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ESOL Praxis Prep Flashcards

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1
Q

Behaviorist who said language learning the result of stimulus response, like everything else

A

BF Skinner

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2
Q

Said language was too complex to learn through behaviorist model

A

Chomsky

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3
Q

Constructivist focuses on assimilation/ accommodation. Theorized stages of cognitive development

A

Piaget

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4
Q

ZPD

A

Zone of proximal development- zone between actual and potential development

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5
Q

Theorists supports reciprocal teaching, and ZPD

A

Vygotsky

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6
Q

Universal Grammar

A

Not all parts of language are innate; vocab must be taught, there is no systematic connection

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7
Q

Pidgin

A

non language chaotic way to communicate

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8
Q

non behaviorist; theorized brain has predisposition to learn language; it is innate no matter what language

A

Chomsky

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9
Q

Generative Grammar

A

ability to learn rules without being aware

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10
Q

SLA

A

Second Language Acquistion

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11
Q

had 5 key hypothesis of SLA

A

Krashen

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12
Q

Acqusition

A

Krashen - sub conscious process; learning more complex; adults do not lose ability to acquire language

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13
Q

Natural Order Hypothesis

A

Krashen - predictable order to learned grammatical structures regardless of the L1 of the speaker; developmental; 4 levels; the order in level may vary, but must complete one level before going to the next.

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14
Q

Monitor Hypothesis

A

Karshen - There are 3 types monitor over user, monitor under user, and optimal monitor users

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15
Q

Monitor over user

A

concerened with correctness that they cannot speak fluently

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16
Q

Montitor under user

A

Not conscious

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17
Q

Input Hypothesis

A

Karshen - comprehensible input, then input+1; extending students to next level

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18
Q

Affective filter hypothesis

A

Karshen - Must be comfortable; acqusition more important than learning; input+1

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19
Q

Brain researhcer that said left side is responsible for language

A

Broca

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20
Q

words we hear go to this part of the brain

A

Temporal Lobe

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21
Q

words we see go to this part of the brain

A

Occiptal Lobe

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22
Q

Communicative Competnece

A

Hymes - ability to use lanuage appropraite to particular social settings

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23
Q

Said language development is the result of tension between invention adn convention

A

Goodman and Goodman

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24
Q

SS

A

Surface level in reference to chomsky universal grammar

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25
Q

DS

A

deep level structure in reference to comsky universal grammar

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26
Q

Natural Order Hypothesis Level 1

A

ing(progressive), plural, copula (to be)

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27
Q

Natural Order Hypothesis Level 2

A

Auxiliary (progressing – he is going) article a ,an the

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28
Q

Natural Order Hypothesis Level 3

A

Irregular past

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29
Q

Natural Order Hypothesis Level 4

A

regular past 3rd person singular –s he walks possessives

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30
Q

speaking words

A

frontal lobes - Broca’s area

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31
Q

Two E’s

A

Eliminate threat and enrich the environment

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32
Q

BICS

A

Soical Language; 0-2 years to learn; caught; Basic Interpersonal Communcation Skills

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33
Q

CALP

A

Academic Language; 5-7 years with previous learning; Cognitice Academic Language Profiency

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34
Q

graphophonic

A

sound realtionship between orthography (symbols) and phonology

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35
Q

Syntactic

A

sentence structure

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36
Q

Semantic

A

study of meaning

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37
Q

Pragmatic

A

the study of wats that context contributes to meaning

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38
Q

acculturation

A

adjustment to a new culture or setting

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39
Q

code switching

A

bilingual speakers changing from one language to another in conversation

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40
Q

avoidance

A

act of shunning

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41
Q

negative transfer

A

incorrectly applying L1 structures to L2. i am 10 years vs I have 10 years

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42
Q

register

A

formal vs informal

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43
Q

overgeneralization

A

over-applying a new rule

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44
Q

dialectal variation

A

variety of lanaugage distinguished by pronounciation, grammar, or vocabulary

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45
Q

coined phrase

A

idiomatic expression

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46
Q

self-correction

A

adjust, correct one’s langauge

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47
Q

circumlocution

A

describing wrods when you do not know the specific word

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48
Q

modals

A

verbs that dont change; would, could, should

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49
Q

BAC

A

Bilingual Advisory Committee

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50
Q

affective filter

A

optimal input when is it low

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51
Q

Lau v Nichols

A

court case ruled “There no equality of treatment merely providing students the same facilities, textbooks, teahcers and curriculum for students who do not understand English

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52
Q

LEP

A

limited english Proficient

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53
Q

Who was the proponenet of behaviorism?

