Diagnostic 1: GP Flashcards
1
Q
Communicative Competence
A
LSDS
Linguistic Competence
Sociolinguistic Competence
Discourse Competence
Strategic Competence
2
Q
is a synthesis of knowledge of basic grammatical principles, knowledge of how language is used in social settings to perform communicative functions, and how knowledge of utterances and communicative functions can be combined according to the principles of discourse.
A
Communicative Competence
3
Q
Ability to create grammatically correct utterances
A
Linguistic Competence
4
Q
Ability to create sociolinguistically appropriate utterances
A
Sociolinguistic Competence
5
Q
Ability to produce coherent and cohesive utterances
A
Discourse Competence
6
Q
Ability to solve communication problems as they arise
A
Strategic Competence
7
Q
3 affixes
A
Prefix
Infix
Suffix
8
Q
Do not make you contribution more informative than is required
A
Maxim of Quantity
9
Q
Do not say that for which you lack adequate evidence
A
Maxim of Quality
10
Q
Make your contributions relevant
A
Maxim of relation
11
Q
avoid ambiguity
avoid obscurity
be brief
be orderly
A
Maxim of Manner
12
Q
type of test based on the AMOUNT OF LEARNING
A
Achievement Test
13
Q
Type of test with similar ability levels to focus on the -problems and learning points appropriate for that level of students
A
Placement test
14
Q
type of test administered at the beginning or middle of the term and ate aimed at fostering achievement by promoting strengths and eliminating weaknesses
A
Diagnostic Test
15
Q
Type of test administered at the beginning of a course/program regardless of training
A
Proficiency Test
16
Q
phonemes change to become more similar to surrounding sounds. e.g. probable – improbable; potent -impotent; separable – inseparable; sensitive – insensitive; handbag
A
Assimilation
17
Q
change to become less similar to surrounding sounds. process in which units which occur in some contexts are ‘lost’ in others; e.g. ‘library’ instead of ‘library’
A
Dissimilation
18
Q
deletion of unaccented vowels. It occurs in everyday rapid speech. ; e.g. [blaɪn mæn] 8blind man 9
believe - /b9liv/, suppose - /s9poz/
Epenthesis/Insertion - process tha
A
Deletion/Ellision
19
Q
process that reorders or reverses a sequence of segments
ask - aks
A
Metathesis
20
Q
Word Formation
A
Category Extension
Clipped Form
Back Formation
Reduplication
Root Creation
Proper Name
Folk Etymology’Belnding
Acronym
Abbreviation
Calquing/Loan Translation
Nonce Word
Compounding
21
Q
Extension of a morpheme
one syntactic category to another
like house (verb) house (n)
A
Category Extention
22
Q
Shortened form of a pre-existing forms
like gym and gymnasium
A
Clipped Form
23
Q
process forms a word by removing what is mistaken for an affix
edit to editor
A
Back Formation
24
Q
Morphological process in which the root stem of a word or a part of it is repeated
A
Reduplication
25
Brand new word based on no-pre existing morphemes
ex: colgate and xerox
Root Creation
26
Process forms a word from a proper name
like hamburger from hamburg Germany
Proper Name
27
Process forms a word by substituting a common native form for an exotic (often foreign)
folk etymology
28
combination of parts of two pre-existing forms
smog = smoke and fog
Blending
29
A word formed from the first letter(s)mof each word in a phrase
binabasa mo siya
NASA - National Aeronautics and Space Administration
Acronym
30
It is a word formed from the names of the first letters of the prominent syllables of a word (e.g., TV < television) or of words in a phrase (e.g., FBI < Federal Bureau of Investigation).
Abbreviation
31
BORROWED WORD IS TRANSLATED FROM THE ORIGINAL TO ANOTHER LANGUAGE THAT FITS THE CHARACTERISTIC OF THE NEW WORD.
Calquing/Loan Translation
32
News words created for the Nonce or Single Occasion
Nonce Words
33
Combining two morphemes
hindi putol
Compound
34
meaning of compound is determined by head and modifier only adds detaiil
endocentric
35
central meaning is not conveyed by the head
Exocentric
36
Dvandva
yed by the head DVANDVA - each word contribute equally like US-Phil Association
37
Properties of Human Language
3DPAC
Displacement
Arbitrariness
Productivity
Cultural Transmission
Discreteness
Duality of Structure
38
Ability to use language to talk about things and vents not present in the immediate environment
past and future
Displacement
39
Language has no natural or iconic relation between a linguistic form and its meaning.
