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CSET 1: Language and History > Language > Flashcards

Language Flashcards

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1
Q

Morphology

Morphemes

A

Study of meaningful units of language and how their patterns of distribution contribute to the forms and structures of words.

Unbelievably : Un-believe-able-ly

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2
Q

Derivational Morpheme

A

A morpheme that is combined with roots or stems to form new words with new meanings and has potential to change the part of speech

Unbelievable- ly

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3
Q

Morphology: Root

A

A morpheme that underlies an inflectional or derivational paradigm

Unbelievably: believe

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4
Q

Morphology: Stem

A

An underlying form to which an inflectional ending is attached and can be made up of a root and affixes

Unbelievably: unbelievable

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5
Q

Morphology: Affix

A

A bound morpheme attached to a root or base word to modify its meaning or function

Unbelievably:
Prefix- before the root: un-
Suffix- after the root: -ly

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6
Q

Morphology:

Pluralization and Conjugation

A

Present : I do
Past : I did
Past participle : I have done

Some plurals are irregular and defy rules of conjugation
Mouse- Mice, not Mouses

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7
Q

Alphabetic Principle

A

The idea that sounds used in oral speech are represented by written symbols and these symbols can be combined to form units of speech such as words.

Applies to many modern languages including English but sounds and the way they are represented symbolically may vary between languages

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8
Q

Alphabetic Principle: logographic

A

Type of alphabetic system where symbols represent meanings

Chinese

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9
Q

Phonology

A

Phoneme: The smallest unit of sound that can change the meaning of a word

tart: Start

The rule system within a language where phonemes are sequenced, patterned, and uttered to represent meanings

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10
Q

Vowels and Consonants

A

Vowels: sounds that can be produced without occluding diverting, or obstructing the flow of air from the lungs

Consonants: require the use of lips and tongue to alter airflow

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11
Q

Pronunciation: diphthong

A

Pair of vowels that makes a single sound
ae, ou, oo, ee

Inconsistent in pronunciation:
Book
Flood

Consistent in pronunciation:
Coat
Boat

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12
Q

Phonemic Awareness

A

The conscious awareness that words are made up of letters and each letter makes a sound

Segmenting: breaking apart sounds
Cat - C A T
Blending: putting sounds together to create one word
C A T - cat
Rhyming: identifying similar phonemes in different words
Care, bear, share

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13
Q

Phonics

A

Approach to the study of the relationships between letters and the sounds they represent

Can also mean reading instruction which teaches sound symbol correspondences in order to help students “sound out” words

METHOD OF TEACHING PHONEMIC AWARENESS

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14
Q

Syntax

A

Study of the rules for the formation of grammatical sentences and the patterns that words are combined to form phrases

“I ran quickly to get out of the pouring rain”
Sentence made up of PARTS OF SPEECH that are organized according to rules of syntax so that the meaning of the sentence is clearly conveyed: pronoun, conjugated verb, infinitive verb, 2 adverbs, preposition, article, adjective, noun

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15
Q

Infinitive verb
vs.
Conjugated verb

A

Infinitive: A verb that is not bound by time
“TO run”

vs.

Conjugated: bound by time- past, present, future
“I ran, I am running, I will run”

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16
Q

Parts of Speech

A

Noun- person, place, thing, quality, or action
Pronoun- Word that replaces a noun
Verb- expressing action, state, or relationship
Adj- modifies or describes a noun
Adverb- modifies or describes a verb
Preposition- used to express spatial or temporal relationship
Conjunction- functions as a “connector”
Interjection- isolated word used to express emotion “wow!”
Article- describes a noun as definite or indefinite
Verbals- POS derived from verbs, such as participles and infinitives “HAVE BEEN” - is past participial of “to be”

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17
Q

Types of Phrases

A

Look at the most important word in the phrase, the head word.

“Full of bubbles”- noun phrase
“Over the hill”- prepositional phrase
“Jump up and down”- verb phrase
“The rich”- referring to people group- noun phrase

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18
Q

Clause

A

Group of words that includes a subject and a predicate

Tradition of subject/predicate structure in clauses and sentences dates back to Aristotle, and is UNIVERSAL FEATURE of nearly all world languages

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19
Q

Types of Clauses

A

Independent Clause- subject and verb that can stand as complete sentence

Dependent Clause- (subordinate clause) - cannot stand alone, acts as a noun, adj, adv

Relative Clause- type of dependent clause introduced by a relative pronoun, adjective, or adverb. Usually modifies an antecedent
The tall man is my dad “who wears glasses”.

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20
Q

Types of Sentences

A

Simple- one Clause

Compound- 2+ independent clauses usually joined by conjunction; NO dependent clause

Complex- 1+ dependent clauses in addition to independent clause

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21
Q

Semantics

A

The study of the meaning of words, clauses, and sentences

Meanings can change and evolve among time and cultures

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22
Q

Pragmatics

A

Study of situational context, verbal tone, body language, knowledge and beliefs of speaker, and relationship between speaker and listener contribute to how the meaning of a word clause or sentence is interpreted

Most learners develop pragmatics through observation

Can vary among cultures

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23
Q

Development of First Language:

Biological Model

A

Aka.Nativism - theorizes children have innate language specific (brain) abilities that facilitate and constrain language learning. Also believe children have a Critical Period during which they are best able to acquire language skills.

