: s, ‘s verb inflections: s, ed, en, ing adj. Inflections: er, est |
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Semantics |
Meaning of language |
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Syntax |
The study of how sentences are built |
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Phonology |
The study of the sound system of a language |
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Phonetics |
The field of linguistics that studies how the sounds of a language are produced. |
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Places of articulation |
Labials Interdental Alveolars Velars Palatals or Alveopalatals |
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Labials |
Sounds that use the lips
Bilabials: use both lips p, b, m Labiodentals: bottom lip touches upper teeth f, v |
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Interdental |
produced by putting the tip of the tonguebetween the upper and lower teeth: th
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Alveolars
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produced by raising the front part of thetongues to the alveolar ridge: d, n, t, s, z |
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Velars |
produced by raising the ball of the tongue to thesoft palate or velum: k, g, ng |
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Palatals or Alveopalatals |
produced by raising the front part of the tongue to a point on the hard palate just behind alveolar ridge: sh, ch
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Manners of Articulation |
Stops Continuants Aspirated sounds Unaspirated sounds Fricatives Affricative Liquid Glides |
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Stops |
sounds are stopped completely in the oralcavity for a brief period: p, b, t, m, n, k, g, ng |
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Continuants |
all other speech sounds. The airstream continues without complete interruptionsthrough the mouth opening (m, n, and ng continuethe sound through the nose, not the mouth) |
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Aspirated sounds |
an extra puff of air isproduced: p in pot or t in tall |
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Unaspirated sounds |
no puff of air is emitted: p intrip or t in cat |
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Fricatives |
airstream is obstructed: s, z, f, th, sh |
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Affricative |
a stop followed immediately by a slowrelease of the closure with the sound of africative: ch, j |
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Liquid |
produced when there is an obstruction ofthe airstream but no friction: l, r |
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Glides |
semivowels that don’t form the peak of asyllable: y, w |
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Tone languages |
Languages in which saying a word with a rising intonation means something different than if you say it with a falling intonation are called tone languages.A language is said to have tone or be a tone language when differences in word meaning are signaled by differences in pitch.Far East, North and South America, Sub-Saharan Africa
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BICS |
Basic Interpersonal Communication SkillsTakes up to two years to acquireConversationalLearned from infancyEasier to learn than CALPPicked up by speaking w/peers and adults (interaction) in and out of schoolEveryday conversation languageCummins Quadrant I and II |
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CALP |
*Cognitive Academic Language Proficiency*Takes between 4 and 10 years to acquire proficiency high enough to score equivalent to Native speakers on standardized tests*More difficult to learn than BICS*Only acquired through education and schooling in L2*Cumulative, life long process*Native speakers continue to grow in CALP making it difficult for LEP student to catch up.*Cognitive component that must be used for thought as well as speech*Facilitated by background knowledge of the topic under considerationQuadrant III and IV |
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Second Language AcquisitionStage 1: Preproduction Characteristics |
10 hours to 6 months exposure to English Language skill –listening (receptivelevelBICS development English Vocabulary - 500 receptive words |
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Second Language AcquisitionStage 1: Preproduction Sample Student Behaviors |
“Silent Period” Points to or provides other non-verbal responseResponds to commands |
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Second Language AcquisitionStage 1: Preproduction Sample Teacher Behavior |
Gestures Language focuses on conveying meanings and vocabulary development Repetition |
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Second Language Acquisition Stage 1: Preproduction Questions |
Point to… Find the… Put the _____ next to the _____. Do you have the _____ ? Is this a/an _______? Who wants the ______? Who has the ______? |
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Second Language Acquisition Stage 2: Early Production Characteristics |
3-6 months to 1 year of English language skill –continued listening mainly BICS development English Vocabulary - 1,000 receptive words (10% is expressive. |
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Second Language Acquisition Stage 2: Early Production Sample Student Behaviors |
one-word responses short utterances |
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Second Language Acquisition Stage 2: Early Production Sample Teacher Behavior |
Asks questions that can be answered by yes/no and either/or response Models correct responses |
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Second Language Acquisition Stage 2: Early Production Questions |
Yes/No questions (Is the “trouble” light on?) Either/Or questions (Is this a screwdriver or a hammer?) One-word response (What utensil am I holding in my hand?) General questions that encourage lists of words (What do you see on the tool board?) Two-word responses (Where did he go? “To work.”) |
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Second Language Acquisition Stage 3: Speech Emergence Characteristics |
1 to 3 years of English Student speaks in phrases and short sentences BICS development English Vocabulary - 7,000 receptive words (10% is expressive) |
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Second Language Acquisition Stage 3: Speech Emergence Sample Student Behaviors |
Participates in small group activities Demonstrates comprehension in a variety of ways |
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Second Language Acquisition Stage 3: Speech Emergence Sample Teacher Behavior |
Focuses content on key concepts Provides frequent comprehension checks Uses expanded vocabulary Uses performance-based assessment Asks open-ended questions that stimulate language production |
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Second Language Acquisition Stage 3: Speech Emergence Questions |
Why? How? How is this like that? Tell me about… Talk about … Describe… How would you change this part? |
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Second Language Acquisition Stage 4: Intermediate Fluency Characteristics |
3 to 4 years of English Student engages in dialogue. CALP development English Vocabulary - 12,000 receptive words (10% is expressive.) |
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Second Language AcquisitionStage 4: Intermediate Fluency Sample Student Behaviors |
Participates in reading and writing activities to acquire new information |
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Second Language AcquisitionStage 4: Intermediate Fluency Sample Teacher Behaviors |
Fosters conceptual development and expanded literacy through content |
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Second Language Acquisition Stage 4: Intermediate Fluency Questions |
What would you recommend/suggest? How do you think the story will end? What is the story mainly about? What is your opinion (on this matter)?Describe/compare … How are these similar or different? What would happen if…? Which do you prefer? Why? Create… |
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English word order |
SVO |
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Passive Voice |
Difficult for ELL students to understand In English, we form the passive voice by adding be + past participle + by and reversing the subject and object. |
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Over-generalization of grammar rules |
“putted” “wented” |
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Over-extension of word meanings |
any women is "mom" |
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Euphemsim |
indirect expressions that have positive connotations |
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Slang |
language used by a group to separate it from another group not a dialect |
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Jargon |
language used by a professional group |
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Who takes ESOL in Florida? |
Anyone who has a first language other than English, or has another language spoken at home, and is in the process of language acquisition. |
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What is a LEP student? |
Limited English Proficiency |
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The Four H's |
Honeymoon Hostility Humor Home |
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Honeymoon Stage |
Definition: When you get to the new place and everything is exciting. Example: First getting to the country excited to try food/clothes/etc. |
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Hostility |
Definition: When a person hates everything/feels negative about most of the culture.
Example: Not being able to fully communicate / not enjoying the food/ having trouble getting around. “Culture bumps” |
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Humor |
Definition: Acceptance of new place & differences. Cultural mistakes are made and the person is able to “laugh it off”. Example: Making a cultural mistake but being able to laugh about it as opposed to being hostile. |
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Home |
Definition: Feeling like “this is home”. Parents of students will likely never reach this stage. Example: Student recognizes past but feels familiar with culture of “new home”. |