Napagkasunduan
Arbitrariness
40
Capacity of language users to produce and understand an indefinitely large number of sentences
Creativity
Productivity
41
Language is passed from one gen to another
not biologically but thru teaching and learning
Cultural Transmission
42
The sounds used in language are meaningfully distinct. Each sound is treated as a discrete unit, and the occurrence of one sound instead of the other leads to a misuse of language. For example, /p/ and /b/ sounds in a sentence like:
Discreteness
43
Structure. Language is structurally organized into two abstract levels. The discrete forms combined in different ways give different meaningful units. That is, at one level, we have distinct sounds and at the other level we have distinct meanings. For example, the sounds /a/, /e/, /t/ none of these discrete forms has any intrinsic meaning. When we produce those sounds in different combinations, as in ate, eat, tea we have different meaningful units.
Duality of Structure
44
Who wrote “Ah, Sunflower”?
William Blakes
45
Symbol of Sunflower in Ah Sunflower by William Blake
Humans and their desire for everlasting life
46
Types of Speech Delivery that uses outline only as a reference
Extemporaneous Speaking
47
Which is the proper sequence of activities when presenting a lesson involving speaking?
Presentation
Practice
Production
48
In stages in speaking lesson
it is also known as pre-activity phase of the lesson where the teacher introduces something new to be learned
Presentation Stage
49
it is the students’ turn to do most of the talking, while your main task is to devise and provide the maximum amount of practice, which must at the same time be meaningful, authentic, and memorable. This stage is also called the While (or Main) Activity or the Speaking Activity stage.
Practice Stage
50
At any level of attainment, the students need to be given regular and frequent opportunities to use language freely, even if they sometimes make mistakes as a result. This is not to say that mistakes are unimportant, but rather that free expression is more important, and it is a great mistake to deprive students of this opportunity.
Production Stage
51
One that is always true
Analytic Sentence
52
May be true or false
Synthetic Sentence
53
Always false
Contradictory Sentecjce
54
Saadi wrote
Bustan (The orchard)
55
Nizami created
Khamsa or Quintet
56
Omar Khayam wrote
Rubaiyat
57
Who said this?
A little knowledge is a dangerous thing
Ralph Waldo Emerson
58
Malakas at Maganda is a famous Filipino
Creation Myth
59
are variants or other ways of producing a phoneme. They are phonetically similar and are frequently found in complementary distribution.
allophones
60
are morphs which belong to the same morpheme. For example, /s/, /z/ and / əz/ in /kæts/ 8cats9, /bægz/ 8bags9 and / bΛsəz/ 8buses9 are allomorphs of the plural morphemes {(e)s}. Allomorphs are variants of a morpheme that may be phonologically or morphologically conditioned; e.g. {-en} as in oxen and children are allomorphs of {plural} morpheme.
allomorphs
61
Krashen’s 5 Hypotheses
Acquisition-Learning Hypothesis
Monitor Hypothesis
Natural Order Hypothesis
Comprehensible Input
Affective Filter
62
Language learning and acquisiton
Acquisition-Learning Hypothesis
63
Learners acquire grammatical structures in a natural order, but conscious language rules are not developed until later. Once a student has conscious knowledge of grammatical structures, they are able to edit, or self-monitor, oral and written language. This process requires adequate time to develop.
He distinguishes those learners that use the 'monitor' all the time (over-users); those learners who have not learned or who prefer not to use their conscious knowledge (under- users); and those learners that use the 'monitor' appropriately (optimal users).
Monitor Hypothesis
64
Learners acquire the rules of language in a predictable sequence.
Natural Order Hypothesis
65
Learners will best acquire language when given appropriate input. Comprehensible Input is easy to understand but still challenges the learner to infer meaning just beyond their level of language competence, often referred to as
Comprehensible Input
66
Learners require an environment where they feel safe to take risks necessary to learn the language. A learner’s emotional state will affect their receptiveness to comprehensible input
Affective Filter
67
Two axes on which meaning is constructed called?
Paradigmatic and Syntagmatic
68
The curriculum goes through the stages of curriculum planning, curriculum implementation and curriculum evaluation, the production of instructional materials falls under
Curriculum Planning and Implementation
69
Identify Learner Needs
Set goals and objectives
Write materials
Write tests
Curriculum Planning
70
- Instruct learners
- monitor and adapt instruction
- write supplementary materials
Phase 2: Curriculum Implementation
71
- test learners
- evaluate curriculum
- plan changes
Phase 3: Curriculum Evaluation
72
Perspective in Translation:
Linguistic
Socio-semiotic
Communicative
Philological
73
It takes linguistic structures into consideration
Linguistic
74
It deals with sincerity and background knowledge of the speaker.