A

Skinner

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54
Q

Who championed generative grammar?

A

Chomsky

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55
Q

The frontal lobe of the brain is responsible for what?

A

Language

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56
Q

Krashen model contains____ hypothesis

A

5

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57
Q 
universal grammar reflects all except
explicit knowledge
LAD
implicit knowledge
generative grammar
A

explicit knowledge

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58
Q

krashen hypothesis that describes a mental block

A

affective fitler hypothesis

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59
Q

krashen theory that realtes to “conscious learning”

A

monitor hypothesis

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60
Q

Playground language is known as

A

BICS

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61
Q

academic lanuage is known as

A

CALP

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62
Q

according to the order of morphemic acquisition the irregular past is elarned

A

before the regular past

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63
Q

according to the order of morphemic acquisition ___ is learned in the 1st level

A

-ing, plural, copula

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64
Q

sound relationship between orthography and phonology is

A

graphophonic

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65
Q

the study of meaning is

A

seamantic

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66
Q

study of ways context contribute to meaning is

A

pragmatic

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67
Q

setnence structure is

A

syntactic

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68
Q

code switching is

A

changing from one language to another in conversation

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69
Q

negative transfer is

A

incorrectly applying L1 structure to L2

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70
Q

circumlocatution is

A

describign a word you do not know

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71
Q

displacement is

A

using language to describe ideas abotu things that are not visible

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72
Q

Stages of Language Development - 1

A

Pre production - silent period; TPR methods; listening comprehension; benefit from buddy

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73
Q

Stages of Language Development - 2

A

Early Production - lasts up to 6 mon; receptive and active; yes/no ?’s; use pictures

74
Q

Stages of Language Development - 3

A

Speech Emergencerds - simple phrases and short sentences; sound out stories

75
Q

Stages of Language Development - 4

A

Intermediate fluency - 6000 words; ask ?’s to clarify

76
Q

Stages of Language Development - 5

A

Fluency - 4-10 yrs CALP; near native in content area performance; extied from ESL

77
Q

What is a minimal pair?

A

2 words that are different by a single phoneme; fair/care; fair/pear; fare/wear

78
Q

what is a consonant digraph?

A

2 letters that come together to make 1 different sound

79
Q

How can you tell passive voice?

A

if you can add “by” to a sentence it is passive voice

80
Q

What is referred to as the point poast which th eLL cannot progress without exceptional effort o rmotivation?

A

Fossilization

81
Q

what field of study is concerned with the meaning of words, idioms, and non-literal expressions?

A

semantics

82
Q

how would focusing on specific minimal pars assit an ESOL student?

A

Helps them distinguish between differnt sounds

83
Q

registers

A

formal vs informal

84
Q

who’s/ whose; sun/son; feet/feat are what kind of pairs

A

Homphones

85
Q

Stops

A

complete blocking of air then releasing - 6

b, p, d, t, g, k

86
Q

Fricatives

A

constricting air flow through vocal tract - 9

v, f, z, s, th (this), th (thing)

87
Q

affricatives

A

sub-group of fricatives - brief stopping of air, release w/friction - 2 ch(church, watch); j, ge (Judge, badge)

88
Q

Nasals

A

stop air flow in nasal cavity - 3 m, n, ng (sing)

89
Q

liquids

A

smooth sounds - 2

l,n

90
Q

Glides

A

“semivowels” very little construcition of air flow

- 2 /j/ yes; /w/ wet

91
Q

voiced

A

vocal chords vibrate

b, d, g, v, th (the), z, s(zh) pleasure

92
Q

voiceless

A

vocal chords do not vibrate

p, t, k, f, th(theta), s, sh (sure, ship)

