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TExES ESL 154 > ESL Domain I > Flashcards

ESL Domain I Flashcards

1
Q

Domain I - Linguistics

A

Language concepts & language acquisition

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2
Q

Competency I

A

CONCEPTS. The ESL teacher understands the fundamental language concepts, and knows the structure and conventions of English language

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3
Q

Linguistics

A

The ability speakers have to produce and understand an unlimited number of familiar, unfamiliar and/or novel utterances. The ability speakers have to recognize that certain utterances are not acceptable and simply do not belong to their language

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4
Q

Grammatical competence

A

Knowledge of lexical items and rules of morphology, syntax, semantics and phonology

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5
Q

Discourse competence

A

The ability the learner has to connect sentences in stretches of discourse and to form meaningful utterances

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6
Q

Socio-linguistic competence

A

The knowledge of socio-cultural rules of language and discourse. An understanding of the social context is required: roles of participants, information they share, and the function of the interaction

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7
Q

Strategic competence

A

All the nonverbal and verbal communication skills the learner uses to compensate for breakdowns due to insufficient competence or variables related to performance. In other words, this is the way learners manipulate language in order to communicate what they want.

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8
Q

Phonetics

A

The articulation and perception of speech sounds

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9
Q

Phonology

A

System of sounds. The patterning of speech sounds

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10
Q

Phonemes

A

The smallest units of meaningful sound (the sound of the letters) ex: “sun” has sounds of s-u-n, “beet” had b-ee-t

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11
Q

Allophones

A

Sounds that occur in a particular phonetic environment ex: Pam pronounced “Pham”

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12
Q

Morphology

A

How words are built or word formation

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13
Q

Morphemes

A

The smallest unit of language that carries information about meaning or function. Morphemes cannot be divided in smaller parts. Ex: walk-walking(ing), attentive-attentively(ly)

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14
Q

Allomorphs

A

The variant forms of a morpheme Ex: “a” before a word that begins with a consonant, “an” before a word that begins with a vowel; an orange, an accent, a building, a car

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15
Q

Syntax

A

The arrangements of sentences and words or sentence formation (sentence structure, grammar)

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16
Q

Semantics

A

The meaning of words or the interpretation of words and sentences (expressions, explain)

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17
Q

Denotation

A

The meaning of a word in a dictionary

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18
Q

Connotation

A

The meaning of a word in a particular situation

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19
Q

Pragmatics

A

The use of language in social contexts; sociolinguistic awareness

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20
Q

Discourse

A

The connected series of utterances produced during a conversation, a story, a lecture, etc

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21
Q

Discourse analysis

A

Rules of conversation, speech registers, and nonverbal communication. Ex: body language, gestures, eye contact, physical distance, etc

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22
Q

Register

A

The way speakers use language in different styles depending on the context of a topic, audience, situation, experience and purpose of the communication.

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23
Q

Social communicative competence

A

Grammatical, discourse, socio-linguistic, strategic reflection on second language teacher according to Canale and Swain

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24
Q

LEP

A

Limited English Proficiency. A student whose primary language is other than English and whose English language skills are such that the student has difficulty performing ordinary class work in English

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25
Q

ELL

A

English Language Learner is used interchangeably with LEP

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26
Q

Language Abilities/Skills/Models/Acquisition

A

Listening, reading, speaking, writing

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27
Q

Receptive Skills

A

Listening and reading

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28
Q

Productive/Expressive Skills

A

Speaking and writing

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29
Q

Oracy

A

Listening and speaking

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30
Q

Literacy

A

Reading and writing

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31
Q

Language and Culture Interrelated

A

To learn a language is to learn a culture. Language patterns and use are different in different cultures. Native language proficiency contributes to second language acquisition. The better you are in your first language, the better you will be in a second language. Transfer knowledge from L1 to L2.

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32
Q

L1

A

First language, native language, mother tongue, primary language, home language

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33
Q

L2

A

Second language

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34
Q

Language borrowing

A

Words that we borrow from other languages

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35
Q

Language interference

A

Phonological interference, syntactical interference from the first language (negative transfer). Ex: “I espeak Spanish” vs “I speak Spanish”

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36
Q

Phonological differences

A

Different pronunciation (accent)

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37
Q

Lexical differences

A

Differences in word meaning

38
Q

Syntactical differences

A

Differences in grammar use

39
Q

Code-switching

A

The alternate use of two languages in the same word, phrase, clause, sentence, or conversation. The 1st language is emotional and is spoken when mad, excited, scared, etc

40
Q

Language development

A

Babble, holophrastic speech, telegraphic speech

41
Q

Babble

A

The combination of a consonant sound and a vowel sound that is repeated. Ex: ga, ga, ga

42
Q

Holophrastic speech

A

Use of one word utterance to convey (12-18 months). Ex: “Juice” for “I want juice”

43
Q

Telegraphic speech

A

Use of two word utterance to convey meaning (18-24 months) Ex: “Doggy gone” for “The dog is gone”

44
Q

Dialects

A

Differences between varieties of languages. Regional dialects often have distinct vocabularies

45
Q

Standard dialect

A

Speech variety understood by all speakers; educated speech; language of the group in power.

46
Q

Alliteration

A

Repeating the same consonant sound at the beginning of several words in close succession.

47
Q

Onset

A

The part of the word before the vowel

48
Q

Rime

A

The rest of the word beginning with the vowel. Ex: milk = /m/-ilk

49
Q

Competency 2

A

The ESL teacher understands the processes of first-language (L1) and second-language (L2) acquisition and uses this knowledge to promote students’ language development in English

50
Q

Functions of language

A

The main purpose of language is communication, interaction, and opportunity to transfer messages

51
Q

Behavioristic approach

A

Language is learned by imitation and developed through a system of habits. For every action there is a reaction, repetition and reinforcement, stimulus and response, observable responses. The more you practice, the more you learn.