Socio-semiotic
75
attempts to render the exact contextual meaning.
Communicative
76
This perspective deals with the problem of the equivalence of literary texts by comparing and contrasting the source language and the target language.
Philological
77
Stages in Reading Processes
Preparing to Read
Reading
Responding
Exploring
Extending/Applying
78
can be applied when students construct projects
Extending
79
know more about text; independence
Exploring
80
who wrote
the lord of the rings
j.r.r tolkien
81
He dymythologized language by looking at it as an object of rational inquiry. He established the relation between language expressions including written words with mental meaning produced by these words.
He identified the primary parts of a sentence - the noun and verb, which functioned as subject and verb in the sentence.
Aristotle
82
He published the book titled
Robert Lowth
83
Co-founder of semiotics and structuralism. Structuralism theorizes that things could not be understood without analyzing the context where they appear.
Langue - set of conventions and rules Parole - language as used in daily life
Ferdinand de Saussure
84
He is the Father of Modern Linguistics. He introduced the concept of universal grammar and suggested that human has an ability to learn grammar because the brain has a Language Acquisition Device (LAD) that automatically works in language acquisition. Chomsky, who often focused on the language learning of children, popularized this theory since the 1980s.
Noam Chomsky
85
thememof the Epic Gilgamesh
Preference to Immortality
86
It describes how a language should or ought to be used. It tells the speakers how they should speak and what rules should they follow.
Prescriptive Grammar
87
describes the basic linguistic knowledge of a speaker/hearer, how language is used and not how it should be used. It is the aim of linguistics to provide a formal statement (theory) of the speaker’s grammar.
Descriptive Grammar
88
a system of language analysis that recognizes the relationship among the various elements of a sentence and among the possible sentences of a language and uses processes or rules (some of which are called transformations) to express these relationships.
Transformational Grammar
89
Pedagogical Approaches as stated in Sec 5 RA 10533
Reflective
Collaborative
Differentiated
Integrative
90
Halliday’s Language Function
Instrumental
Regulatory
Interactional
Personal
Heuristic
Imaginative
Representatioal
91
to express needs
instrumental
92
to influence the behaviors of others
regulatory
93
to form relationship
interactional
94
to express opinions or emotions
Personal
95
to seek information and ask questions
Heuristic
96
to express creative language
imaginative
97
to give information facts and info
representational
98
Onset
Syllable
Onset - pl
rhyme
; nucleus - a
; coda - nt
99
Peter Pan, a boy who never grows up, takes the children Wendy, John, and Michael to magical Neverland, where Wendy mothers the Lost Boys. The children go on adventures with fairies, mermaids, and pirates, with Wendy becoming such a good mother that the pirate Smee asks her to be his, too.
Peter Pan J.M Barrie
100
Oral Storytelling
Aesop’s Fables, Iliad & Odyssey, Metamorphosis
Classical Period (500 BC - 400 AD)
101
Religion is influential; Biblical Stories Beowulf, Cid, Song of Roland,
King Arthur & Knights of the Round Table
Medieval Period (478 AD - 14th century
102
Roman and Greek literature were reintroduced Orbis Sensualism by John Comenius
Renaissance Period (14th-16th century)
103
Chapbooks - contained fairytales
Hornbooks - prayers and biblical stories
Renaissance Period (14th-16th century)
104
Augustinian philosophy and emphasis on morals Folktales were revived
Tales of Mother Goose, Cinderella, Little Red Riding Hood, Thumbelina, Ugly Duckling
18th Century
105
Golden Age of Children’s literature
Rise of Modern Fantasy
The Adventures of Tom Sawyer, Huckleberry Finn, Little Women, Wonderful Wizard of Oz, Alice in Wonderland
Victorian Age (1837-1901)
106
child is central to childhood
Peter Pan, Tale of Petter Rabit, A Wind in the Willows, The Railway Children, Secret Garden
Edwardian Era (1901-1915)
107
Era of Fantasy Writing
Rise of production of picture storybooks Rise of new realism
Integrating science and technology More experimental
Winnie-the-pooh, Mary Poppins, The Hobbit, The Charlotte Web, Charlie and the Chocolate Factory, James and the Giant Peach, The Witches,
20th century
108
African Writers
African writers served in the frontline of emancipation efforts in the early 19th century. The fight against imperialism gave birth to Negritude, a literary and ideological movement headed by French-speaking black intellectuals and writers in Paris during 1930s. This movement is characterized by:
Cultural unity of black people
Link with the mother Africa
New and compassionate look at the African culture
Rejection of white culture; and
Declaration of the African humanity
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