Noam Chomsky and Eric Lenneberg

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24
Q

Development of First Language:

Social/Functional Model

A

Non-Nativism - argues there is no specific biological hardwiring for language, instead support a psychological and social/functional model of language acquisition. Language abilities develop out of general cognitive abilities and social interactions with fellow learners and community.

Elizabeth Bates and Catherine Snow

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25
Q

Language Development: Stage 1

Roger Brown

A

Age 0-12mo
Cooing, crying, patterned speech repeat certain phonemes in form of consonant-vowel strings

Bababababa

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26
Q

Language Development: Stage 2

Roger Brown

A

Age 12-26mo

Early toddler 12-18mo first words, 1-syllable
holophrases- single word to communicate phrase “food”

Late toddler 18-24mo use forms of “to be”, articles, prepositions, conjunctions
telegraphic speech- use most important words like a telegraph

Present tense, 1st person
Questions by intonation and eventually “what X doing/going?”
No and Not in sentences
Underextending and Overextending word meanings … calling a cow a dog; seeing one breed of dog and calling it s dog, seeing another breed and not know it’s a dog

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27
Q

Language Development: Stage 3

Roger Brown

A

Age 27mo-4yrs
Quasi-model verbs “wanna”
Private speech- talking to self
Future tense
Articles
Auxiliary form in questions, “I can’t go?” later inversion happens “Can’t I go?”
Past tense
Coordinating/Subordinating conjunctions used correctly
Multiple adj to one noun
Plurals and possessives
Question words- who, which, when, how, why
Talk about things not present in direct space

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28
Q

Language Development: Stage 4

Roger Brown

A 
4-7yrs
Negative pronoun "nothing"
Understanding syntax
Understanding metaphors
Speech errors: over-regularization (mouses)
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29
Q

Language Development :

“Exceptional”

A

Anything above OR below the normal development curve. Take into consideration social/cultural factors and ELL

30
Q

Language Development:

“Over-regularization”

A

Over applying a regular rule to something that is irregular

“Mouses” instead of mice
Over applying the regular -es rule

31
Q

Stages of Language Acquisition

A

Silent Period- engaging in internal private speech

Formulaic Speech- memorized phrases

Experimental Phase- simplified semantics and grammar to construct impromptu phrases

Fluency

32
Q

Historically - Related Languages

A

Learners will have an easier time with English as a second language if their native language has Latin roots - similar sounds, spellings, meanings

French, Italian, Spanish, and Romanian

Structurally, English actually stems from Germanic languages

33
Q

Approaches to Teach Reading

A

Phonics- Learning phonemes to sound out words

Whole Language Approach- Reading immersion techniques to help familiarize student with the irregularities in English spellings

34
Q

Decoding

A

Recognizing the phonemes of the letters that represent them, blending that together, and recognizing the blended together word from their oral vocabulary

Phonics Approach

35
Q

Whole Language Approach strategies

A

1) Word Wall- literally a list of words on the wall (can be “ph” words or words ending in -big, or week vocabulary words, whatever)
2) Word Sorts- sort list of words into word families or categories
3) High Frequency reading selection

36
Q

Stages of Literacy

Pre-alphabetic

A

PreK-K
Children become aware of the directional nature of text layout (left to right, top to bottom) and begin to recognize basic visual cues such as letters in their names

37
Q

Stages of Literacy

Early Alphabetic Phase

A

K-1st
Begin to develop phonemic awareness and apply alphabetic principle, associating letters with sound. Begin spelling simple consonant – vowel – consonant words but often omit vowels. Teachers place emphasis on the phonemic awareness

38
Q

Stages of Literacy

Late Alphabetic Phase

A

1st
Students begin to consistently include vowels and also begin to recognize groups of letters called phonograms. Students use phonemic awareness to decode unknown words

39
Q

Phonogram

A

Group of letters that makes a single sound
“ough” bought

Digraph- special type of phonogram with only 2 letters that make one sound
“Th” The or “ch” chair

40
Q

Stages of Literacy

Orthographic Phase

A

2nd & 3rd
Students reading speed and accuracy increases dramatically. Ability to recognize text in larger units is a primary contributor to this increase in speed. Students begin to utilize decoding skills with fluency and develop broader word recognition

Teachers begin to emphasize comprehension by having students perform activities such as summarizing what they read

41
Q

Literary Complexity Band

Grades 2-3

A

Structure generally simple, chronological order, common genre with every day experience or fantasy plots

Ability to identify and comprehend purpose- single complex or multiple simple purposes

