Gace Esol Test 119, 120

Front 1

Sociolinguistics

Back 1

The study of how social conditions influence the use of language.

Front 2

Dialect

Back 2

A complete system of verbal communication (oral or signed, but not necessarily written) with its own vocabulary, pronunciation, and grammar.

Front 3

Pragmatics

Back 3

The study of how the context impacts the interpretation of language.

Front 4

What affects pragmatics?

Back 4

Customs of various cultures
Politics ("royal we")
Society imposes many rules that are unconsciously observed

Front 5

Phonology

Back 5

the way in which speech sounds form patterns

Front 6

What are the components of phonology?

Back 6

Phonemes, pitch, and stress

Front 7

Phonemes

Back 7

the smallest units of sound that affect meaning (distinguish two words)

Front 8

Pitch

Back 8

determines the context or meaning of words or series of words

Front 9

Stress

Back 9

can occur at word or sentence level. At the word level, different stresses on the syllable can actually modify the word's meaning.

Front 10

Phonographemic

Back 10

the study of letters and letter combinations

Front 11

homonyms

Back 11

word forms that have two or more meanings
ex: can (to be able) and can (a container)

Front 12

Homographs

Back 12

two or more words that have the same spelling or pronunciation but different meanings
ex: stalk (part of a plant) and stalk (follow)

Front 13

Homophones

Back 13

two or more words that have the same pronunciation but different meanings and spelling
ex: wood / would cite / sight

Front 14

Heteronyms

Back 14

two or more words that have the same spelling, but have different pronunciation and meaning
ex: Polish / polish

Front 15

Morphology

Back 15

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

Front 16

Morpheme

Back 16

The smallest unit of language system which has meaning.
These units are commonly known as the root word, the prefix, and the suffix

Front 17

Syntax

Back 17

the order in which words are arranged to create meaning

Front 18

Semantics

Back 18

the meaning of individual words, as well as combinations of words

Front 19

Discourse

Back 19

linguistic units composed of several sentences and is derived from the concept of "discursive formations" or communication that involves specialized knowledge of various kinds.

Front 20

Polite Discourse

Back 20

"empty language" or perfunctory speech that has little meaning but is important in social exchanges.
Ex: "How are you?" "Fine"
Part of BICS - Basic Interpersonal communication skills

Front 21

CALP

Back 21

Cognitive Academic Language Proficiency- allows learners to participate in informal discourse

Front 22

Written Discourse

Back 22

ranges from the most basic grouping of sentences to the most complicated essays and stories. English writing demands certain structure patterns.

Front 23

What does language proficiency require?

Back 23

BICS, CALP, and CUP (Common Underlying Proficiency- made up of skills, ideasm and concepts that learners can ransfer from their first language to their English learning)

Front 24

Chomsky

Back 24

Nativist; asserts that humans are born with a special biological brain mechanism, called a Language Aquisition Device (LAD). His theory supposes that the ability to learn language is innate, that nature is more important that nurture.

Front 25

Piaget

Back 25

Central interest was children's cognitive development. He theorized that langage is simply one way that children represent their familiar worlds, a reflection of thought, and that language does not contribute to the development of thinking. He believed that cognitive development precedes language development.

Front 26

Vygotsky

Back 26

Central focus is the relationship between the development of thought and language. He views language first as social communication, which gradually promotes both language itself and cognition.

Front 27

Intentionality

Back 27

Development depends on the child's social and cultural enviroment, the people in it, and their interactios. Language developemnt is part of their holistic development, emerging from cognitive, emotional, and social interactions.

Front 28

What is the single most important factor affecting language acquisition?

Back 28

The onset of puberty. Before puberty, a person uses one area of the brain for language learning. After puberty, a different area of the brain is used. A person who learns a second language before reaching puberty will always process language learning as if pre-pubescent. A person who beings to learn a second language after the onset of puberty will likely find language learning more difficult and demoend more on repetition.

Front 29

The Acquisition-Learning hypothesis

Back 29

Children "acquire" a first language using the same process they used to learn their first language.
Adults who know only one language have to "learn" a language through coursewors, studying, and memorizing.
One can acquire a second language, but often it requires more deliberate interaction within that language.