52
Q

B.F.Skinner

A

Constructed a behavioristic model of linguistics.

53
Q

Nativist approach

A

Language is innately determined from within rather than by external factors. Human beings have an innate cognitive capacity for language. That have a language acquisition device that enables them to generate language. Language is creative, open-ended process and not a closed system of behavioral habits

54
Q

Naom Chomsky

A

Supported the concepts of innateness, and defended with strong arguments the LAD proposition. NATIVISM/GENERATIVISM

55
Q

LAD

A

Language Acquisition Device

56
Q

Functional Approach

A

Language development is the result of the interaction of the child’s perceptual and cognitive development with linguistic and nonlinguistic events in the environment

57
Q

Jean Piaget

A

Strong supporter of the Functional Approach. COGNITIVISM

58
Q

Cognitivism

A

Language acquisition is a progression of abilities. Sensorimotor stage, preoperational stage, concrete operational stage, formal operational stage

59
Q

First Language Acquisition Theories

A

Behaviorism, nativism, generativism, cognitivism, functional

60
Q

Sensorimotor stage

A

Age 0 to 2, shows ideas using body

61
Q

Preoperational stage

A

Age 2-7, symbolic thought

62
Q

Concrete operational stage

A

Age 7-11, logical operations

63
Q

Formal operational stage

A

Age 11-beyond, abstract thinking skills

64
Q

Individual variables

A

Individual characteristics: previous knowledge, age, aptitude, learning style, learning strategies and personality join with the social context to account for the use the second language learner makes of the formal (classroom) and informal (neighborhood) learning opportunities

65
Q

Social variables

A

Second language learners may be influenced by the beliefs, traditions, behaviors, values and culture of the community in which they are placed. The social and cultural background of second language learners plays a very important role in the process of second language learning

66
Q

Lambert’s Model

A

Combines the individual and societal elements of bilingualism: attitudes, aptitude, motivation, bilingual proficiency, self concept, additive bilingualism, subtractive bilingualism

67
Q

Instrumental motivation

A

Survival within the dominant group, making a living to succeed financially in the new countrya

68
Q

Subtractive bilingualism

A

Learning a second language at the cost of losing the first one. Since first language is one’s emotional language, this type of bilingualism may be detrimental to one’s whole being

69
Q

Integrative motivation

A

Integration with the dominant group, meeting new people and new cultures

70
Q

Additive bilingualism

A

Learning a second language while maintaining the first one

71
Q

Stephen Krashen’s Monitor Model

A

This model is the most widely cited of theories of second language acquisition and is comprised of five central hypotheses: the acquisition learning hypothesis, natural order hypothesis, monitor hypothesis, input hypothesis, effective filter hypothesis

72
Q

Acquisition learning hypothesis

A

Comes naturally via learning (formal setting) by explicit presentation of rules and grammar, classroom instruction, conscious process. And via acquisition (informal setting) subconscious process, similar to the way children acquire their native language.

73
Q

Natural order hypothesis

A

Internalize grammatical structures in a predictable order. Errors are signs of developmental processes

74
Q

Monitor hyphothesis

A

The acquisition of a second language involves conscious knowledge about correctness of a language. Occurs when there is sufficient time and conscious knowledge to communicate correctly

75
Q

Input hypothesis

A

Acquisition of a second language can only be promoted in one way - comprehensible input. Messages must be presented or encoded in a way that the message is easily understood (pictures, visuals, gestures, facial expressions work to make languages more easily understood)

76
Q

Affective filter hypothesis

A

Students must have a risk-free and comfortable environment in which to acquire and learn a second language. The needs and emotional states of students will affect whether or not input will be readily available and comprehensible to them. Create an environment free of emotional stress and anxiety

77
Q

Phonemic awareness

A

The ability to recognize the sounds in spoken language

78
Q

Phonological awareness

A

The ability to recognize the sounds in spoken language and how they can be segmented (pulled apart), blended (put back together), and manipulated (added, deleted, and substituted)

79
Q

Print and book knowledge

A

General knowledge of print and book concepts

80
Q

Alphabetic principle/graphophonemic awareness

A

Understanding that the sequence of letters (or graphemes) in written words represents the sequence of sounds (or phonemes) in spoken words

81
Q

Fluency

A

A combination of rate and accuracy that includes prosody, expression, appropriate phrasing and attention to punctuation. It is related to listening and reading comprehension, vocabulary development, and motivation to read

82
Q

Comprehension

A

The understanding of what has been read aloud and what has been read by the student

83
Q

Written expression

A

The expression of thoughts, feelings, and ideas in written form

84
Q

Bilingual program

A

A bilingual program is required in Texas grades Pre-K thru 6th if there are 20 same language students on the same grade level

85
Q

Communicative competence

A

The ability to use language appropriately in a variety of contexts or situations

86
Q

Synonyms

A

Words that have the same meaning

87
Q

Antonyms

A

Words that are opposites

88
Q

Polysemy

A

A word that has 2 or more related messages: bright - shining/intelligent; deposit - mineral/money in the bank

89
Q

Homophony

A

Words that have distinct meaning: peace, piece, right, write

90
Q

Language objectives

A

Aspects of language the teacher is explicitly trying to develop that include: listening, speaking, reading, writing

TExES ESL 154 (4 decks)

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