Intro to literary devices, figurative meaning, and perspectives

Gradual growth in this age range

42
Q

Literary Complexity Band

Grades 6-8

A

Structure grows in complexity

Comprehend multiple levels of meaning, perspectives, themes

Ability to identify and comprehend implicit purpose, figurative meaning, and perspectives

Gradual growth in this grade range

43
Q

Indicators of Fluency

A

Accuracy- determines that the students are pronouncing the words correctly as they read

Pacing- students are reading the text at the correct speed, according to the speed of the daily speech

Prosody- students are reading with expression, phrasing, pitch and volume according to context and punctuation

44
Q

Etymology

A

Looking at the history of a word and how it has come to mean what it means

Germanic vs Latin origins

“Horseradish” - originally called mereraddish. Mere (Latin) is sea - grows by the sea.
Other group thought they said mare, as in female horse

45
Q

Denotative meaning of a word

A

Dictionary definition- specific and direct

Ally vs Comrad- basically the same

46
Q

Connotative meaning of a word

A

Secondary meaning, linked to the word’s historical usage and context that it’s being used

Ally vs Comrad

47
Q

Assessment
Aural (listening)
Oral (speaking)

A

Aural- listen and summarize

Oral- describe an object or person

48
Q

Usage Errors

Faulty Parallelism

A

Inconsistency in tense usage within a clause or sentence

49
Q

Usage Errors

amphibolies

A

Ambiguity in meaning caused by misplaced, squinting, or dangling modifier

I voted for the candidate with the highest hopes - who has the highest hopes?

Flying over Yosemite a bear could be seen

50
Q

Homonyms

A

Words that sound the same but are not spelled the same and don’t mean the same

Affect=cause(verb)/Effect=result(noun or verb);to bring about
Ascent-go up/Assent-agreement
Dual- two/ Duel- fight
Elicit-draw out / Illicit-illegal inappropriate

51
Q

Genres of Writing

A

Narrative: tells a story

Interpretive: examines an existing work and attempts to explain its meaning

Analytical- examines a work or issue to evaluate critical elements

Descriptive- describes something

Persuasive- convince

Expository- explain a concept

52
Q

Rhetoric Speech (or writing)

A

Designed to persuade

Rhetorical devices-

  • Anaphora:repetition of word or phrase
  • Rhetorical question: provoke a reaction, non answer
53
Q

Ways of Persuasion

A

Ethos: credibility of speaker toward subject

Pathos: appeal to emotion, get audience to feel excitement, anger, compassion, etc

Logos: appeal to logic

Best speeches have all three components. Aristotle’s idea

54
Q

Dialects

A

Different forms of language used by speakers from different social groups, cultures, or geographic regions

55
Q

Idiolects

A

Speech patterns unique to each individual

56
Q

Concepts & Conventions of Text

Literary Elements

A

Literary elements deal with themes, characters, plot, and literary devices used by the author

57
Q

Concepts & Conventions of Text

Structural Elements

A

Structural elements relate to the format, linguistic devices, and word choices employed by the author

58
Q

Types of writing style and genre

A 
Legal or official doc
Advertisement
Popular journalism
Technical writing
Literary 
Scholarly 
Scientific
59
Q

Plot

A

Begins with exposition followed by an inciting incident, which leads rising action (reversals and reveals) then resolves with a climax, often followed by denouement

Reversals- where the protagonist is given the upper hand, then the antagonist, vice versa
Reveals- new info to story

60
Q

Stock Characters

A

Characters that don’t require any exposition to understand

61
Q

Archetype

A

Character that represents an idea

“Compassion”- Mother Theresa

62
Q

Tone

A

Authors attitude toward the subject

63
Q

Mood

A

Overall “feeling” created by the work

64
Q

Internal rhyme

A

Words rhyme Within a single line

65
Q

External Rhyme

A

A word at the END of the line rhymes with the word at the end of another line

66
Q

Slant Rhyme

“Near Rhyme”

A

Sounds are very similar but not the same phonologically

Strain - Again

67
Q

Meter- poetry

A

Arrangement of words in a certain rhythmic measure based on their number of syllables and emphasis

Example of metrical pattern-
“Iambic Pantameter”: ex Dr. Seuss, Green Eggs and Ham

68
Q

Structural Principles of Poetry

A

Series- in an order of a series

Contrast- comparing things

Repetition- repeating

69
Q

Structural Units of poetry

A

Scenes, acts, chapters, lines, and stanzas

70
Q

Alliteration

A

The repetition of certain sounds to achieve an effect. May take the form of assonance or consonants

Consonance- Sally Seashell
Assonance- using vowels

71
Q

Genres

A

Include novels, short stories, folk in fairytales, poetry, others (comedy, thriller, etc)

72
Q

Theme

A

Dominant idea or meaning of a literary work

Implicit- understand for yourself based on context clues from story
Explicit- outwardly stated in story

“what gets resolved in the stories climax?”

CSET 1: Language and History (3 decks)

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