INTRODUCTION

Question 1

What are the five major areas of study

Answer 1

Language Concepts and Acquisition, ESL Instruction and assessment, Foundations of ESL education, Final Assessment, Passing the TeXes, (ESL supplemental exam)

Question 2

acquisition-learning hypothesis:

Answer 2

One method is learning, a conscious study of the forms of language. The other method is acquisition, or just picking up a language the way children do without conscious attention to forms. Krashen further argues that acquisition is far more beneficial in terms of producing fluent, natural communication in another language. Krashen also asserts that learning cannot change into acquisition.

Question 3

adjective clauses

Answer 3

Subordinate clauses that act as adjectives. They modify nouns:

I saw a man who I had never seen.

Here are the items that you requested.

Question 4

adverbial clauses

Answer 4

Subordinate clauses that act as adverbs. Adverbial clauses tell us when, where, how, why, and to what extent something happened.

When: (Answers when something happened)

While you were out, someone called.

Before he came, he called.

Question 5

audiolingual approach(method?)

Answer 5

Language learning is a matter of habit formation. Drill! Drill! Drill! Audiolingualism is based on behaviourism. Error correction is considered important to prevent bad habits.

Question 6

structural syllabus

Answer 6

A syllabus in which grammatical structures form the central organizing feature. A structural syllabus proceeds from simple grammatical structure to more complex grammatical structure. An example might be something like: Present progressive -> Comparatives -> Simple past -> Past progressive. The main faults of structural syllabuses is that they tend to ignore meaning and a lot of really useful language is neglected at the beginning because it is viewed as structurally too complex (If I were you, I would).

Question 7

functional syllabus

Answer 7

Language programs with functions being the primary organizing feature. The course content is based on functions not grammatical structures. A typical unit might be Giving Advice. The content of the unit would include:

                    I think you should . . .

                    Why don't you . . .

                    If I were you, I would . . .

Question 8

aural learners

Answer 8

Learners who benefit more from left-brained activities. Aural learners learn respond well to oral instruction as opposed to visual instruction. The implication for ESL teaching is that learners have different styles of learning and a teacher should try to accommodate various learning styles.

Question 9

visual learners

Answer 9

Learners who benefit more from right-brained activities. Visual learners learn best when they see as opposed to aural learners. The implication for ESL teaching is that visual stimulation accompanying lessons may have some benefit for some students.

Question 10

chunk

Answer 10

Several words that commonly occur together in fixed phrases sometimes referred to as a lexical phrase. We tend to speak in chunks which reduces the energy required for processing language

Question 11

Lexical Phrase

Answer 11

Multi-word chunks of language of varying length that run on a continuum from fixed phrases like in a nutshell to slot- and- filler frames like the _____er, the _________er. Because lexical phrases are ‘pre-assembled’ they are very useful for creating fluent communication.
Some examples of lexical phrases:
The problem with that is . . .
On the one hand . . ., one the other hand . . .
What I’m trying to say is . . .
So what you’re saying is . .
That’s beside the point.

Question 12

cognitive feedback

Answer 12

Cognitive feedback is when teachers (or anybody) display signs that they understand what a learner is trying to communicate. Essentially, the listener is signaling, “I understand.” or “I don’t understand.” affective filters. There are no hard rules, but teachers will eventually develop intuition on when correction is necessary.

Question 13

collocates

Answer 13

words that tend to be associated with each other, or co-occur in sentences. Some words that collocate well with wedding are white, cake, ring, shotgun, and vows. Collocates are important in ESL because they help to explain why some learner language is grammatically correct and the meaning is apparent, yet the utterance seems strange - we don’t usually say that.

Question 14

concordance

Answer 14

Concordances are a bodies of authentic language samples from a wide variety of sources arranged in such a way on a page that a key word or phrase is highlighted many times so that the word or phrase and the surrounding context are able to be linguistically analyzed .

Question 15

content-centered education

Answer 15

Teaching language through content in areas such as math, science, and social studies. Language is no longer the main focus, but instead language is picked up while focusing on other regular content. This type of teaching is especially popular in ESL settings

Question 16

critical period hypothesis

Answer 16

The hypothesis that if somebody does not acquire a first language before a certain time (around puberty), they will lose the ability to acquire language. There are two versions of this hypothesis: The strong version states that language acquisition will be impossible after this point has been reached. The weak version states that acquisition will be difficult after this period has been reached

Question 17

dangling participle

Answer 17

Participles are often used incorrectly in both speech and writing. One common mistake is to use a participle loosely, not modifying any noun in particular.

Examples:
Feeding the animals, the lion suddenly attacked.
Singing in the shower, the thief was able to sneak in unnoticed.

In the first one, the lion is not feeding the animals so feeding does not modify anything in the sentence. In the second one, it is the victim that is singing not the thief, and so, again, the participle is not modifying anything in the sentence.

Question 18

participle

Answer 18

participles are verb forms used as adjectives. They are similar to gerunds in that they both use the same kinds of modifiers and complements. The key to understanding participles is knowing that participles act like adjectives. There are three kinds of participles: the present participle, the past participle, and the perfect participle.
The dancing bears escaped from their cages.
(present participle modifying bears)
I gave some peanuts to the neglected monkeys.
(past participle modifying monkeys)

Question 19

de-lexicalized word

Answer 19

Words that have a very wide applicability but have very little meaning on their own.

Michael Lewis, in his book the Lexical Approach, divides de-lexicalized words into two categories: verbs and functions. Some examples of de-lexicalized verbs are take, give, have, make, do, get. Some examples of de-lexicalized function words are with, of, by, and on.

Question 20

ESL

Answer 20

English as a second language. Originally this term referred to non-native speakers who are learning English language in an English language environment, for example, immigrants to the U.K., Canada, or the U.S. This can be contrasted to EFL.

However, now it has become a standard term to mean learning English by a non-native speaker regardless of the environment.