93
Q

phonetics

A

student of sounds across languages

94
Q

phonology

A

study of the sounds of a language

95
Q

morphology

A

study of word formation

96
Q

syntax

A

study of pharases word order

97
Q

semantics

A

study of meaning

98
Q

pragmatics

A

study of how language is used to communicate in situational context

99
Q

phoneme

A

sound

100
Q

morpheme

A

smallest unit of meaning

101
Q

homophone

A

same sound, different spelling

102
Q

bilabial

A

2 lips

103
Q

alveolar

A

behind teeth

104
Q

velar

A

furhter back

105
Q

fricatives

A

think friction

106
Q

Grammar translation

A

no phonetic role, writing, or direct iteacher; learn for translation

107
Q

ALM

A

Audio-lingual-method; major role for phonology, drills, near native pronounciation

108
Q

natural approach

A

teaching language for meaning

109
Q

sustained content

A

learn language to learn content

110
Q

allophone

A

phones that make up one phoneme

111
Q

cummins

A

spelling theorists; BICS and CALP

112
Q

free morphemes

A

units taht can stand along “tree”

113
Q

bound morphemes

A

must be attached to a free morpheme as either a prefix or suffix; cannot stand alone

114
Q

affix

A

a wrod element; all are bound morphemes

115
Q

word recognition view

A

relies on phonics; sight words

116
Q

structural analysis

A

looking for little words inside big words

117
Q

sociopsycholinguistics

A

study of the human mind through speech and language; engages students in structural analysis

118
Q

semiotics

A

study of relatiohsip between signs and what they mean

119
Q

metalinguistic awareness

A

awareness of rules of a language

120
Q

gerund

A

verbal that ends in -ing and functions as a noun

121
Q

participle

A

verbal that is used as an adj and most often ends in -ing or -ed

122
Q

Simple present

A

action in the present taking place once, never, or several times (always, every, never)

123
Q

simple past

A

action in the past taking place once, never, or several times (yesterday, ago)

124
Q

present perfect

A

putting emphasis on the result (already, ever, just)

125
Q

past perfect

A

action taking place before a certain time in the past; putting emphasis only on the fact

126
Q

future

A

action in the future that cannot be influenced (in a year, next, tomorrow)

127
Q

future perfect

A

action that will be finished at a certain time in the future (by monday, in a week)

128
Q

Modal Verbs

A

would, could, shall, should, ought, will, might, may, must
modlas come first in verb group; all modals (except ought) are followed by the base form of the verb; ought is followed by a “to” infinitive; modals have only one form; typically do not indicate time

129
Q

What assessment would be appropriate for gathering info on what a student has learned in a science unit.

A

Achievement

130
Q

a student demonstrates articulation problems in English. before referring for speech problems evaluation, it is important to determine…

A

whether the problem occurs when the student speaks his own language

131
Q

student portfolio, observation checklists, reading logs and presentation are examples of

A

performace-based strategies

132
Q

what type of evaluation would most likely be used by a teacher following the communicative language teaching approach?

A

an integrative test

133
Q

what type of instructional approach includes test-taking techniques and study skills?

A

strategy-based instruction

134
Q

what is most importnat to consider when placing and exiting ESOL students?

A

National, state, and local mandates and input from the students family

135
Q

performance based assessments should not be used to…

A

assess content area knowledge

136
Q

Which approach to teaching reading and writing emphasize meaning>

A

the lanugage experience approach

137
Q

which approach to correcting speech errors is most appropriate for beginning language learners?

A

correcting only the errors taht interefere with communciating meaning

138
Q

federal law requires a home language survey to any newly enrolled students to…

A

determine if a language other than or in addition to English is spoken at home.

139
Q

name an example of a metacofnitive strategy

A

self-monitoring

140
Q

those who argue that students should be allowed to use their home language in class cite what benefit?

