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ENGLISH: 1 > Diagnostic 1: GP > Flashcards

Diagnostic 1: GP Flashcards

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Proverbs and Idioms flashcards
1
Q

Communicative Competence

A

LSDS

Linguistic Competence
Sociolinguistic Competence
Discourse Competence
Strategic Competence

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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

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3
Q

Ability to create grammatically correct utterances

A

Linguistic Competence

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4
Q

Ability to create sociolinguistically appropriate utterances

A

Sociolinguistic Competence

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5
Q

Ability to produce coherent and cohesive utterances

A

Discourse Competence

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6
Q

Ability to solve communication problems as they arise

A

Strategic Competence

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7
Q

3 affixes

A

Prefix
Infix
Suffix

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8
Q

Do not make you contribution more informative than is required

A

Maxim of Quantity

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9
Q

Do not say that for which you lack adequate evidence

A

Maxim of Quality

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10
Q

Make your contributions relevant

A

Maxim of relation

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11
Q

avoid ambiguity
avoid obscurity
be brief
be orderly

A

Maxim of Manner

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12
Q

type of test based on the AMOUNT OF LEARNING

A

Achievement Test

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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

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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

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15
Q

Type of test administered at the beginning of a course/program regardless of training

A

Proficiency Test

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16
Q

phonemes change to become more similar to surrounding sounds. e.g. probable – improbable; potent -impotent; separable – inseparable; sensitive – insensitive; handbag

A

Assimilation

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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

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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

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19
Q

process that reorders or reverses a sequence of segments

ask - aks

A

Metathesis

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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

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21
Q

Extension of a morpheme

one syntactic category to another

like house (verb) house (n)

A

Category Extention

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22
Q

Shortened form of a pre-existing forms

like gym and gymnasium

A

Clipped Form

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23
Q

process forms a word by removing what is mistaken for an affix

edit to editor

A

Back Formation

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24
Q

Morphological process in which the root stem of a word or a part of it is repeated

A

Reduplication

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25
Q

Brand new word based on no-pre existing morphemes

ex: colgate and xerox

A

Root Creation

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26
Q

Process forms a word from a proper name

like hamburger from hamburg Germany

A

Proper Name

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27
Q

Process forms a word by substituting a common native form for an exotic (often foreign)

A

folk etymology

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28
Q

combination of parts of two pre-existing forms

smog = smoke and fog

A

Blending

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29
Q

A word formed from the first letter(s)mof each word in a phrase

binabasa mo siya

NASA - National Aeronautics and Space Administration

A

Acronym

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30
Q

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).

A

Abbreviation

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31
Q

BORROWED WORD IS TRANSLATED FROM THE ORIGINAL TO ANOTHER LANGUAGE THAT FITS THE CHARACTERISTIC OF THE NEW WORD.

A

Calquing/Loan Translation

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32
Q

News words created for the Nonce or Single Occasion

A

Nonce Words

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33
Q

Combining two morphemes

hindi putol

A

Compound

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34
Q

meaning of compound is determined by head and modifier only adds detaiil

A

endocentric

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35
Q

central meaning is not conveyed by the head

A

Exocentric

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36
Q

Dvandva

A

yed by the head DVANDVA - each word contribute equally like US-Phil Association

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37
Q

Properties of Human Language

A

3DPAC

Displacement
Arbitrariness
Productivity
Cultural Transmission
Discreteness
Duality of Structure

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38
Q

Ability to use language to talk about things and vents not present in the immediate environment

past and future

A

Displacement

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39
Q

Language has no natural or iconic relation between a linguistic form and its meaning.

Napagkasunduan

A

Arbitrariness

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40
Q

Capacity of language users to produce and understand an indefinitely large number of sentences

Creativity

A

Productivity

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41
Q

Language is passed from one gen to another

not biologically but thru teaching and learning

A

Cultural Transmission

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42
Q

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: <can I park here= the use of the sound /b/ instead of /p/ is a wrong use of language.

A

Discreteness

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43
Q

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.

A

Duality of Structure

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44
Q

Who wrote “Ah, Sunflower”?

A

William Blakes

45
Q

Symbol of Sunflower in Ah Sunflower by William Blake

A

Humans and their desire for everlasting life

46
Q

Types of Speech Delivery that uses outline only as a reference

A

Extemporaneous Speaking

47
Q

Which is the proper sequence of activities when presenting a lesson involving speaking?

A

Presentation
Practice
Production

48
Q

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

A

Presentation Stage

49
Q

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.

A

Practice Stage

50
Q

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.

A

Production Stage

51
Q

One that is always true

A

Analytic Sentence

52
Q

May be true or false

A

Synthetic Sentence

53
Q

Always false

A

Contradictory Sentecjce

54
Q

Saadi wrote

A

Bustan (The orchard)

55
Q

Nizami created

A

Khamsa or Quintet

56
Q

Omar Khayam wrote

A

Rubaiyat

57
Q

Who said this?

