Final Exam

Question 1

Isogloss bundle ***

Answer 1

When isoglosses follow more or less the same contours, and there are quite a few of them, and the bundles form the boundaries of regional dialects.

marks a dialect/language boundary

• An isogloss alone does not mark a dialect boundary
• However, many isoglosses surround or separate the same group of people, this is an isogloss bundle and marks a dialect/language boundary

Question 2

accent ***

Answer 2

one way that dialects wary, a change in pronunciation
phonology
E.G. British, Australian, American “accents”

Question 3

Regional Dialect ***

Answer 3

dialect varying according to where [what region of the country] the speaker grew up.

Question 4

Social Dialect ***

Answer 4

vary according to the social‐group memberships of the speaker: age, sex, socio‐economic status, ethnicity, etc.

Question 5

Register ***

Answer 5

aka: genres, Variations in language according to the uses of the language: What’s the purpose? Situation and subject?

Question 6

Bottom Up processing

Answer 6

-Reader matches letters to sounds
-Reader blends sounds together to make words
-Reader blends words together to discover meaning

Question 7

Top-Down processing

Answer 7

• takes in “chunks” of language
• skips over function words like prepositions,
  articles, determiners, etc.
  -concentrates on content words like nouns,
  verbs, adjectives and adverbs
  -makes predictions about what will come next
  (both content and structure)
• reads on to confirm predictions

Question 8

Interactive Processing

Answer 8

-Reader goes along using top-down processing until s/he gets “stuck”
-Then reader uses bottom-up processing until s/he understands the text

Question 9

Intensive and Extensive Reading

Answer 9

 Intensive reading: read for information, and to gain skills as a reader (skills based)
 Extensive reading: read for pleasure; read a lot; read to gain skills as a reader (holistic)

Question 10

Phoneme Awareness

Answer 10

Part of a balanced literacy program (to hear and manipulate individual phonemes)

Question 11

Phonics

Answer 11

• Focuses on sound/symbol correspondences
  -Based on breaking words/language down into their
  component parts, then building them back up again
  -Uses texts written especially to concentrate on
  particular sounds or sound combinations
  -Includes a great deal of work with spelling rules
  (“phonics generalizations”)
• Includes very little emphasis on comprehension or enjoyment of reading

Question 12

Speech

Answer 12

• Aural
• Temporary
  -False starts, pauses, errors
  -Simple sentence structure
  -Coordination
  -Uses body language, gesture, facial expressions, etc. as well as words

Question 13

Writing

Answer 13

• Visual
• Permanent
  -Fluent
  -Complex sentence structure
• Subordination and embedding
  -Adds reference to prior text and other texts

Question 14

Whole Language

Answer 14

• Are more apt to use real literature than to use readers;
• Prefer to engage students in authentic activities rather
  than drilling them on worksheets;
• Avoid direct teaching of skills as the prerequisite for
  reading and writing;
  -Prefer to teach skills in the context of real reading and
  writing activities;
  -Often organize their lessons around themes or units;
  -Have students write about math, science, music and
  art as well as literature.

Question 15

Writing Systems

Answer 15

1. Logographic: symbols represent whole words or ideas. Chinese, for example
2. Syllabic: symbols represent syllables. Japanese, for example:
3. Alphabetic: symbols represent individual sounds. English and all European languages

Question 16

Isogloss

Answer 16

the boundary for a single language feature
an imaginary line drawn on a map to indicate the boundaries of the area in which a particular linguistic feature is used (represents only a single item)

Question 17

Isogloss ***

Answer 17

boundary, for a single language feature