Definitions

Question 1

Phonology

Answer 1

Study of sounds in languages

Question 2

Intonation

Answer 2

Variance in voice that helps make meaning.

Question 3

Pitch

Answer 3

High or low tone of voice. Ex: pitch goes up at the end of a sentence when you ask a question.

Question 4

Modulation

Answer 4

Changing or control of one’s voice. Such as quiet to loud or high pitched to low pitched.

Question 5

Digraph

Answer 5

A combination of two letters that form one sound.

E.g. -ph in digraph.

Question 6

Diphthong

Answer 6

When 2 vowels form one sound such as oy or ay.

Question 7

Schwa

Answer 7

A vowel sound that appears in an in unaccented or unstressed part of a word.

Question 8

Morpheme

Answer 8

The smallest part of a word that gives the word meaning.

Question 9

Lexical morpheme

Answer 9

A base word, prefix, or suffix.

Question 10

Phonics

Answer 10

The teaching of individual letter sounds and their relationship in combined letter sounds.

Question 11

Decoding skills

Answer 11

The ability to interpret the symbols of printed words into spoken words and vice versa.

Question 12

Orthography

Answer 12

All aspects of writing such as spelling, punctuation, spacing, and font format.

Question 13

Structural Analysis

Answer 13

Breaking down a word into smaller parts in order to determine meaning. Words are broken down by base/root, prefix, syllable,suffix, compounds, hyphenation. Etc…

Question 14

Prior knowledge

Answer 14

Things the learner already knew from past experiences or learning. By activating prior knowledge, comprehension can be more permanent. Teachers can also identify gaps of knowledge.

Question 15

Contrastive Analysis

Answer 15

A process of comparing/contrasting the structure of two different languages. This can be used to predict why some elements of L2 are more difficult to learn than others.

Question 16

Context Clues

Answer 16

Surrounding words, phrases, sentences, and pictures that help a reader determine the meaning of a word or phrase.

Question 17

Word Structure

Answer 17

The way a word’s morphemes are placed together. For example, the rules to make something plural, which may be different in English than in other languages.

Question 18

Apposition

Answer 18

The grammatical function of placing words and phrases side by side in order to further describe one of them.

Question 19

ELD

Answer 19

Stand for English Language Development. Instructional programs for teaching and developing a learner’s English competency.

Question 20

Syntactic Category

Answer 20

Phrases or words that belong to a certain category.

Question 21

Syntax

Answer 21

The acceptable order for words in sentences. For example, in English syntax dictates that the adjective comes before the noun.

Question 22

Semantics

Answer 22

The study of meaning of words, phrases, and sentences. It studies the relationships among words and how they’re used in particular instances.

Question 23

Language Ambiguity

Answer 23

When words and phrases may be interpreted/translated in more than one way. This can be created either deliberately or accidentally through the use of hyperbole, simile, and metaphor.

Question 24

Coherence

Answer 24

When two sentences are semantically connected.

Question 25

Pragmatics

Answer 25

The study of how context clues give meaning to language, as well as the study of social interaction and speech. Examples include waiting for the other person to talk, not straying from the point, using different tones of voice and word choices depending on audience.

Question 26

Cognitive Process

Answer 26

Conscious mental activities such as solving problems, making decisions, being creative and processing information received via auditory, visual, or tactile means.

Question 27

Categorization

Answer 27

With language, categorization would involve putting words into categories such as “colors,” “animals,” “verbs”

Question 28

Metacognition

Answer 28

The ability to know and comprehend that oneself is actually learning/understanding something.

Question 29

Consonant Cluster

Answer 29

Two or more consonant phonemes grouped together in a syllable without any vowel phonemes appearing between them. E.g. sk- in skip or sm- in smog.

Question 30

L1 Interference

Answer 30

The process through which language learners apply prior knowledge from the prior language to the language being learned.

Question 31

Semantic Elements

Answer 31

Includes idioms, false cognates, and words with multiple meanings

Question 32

Cohesion

Answer 32

When two sentences are syntactically connected.

Question 33

Pragmatic Features

Answer 33

The specific features (eye contact, physical proximity, language registers, and idiomatic expression) used to initiate pragmatics.

Question 34

Phoneme

Answer 34

Smallest possible unit of sound