Front 30

The Monitor Hypothesis

Back 30

Thr learned language "monitors" the acquired language. A person's grammar chech kicks in and keeps awkward, incorrect language out of a persons L2 (Learned language) communication

Front 31

The Natural Order Hypothesis

Back 31

The learning of grammatical structures is predictable and follows a "natural order"

Front 32

The Input Hypothesis

Back 32

A language learner will learn best when the instruction or conversation is just above the learner's ability,

Front 33

The Affective Filter Hypothesis

Back 33

Perple will learn a secone language when they are relaxed, have high levels of motivation, and have a decents level of self-confidence.

Front 34

Steps for learning language L1 (acquired language) and L2 (learned language)

Back 34

Silent Period
Private Speech
Lexical Chunks
Formulaic Speech
Experimental or Simplified Speech

Front 35

Silent Period

Back 35

the stage when a lerner knows perhaps 500 receptive words but feels uncomfortable producing speech. Comprehensions can be checked by haveing a learner point or mome in response to instructions. Also known as Receptive or Preproduction stage.

Front 36

Private Speech

Back 36

When the learner knows about 1
,000 receptive words and speaks in one- or two-word phrases. The learner can use single responses such as yes/no, either/or. Also known as Early Production stage.

Front 37

Lexical Chunks

Back 37

The learner knows about 3,000 receptive words and can communnicate using short phrases and sentences. Long sentences typically have grammatical errors. Also known as the Speech Emerrgence stage.

Front 38

Formulaic Speech

Back 38

The learner knows about 6,000 receptive words and begins to make complex statements, state opinions, ask for clarification, shares thoughts, and speak at greater length. Also known as the Intermediate Language Proficiency stage.

Front 39

Experimental or Simplified Speech

Back 39

When the learner develops a level of fleuncy and can make semantic and grammar generalizations. Also known as the Advanced Proficiency stage.

Front 40

What skills can be transferred to acquiring or learning a second language?

Back 40

From the ages of 6-12, the child continues to acuiresubtle phonological distinctions, vocabulary, semantics, syntax, formal discourse patterns, and the complexities of pragmatics in the oral system of thier first language. These skills can be transferred to acquiring or learning a second language.

Front 41

Input (in language learning)

Back 41

In language learning, input is defined as the language information or data to which the learner has access. Learners recieve input from their parents, their community, TV, the teacher, the textbook, readers, audio and video tapes, other students in the classroom learning.

Front 42

Comprehensible Input

Back 42

the key to second language learning - input alone may not lead to second language acquisition.
Krashen defines comprehensible input as i+1 or input which is just beyond the learner's present ability. In this way, the learner can move from what he knows to the next level in the natural order of acquisition.

Front 43

How does Krashen believe humans acquire language?

Back 43

Krashen believes humans acquire language in only one way: by understanding messages - that is, receiving comprehensible input.

Front 44

Interpersonal communication

Back 44

involves verbal and nonverbal communication.

Front 45

What are the specific skills of interpersonal communication?

Back 45

Summarizing
Paraphrasing
Listening
Questioning
Initiating
Turn-Taking

Front 46

Summarizing

Back 46

a summary presents a condensend version of the original language without losing the basic meaning. Summarizing reflects understanding and the abulity to break down a text or verbal exchange into its most important parts

Front 47

Paraphrasing

Back 47

A paraphrase restates what is written or spoken. Paraphrases tend to be longer than the original text or verbal exchange because they add details as they attempt to explain. For ELLS, paraphrasing increases comprehension and offers excellent vocabulary practice.

Front 48

Listening

Back 48

Hearing what is spoken requires a more complicated process than simply hearing sounds. ELLs must practics listening skills to avoid shutting down or misunderstanding what is said.

Front 49

Questioning

Back 49

Questions simulate thinking and learning. They can be used to simulate interest in an academic topic and to set goals for learning. Intially until questions that require one- or two-word answer should be used until learners have the skills to respond to open-ended questions. Questions can also be used to check comprehension and make subtle corrections.

Front 50

Initiating

Back 50

In a conversation, intiating means declaring one's conversational intent and inviting consent from one's perspective conversation partner. It is a means for engaging others in interpersonal communication. Skillful intiating results in active engagment; without it potential conversations become awkward silences.

Front 51

Turn-taking

Back 51

Conversations progress by managing the flow of information back and forth between partners. By taking turns, or alternating roles os speaker and listener, ELLs develop neccessary conversational skills. Without these skills, conversations come to an abrupt halt. ELLs can begin by practicing set conversations and progress to initiating and taking turns talking about topics that interst them.