ESL KEY TERMS Flashcards
Phonics
system of relationships between letters and sounds in a language.
Morphology
study of meaningful parts of words and how they are put together.
can be thought of as a system of adjustments in the shapes of words that contribute to adjustments in the way speakers intend their utterances to be interpreted.
Analytic phonics
Begin with whole word and then analyzes it. Taught with whole word method. Notice first letter in the word. NOT BLENDING
Embedded phonics
Taught in context when reading stories, used when student has difficulty reading a word. Taught with whole word method. Notice first letter in the word. Not systematic.
Synthetic phonics
Begins by teaching the code, sound of the letters. Notice every letter in the word, left to right. BLEND sound into words. Systematic, no guessing from pictures.
Free Morphemes
Base words, Like, differ, truth
Compound words, Light house
Bound Morphemes
Have Affixes: Prefixes and Suffixes
Roots, Port, script
Syntax
Syntax is the way words are put together in a language to form phrases, clauses, or sentences. The syntax of a language can be divided into two parts:
- Syntactic classes such as noun, verb, and adjective
- Syntactic functions, such as subject and object
Lexical
Parts of speech
the knowledge that a native speaker has about a language. This includes information about:
- the form and meanings of words and phrases
- lexical categorization
- the appropriate usage of words and phrases
- relationships between words and phrases, and
- categories of words and phrases.
Phonological and grammatical rules are not considered part of the lexicon
Semantics
the study of linguistic meaning. It is
concerned with the meanings of words, morphemes,
phrases, and sentences. Semantics is the study of the
meanings of words and ways in which the meanings
change and develop.
includes: synonyms, antonyms, homonyms, and
multiple-meaning words.
Krashen’s theory of second language acquisition consists of five main hypotheses
Acquisition-Learning hypothesis, Monitor hypothesis, Natural Order hypothesis, Input hypothesis, Affective Filter hypothesis
Acquisition-learning hypothesis
has two independent systems of second language performance: ‘the acquired system’ and ‘the learned system’. This process is very similar to the process children undergo when they acquire their first language, and it requires meaningful interaction in the target language, natural communication.
The ‘learned system’ or ‘learning’ is the product of formal instruction. It is comprised of a conscious process which results in conscious knowledge regarding the language, i.e. knowledge of grammar rules. Krashen’s opinion is that learning is less important than acquisition.
Monitoring hypothesis
is the result of the learned grammar with sufficient time, focus on correctness, familiarity of the rule. Used only to correct deviations from normal speech and to speech appearing more polished.
Natural Order hypothesis
based on research by (Dulay & Burt, 1974; Fathman, 1975; Makino, 1980 cited in Krashen, 1987) and suggests that the acquisition of grammatical structures follows a predictable “natural order.”
Input hypothesis
is explained as how a learner acquires a second language. This hypothesis is Krashen’s explanation of how second language acquisition takes place, only concerned with “acquisition”, not “learning”.
Affective Filter hypothesis
is the learner’s emotional state and can act as a filter that impedes or blocks input necessary to acquisition. Learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition.
zone proximal development
is the difference between what a learner can do without help and what he or she can do with help
Scaffolding
teacher provides individualized support by incrementally improving a learner’s ability to build on prior knowledge
Preproduction Stage
Last 10 hours to six months. Have up to 500 receptive words (understand, not comfortable using), understand new words that are comprehensible… Involves period of silence, may respond to pointing, picture, acting, nodding, yes/no answers. Don’t force to speak until ready.
Early Production Stage
Last additional 6 months after first stage. May developed 1,000 receptive/active words (understand and use). Speaks in one or two word phrases, comprehends new material with yes/no, who/what/where questions.
Speech Emergence Stage
Last up to an additional year. Usually developed about 3,000 words, use short phrases and simple sentences. Use dialogue, ask simple questions, answer simple questions. May use longer sentences, some grammatical errors.
Intermediate (Fluency) Language Proficiency Stage
May take another year after speech emergence. Typically developed about 6,000 words, begin complex statements, state opinions, share thoughts, speak longer periods.
Advanced (Fluency) Language Proficiency Stage
Gain proficiency in second language 5-7 years. Developed specialized content area vocabulary, participate in grade-level classroom activities with some support. Speaks English comparable to same age native speakers.
Classical conditioning
a technique used in behavioral training in which a naturally occurring stimulus is paired with a response. Next, a previously neutral stimulus is paired with the naturally occurring stimulus. Eventually, the previously neutral stimulus comes to evoke the response without the presence of the naturally occurring stimulus. The two elements are then known as the conditioned stimuli and the conditioned response. The most popular example is Pavlov’s observation that dogs salivate when they eat or even see food.
Behavioral or Operant conditioning
is a method of learning that occurs through rewards and punishments for behavior. Through operant conditioning, an association is made between a behavior and a consequence for that behavior. For example, leading behaviorist B.F. Skinner use reinforcement techniques to teach pigeons to dance and bowl a ball in a mini-alley.
Cognitive Theory
Jean Piage children progress through a series of cognitive stages of development, just as they progress through a series of physical stages of development. According to Piaget, the rate at which children pass through these cognitive stages may vary, but they eventually pass through all of them in the same order.