A little knowledge is a dangerous thing

A

Ralph Waldo Emerson

58
Q

Malakas at Maganda is a famous Filipino

A

Creation Myth

59
Q

are variants or other ways of producing a phoneme. They are phonetically similar and are frequently found in complementary distribution.

A

allophones

60
Q

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.

A

allomorphs

61
Q

Krashen’s 5 Hypotheses

A

Acquisition-Learning Hypothesis
Monitor Hypothesis
Natural Order Hypothesis
Comprehensible Input
Affective Filter

62
Q

Language learning and acquisiton

A

Acquisition-Learning Hypothesis

63
Q

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).

A

Monitor Hypothesis

64
Q

Learners acquire the rules of language in a predictable sequence. <What is learned early in one language is learned early by others.= (Lightbrown and Spada (1996)

A

Natural Order Hypothesis

65
Q

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 <i+1=. Vygotsky’s zone of proximal development supports this hypothesis where in students must go beyond what they already know and build their new understanding on that foundation

A

Comprehensible Input

66
Q

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

A

Affective Filter

67
Q

Two axes on which meaning is constructed called?

A

Paradigmatic and Syntagmatic

68
Q

The curriculum goes through the stages of curriculum planning, curriculum implementation and curriculum evaluation, the production of instructional materials falls under

A

Curriculum Planning and Implementation

69
Q

Identify Learner Needs
Set goals and objectives
Write materials
Write tests

A

Curriculum Planning

70
Q
  • Instruct learners
  • monitor and adapt instruction
  • write supplementary materials
A

Phase 2: Curriculum Implementation

71
Q
  • test learners
  • evaluate curriculum
  • plan changes
A

Phase 3: Curriculum Evaluation

72
Q

Perspective in Translation:

A

Linguistic
Socio-semiotic
Communicative
Philological

73
Q

It takes linguistic structures into consideration

A

Linguistic

74
Q

It deals with sincerity and background knowledge of the speaker.

A

Socio-semiotic

75
Q

attempts to render the exact contextual meaning.

A

Communicative

76
Q

This perspective deals with the problem of the equivalence of literary texts by comparing and contrasting the source language and the target language.

A

Philological

77
Q

Stages in Reading Processes

A

Preparing to Read
Reading
Responding
Exploring
Extending/Applying

78
Q

can be applied when students construct projects

A

Extending

79
Q

know more about text; independence

A

Exploring

80
Q

who wrote

the lord of the rings

A

j.r.r tolkien

81
Q

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.

A

Aristotle

82
Q

He published the book titled <Short Introduction to English Grammar.= Lowth earned a reputation as a prescriptivist and that period gave rise to prescriptivism.

A

Robert Lowth

83
Q

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

A

Ferdinand de Saussure

84
Q

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.

A

Noam Chomsky

85
Q

thememof the Epic Gilgamesh

A

Preference to Immortality

86
Q

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.

A

Prescriptive Grammar

87
Q

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.

A

Descriptive Grammar

88
Q

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.

A

Transformational Grammar

89
Q

Pedagogical Approaches as stated in Sec 5 RA 10533

A

Reflective
Collaborative
Differentiated
Integrative

90
Q

Halliday’s Language Function

A

Instrumental
Regulatory
Interactional
Personal
Heuristic
Imaginative
Representatioal

91
Q

to express needs

A

instrumental

92
Q

to influence the behaviors of others

A

regulatory

93
Q

to form relationship

A

interactional

94
Q

to express opinions or emotions

A

Personal

95
Q

to seek information and ask questions

A

Heuristic

96
Q

to express creative language

A

imaginative

97
Q

to give information facts and info

A

representational

98
Q

Onset

A

Syllable

Onset - pl

rhyme
; nucleus - a
; coda - nt

99
Q

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.

A

Peter Pan J.M Barrie

100
Q

Oral Storytelling
Aesop’s Fables, Iliad & Odyssey, Metamorphosis

A

Classical Period (500 BC - 400 AD)

101
Q

Religion is influential; Biblical Stories Beowulf, Cid, Song of Roland,
King Arthur & Knights of the Round Table

A

Medieval Period (478 AD - 14th century

102
Q

Roman and Greek literature were reintroduced Orbis Sensualism by John Comenius

A

Renaissance Period (14th-16th century)

103
Q

Chapbooks - contained fairytales
Hornbooks - prayers and biblical stories

A

Renaissance Period (14th-16th century)

104
Q

Augustinian philosophy and emphasis on morals Folktales were revived
Tales of Mother Goose, Cinderella, Little Red Riding Hood, Thumbelina, Ugly Duckling

A

18th Century

105
Q

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

A

Victorian Age (1837-1901)

106
Q

child is central to childhood
Peter Pan, Tale of Petter Rabit, A Wind in the Willows, The Railway Children, Secret Garden

A

Edwardian Era (1901-1915)

107
Q

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,

A

20th century

108
Q

African Writers

A

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

ENGLISH: 1 (7 decks)

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