A

it enhances exposure to developmentally appropriate content

141
Q

what method incorporates problem solvign activities, projects with real life application, etc

A

constructivism

142
Q

what teaching method utilizes drill and pattern practice

A

audiolingualism

143
Q

subordinating teaching to learning best describes what teaching method?

A

silent way

144
Q

emphasizing direct association with the target language best describes which teaching method?

A

total physical response

145
Q

encouraging interaction with others in teh target language best describes which teaching method?

A

communicative language teaching

146
Q

differentaited insturction does not include…

A

homogeneous assignments

147
Q

which teaching method is based on explicit teaching of learning strategies?

A

the Cognitive academic language learning approach (CALLA)

148
Q

in what order should writing, speaking, listening, and reading be tested?

A

in the order they are developed: listening, speaking, reading, writing

149
Q

LAS

A

Langague assessment scale

150
Q

IPT

A

idea proficiency test

151
Q

KELPA

A

kansas english language proficiency assessment

152
Q

achievement test

A

how much a students has learned/retained

153
Q

proficiency test

A

not dependent on course contant, measures abilities

154
Q

diagnostic test

A

screens to individuals strengths and weaknesses

155
Q

placemnt tests

A

norm-referenced, levels of performance

156
Q

Criterion-referenced test

A

set a standard whcih alla re expected to achieve

157
Q

norm-referenced test

A

rank and sort scores against a normed group creating a bell curve; MAP norms

158
Q

Placement test - direct

A

performs skills being tested

159
Q

Placement test - indirect

A

relies on underlying skills

160
Q

Placement test - discrete point

A

tests one thing at a time

161
Q

Placement test - inegrative

A

tests several skills at once

162
Q

Placement test - norm referenced

A

knowledge of test taker is compared to other test takers

163
Q

Placement test - criterion referenced

A

knolwedge of test taker is compared to a level of achievement.

164
Q

Prism Model

A

middle is the social/cultural process; made up of academic development, cognitive development, and language development

165
Q

U curve hypothesis for acculturation

A

honeymoon (sense of euphoria), hostility (anxiety frustration), Humor (ill humor you), home (respect and affirm cross-cultural differences

166
Q

context-embedded

A

story telling, pictures, paralinguistic cues

167
Q

context reduced

A

phone conversations

168
Q

Direct Method

A

use L2 in sturction and to communciate and think in L2. No translation; L1 never used.

169
Q

Audio-Lingual Method (ALM)

A

no translation, similar to direct method, uses drill and memorization no focus on meaning

170
Q

The Silent Way

A

learning is most important, not teaching; teacher is silent; L1 not used

171
Q

Functional-Notional Approach

A

organizes and breaks down global concepts into functions and notions

172
Q

notion

A

particular context in which people communicate

173
Q

function

A

specific purpose for a speaker in a given context

174
Q

Community Language Learning

A

goal is to deal with anxiety that accompanies learning a new language; teacher is conselor and student is client; student generated syllabus

175
Q

Total Physical Response

A

goal to create learning similar to L1 acquisition; low stress; heavy use of commands; kinesthetic sensory system used; teacher only corrects major errors.

176
Q

Language Experience Approach (LEA)

A

orally realte to personal expereinces; emphasize meaning

177
Q

Communicative Approach

A

work in small groups w/authentic materials; goal to teach communicative competence; L1 plays no role

178
Q

Suggestopedia

A

goal is to lower the affective filter; learn at a faster pace for every day communication; use of L1 for explanations.

179
Q

Natural Approach

A

Based on acquistion theories. provide low risk context for natural acquistion to occur.

180
Q

Sheltered Instruction

A

grade level modified curriculum; scaffold, visual, kagan, guarded vocab; i+1; hands on; open environment

181
Q

Sheltered Insturction Observation Protocol (SIOP)

A

like an umbrella that includes standards; differentiated instruction; student engagement; and lesson delivery i.e. good teaching

182
Q

Integrated Content Based (ICB)

A

content and language

ESOL Praxis Prep (1 decks)

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