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Definition
| the study of sound system of a language; the patterns of speech sound |
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| the basic, fundamental building blocks of sounds; the individual sound of consonents and vowels; the sounds that make a language; the discrete sound segments such as /t/, /m/, or /a/ |
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| the tone (low and high or up and down); convey urgency; changes meaning when articulated |
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| the use of pitch to change a statement into a question |
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| the patterns of stress and intonation in a language |
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| How can phonology inhibit communication? |
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| Incorrect pronounciation inhibits clearity; EL maynot be able to differentiate certain in English sound if it doesnot exist in his L1; EL may not be able to identify a question being produced from stressing the intonation patterns of a statement |
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| the study of words or meaning units in a language |
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| the basic building blocks of meaning units in a language; the smallest unit for meaning, 2 types of morphemes: bound and free morphemes such as "er in player or play" respectively |
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| free morpheme; compound morhpeme such as "bed time" |
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| the 8 suffixes as follow "s in buyers, s in a verb like runs, ing in running, es in foxes, er in taller, ed in played, and est in tallest" |
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| base that needs affix in order to form a word; samples are cred=believe, phon=sound, ped=foot, bene=good, |
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| prefix and suffix like "re in reread or ous in dangerous" |
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| How can morphology inhibit communication? |
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| misunderstanding the root can lead to false meaning; incorrect comprehension |
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| the rules that govern the structure of a sentence or phrase; how a sentence is formed; order of words |
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| syntactic classes (part of speech) |
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| verbs, nouns, adverds, adjectives, prepositions, pronouns, interjections, articles, and conjunctions |
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| various ways of expressing a complete thought from sentences; simple to compound and complex sentences. |
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| What are some of the implications of syntactic rules? |
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| students need to be exposed to different sentence patterns from simple to compound/complex both oral and written in order to acquire the patterns; they can be taught after the language acquisition process in order for students to monitor their development |
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Definition
| the study of the meanings of individual words and of larger units such as phrases and sentences |
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| dificulties with semantics |
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Definition
| multiple meanings, false cognates, idioms, and language ambiguities such as "I'm at the bank" which depends on context-riverbank, snowbank, or financial |
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| Implications-what are some of the difficulties related to semantics? |
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Definition
| direct translation many times have vague meaning which lead to less comprehension; meaning in context |
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| 5 social functions of language |
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Definition
| 1. to amuse (telling a joke), 2. to inform (newscast), 3. to control/command (sit down), 4. to persuade (selling a product), and 5. to apologize (I'm so sorry for bumping into you) |
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| 7 academic functions of language |
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| 1. persuading (persuading essay), 2. describing ( descriptive essay), 3. defining (definition, rules,..) 4. predicting (math), 5. explaining (directions), 6. analyzing (word problems, literature piece,..), and 7. compare/contrasting |
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| dialects, historical, social, and academic |
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| not just accents, but pronunciation and vocabulary also such as soda=pop and couch=daveneau |
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| old English vs. new English like the different meanings of "bad" over time |
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| social language variation |
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| frozen register-medical, formal register-academic, casual register-friends, intimate register-relationship |
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| acadamic language variation |
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| content specific, general academic and cross-curricular, terms, jargon |
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Definition
| cognitivism and constructivism |
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| cognitivism contemporary theory |
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Definition
| learner is viewed as the brain like a computer, an information processor (schema, mapping, ..); learned individually |
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| constructivism contemporary theory |
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Definition
| learner is viewed as an information constructor using their own objective reality; interact with others, social learning, problem based learning, scaffolding.. |
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Term
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Definition
| acquisitio-learning hypothesis, monitor hypothesis, natural order hypothesis, input hypothesis, and affective filter hypothesis |
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| Krashen's acquisistion-learning hepothesis |
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Definition
| 2 indepdent systems of second language performance; acquisition piece is a subconscious process similar to how children acquire their L1; learning piece is the formal learning of language, conscious knowledge of the language and rules |
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| Krashen's monitor hypothesis |
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| the monitor act as an editor |
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| social language, non-academic language, not learned language |
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| 4 quandrants with cognitively undemanding at the top and demanding at the bottom, while context-embedded materials locate on the left and context-reduced on the right |
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| ice-berg graphic organizer |
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Definition
| BICS on the surface, CALP under the surface and CUP under CALP, the idea is to ensure student delopment is proportional in both, CUP may grow faster |
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| stages of acquisition of L1 |
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Definition
| babbling stage, holographic (one word such as dog), two-word stage ( car go) similar to beginning stage for EL, telegraphic (more than 2 words such as Katy built house) similar to early intermediate stage for EL |
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| L2 language acquisition stages |
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Definition
| beginning, early intermediate, intermediate, early advanced, and advanced (preproduction, early production, speech emergence, intermediate fluency) |
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| 6 factors that influence L2 acquisition |
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Definition
| cognitive factors, linguistic factors, physical factors, affective filter factors, socio-cultural factors, and political factors |
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Term
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Definition
1. first major point is learning always involves conscious and unconscious processes; the pedigogical implication is embed learning of facts and skills with natural,special memory; the best practice for this piece is discrete language skills can be taught if embedded in real world activities
2. the second major point to consider is at least 2 types of memories rote and spatial; the pedigological implication is that teaching includes novel experiences and taps into the spatial learning system; best practices include implementing acitivities associate with visual, aural, and kinesthetic abilities; always consider the various learning styles-dependend and independent or learning strategies (techniques) |
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Term
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Definition
| 1. first major point to consider is proficiency in L1 helps language development in L2; the pedigological implication is to look at each language assessment to determine proficiency; the best practice is heterogeneous grouping for supports; 2. the second major point to consider is the stages: silent period, gestures, single words, and then sentences; the pedigological implication is students will need wait time to process ?s and then respond back and using authentic situations to create meaning; the best practices will include realia, visual sdaie strategies in instruction and allow students to clarify using L1 |
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