COMPETENCY 1 TERMINOLOGY Flashcards
a general concept formed by extracting common features from specific examples.
abstraction
any of the variant forms of a mopheme.
EX: the phonetic (s) of cats (kts), (z) of pigs (pgz)
allomorph
a predictable phonetic variant oa a phoneme.
EX: the aspirated t of top, the unaspirated t of stop, and the tt of batter are allophones of the English phoneme /t/. this phoneme can make three different sounds depending on its location in the word.
allophone
refers to an understanding that the letters in written words represent the phonemes in spoken words.
alphabetic prinicipal
the act of saying or pronouncing something in a way that can be clearly heard and understood. some ELLs learning a new language struggle with the articulation of new sounds.
articulation
refers to the puff of air that follows the pronunciation of certain sounds.
aspiration
known as “social or informal English.”
language skills needed to interact in social situations, for example, when speaking to a friend on the telephone.
refers primarily to context-bound, face-to-face communication, like the language first learned by ELLs which is used in everyday social interaction.
it takes 2-3 years to acquire this level of communicative skills.
basic interpersonal communicative skills (BICS)
a morpheme that cannot be used as an independent word (-est, -ly, pre-, etc.)
EX: suffixes and prefixes
bound morpheme
(n.) indirect and wordy language (the student’s habit of speaking in circumlocutions made it difficult to understand him.)
circumlocution
words in two languages that share a smiliar meaning, spelling, and pronunication.
while English may share very few cognates with a language. Cognate awareness is the ability to use cognates in a primary language as a tool for understanding a second language.
cognates
a language-related term which refers to formal academic learning or “formal or academic English”.
academic language acquisition isn’t just the understanding of content area vocabulary. it includes skills such as comparing, classifying, synthesizing, evaluating, and inferring.
academic language tasks are context refuxed and it takes 5-7 years to acquire CALP.
cognitive academic language proficiency (CALP)
defines a sequence of words or terms that co-occur more often than would be expected by chance. for ELLs, this is a key to producing natural-sounding language.
EX: phrases such as, “take a seat,” “take a chance,” or “take care.”
collocations
refers to the associations that are connected to a certain word or the emotional suggestions related to that word.
EX: the word “snake” could include evil or danger not necessarily a reptile.
connotation
refers to the literal meaning of a word, or the “dictionary definition.”
denotation
sociolinguists also study - any regional, social or ethnic variety of a language.
dialect
in traditional analysis, words in literal expressions denote what they mean according to common or dictionary usuage, while the words in figurative expressions connote - they add layers of meaning.
sometimes what you mean is not exactly what you say - figurative language, using words in different ways -
personification, alleration, assonance, hyperbole, onomatopoeia, metaphor, and simile. the use of idioms are also an example.
EX. “hit the road” means to get going not literally to “hit” the road.
figurative language
a morpheme that is stand alone word (free, boy, told, etc).
free morpheme
a “spelling unit.”
grapheme
the language used by one individual.
idolect
a set of symbols which can be used to represent the phones and phonemes of natural languages.
international phonetic alphabet (IPA)
the type of connection or trarnsition between two phonemes (I scream, ice cream).
juncture
pairs of words in a language, which differ in only one phonological element, such as the pair “let” or “lit.”
minimal pairs
refers to recognizing the presence and of morphemes (the smallest meaning units in language) in words.
EX: knowing that the meanings of the following words are related: create, creation, creative, creator, or recreate.
morphological awareness
the study of morphemes. the structure of words and the study of this structure.
EX: “unknowingly” might yield four components: un-know-ing-ly
morphology
the smallest unit of a meaningful sound. the word “rich” has three: /r/ /i/ /ch/
phoneme
not phonics.
the ability to hear, identify, and manipulate individual sounds in spoken words. before children learn to read print, they need to become more aware of how the sounds in words work. they must understand that words are made up of speech sounds, or phonemes (the smallest parts of sound in a spoken word that make a difference in a word’s meaning).
phonemic awareness
a method of teaching people to read by correlating sounds with letters or groups of letters in an alphabetic writing system.
phonics
the study of how sounds are organized and used in a language.
phonology
