Language Concepts & Acquisition (Module 1) Flashcards
1
Q
Phonology
A
The sound system
2
Q
Morphology
A
The structure of words
3
Q
Syntax
A
Phrase and sentence structure. (The way words are put together to form phrases, clauses, or sentences)
4
Q
Semantics
A
Word/Sentence meaning
5
Q
Pragmatics
A
Studies how context influences/effects the interpretation of speech. The same sentence can be used to do different things in different situations.
“Gee it’s hot in there” can be used to state a fact or to get someone to open a window.
6
Q
True or False: Young children learn second languages quickly and easily
A
False
7
Q
True or False: Although students sound fluent, they usually acquire social English more quickly than academic language
A
True
8
Q
What influences a student in learning a new language?
A
Culture and social differences influence ways in which students learn a second language
9
Q
Should parents of ELLs only speak English at home?
A
No - it’s best for them to speak the L1 at home as L1 transfer to the L2. Parents need to provide a strong model of correct language
10
Q
True or False: Beginners must begin producing (speaking & writing) English right away
A
False.
Some students experience a silent period in which they are learning the language but not ready to produce it
11
Q
True or False: The strongest predictor of success in a second language is socioeconomic status
A
False.
The strongest predictor is a strong foundation in the L! and quality teaching of the L2
12
Q
Can the natural process of language acquisition can be accelerated?
A
Language acquisition takes time and exposure to a variety of contexts. Formal teaching does not speed up the natural process
13
Q
True or False: Since L1 interferes with L2, students shouldn’t speak L1 in school or at home
A
False.
Errors that reflect the structure of L1 are a part of the process and will usually disappear over time
14
Q
Should a student acquire English before engaging in content area learning? (i.e. learning the English language before being taught a science topic in an English classroom)
A
No - this leads ELLs to fall behind their English-speaking peers
15
Q
Cognate
A
Having the same linguistic derivation as another; from the same original word or root
EX: gratitude in English and gratitud in Spanish
16
Q
Discourse
A
A continuous stretch of speech in a written text, going beyond a sentence to express thought.
EX: Cultural rules for conversation such as taking turns to talk or opening with “how are you?”
17
Q
Graphophonics
A
One of three cueing systems to help build meaning. It is build as the brain gathers enough info to build context in text
18
Q
Language Registers
A
There are 5 language styles. The appropriate language register depends on the audience (who), the topic (what), the purpose (why), and the location (where)
19
Q
Static Register
A
RARElY or NEVER changes. It’s “frozen” in time and content.
EX: Pledge of Allegiance, the Lord’s Prayer, laws, etc.
20
Q
Formal Register
A
Used in formal settings and is one-way in nature. Usually impersonal and formal.
EX: speeches, sermons, announcements, etc.
21
Q
Consultative Register
A
A standard form of communications. Users engage in mutually accepted structure. It’s professional discourse.
EX: when two strangers meet, communications between superior & subordinate, doctor & patient, lawyer & client, teacher & student, etc.
22
Q
Casual Register
A
Informal language used by peers and friends. Slang, vulgarities, and colloquialisms are normal. “Group” language. One must remember to engage in this register.
EX: buddies, teammates, chats & emails, blogs, letters to friends
23
Q
Intimate Register
A
This communication is private. Reserved for close family or intimate people
EX: husband & wife, siblings, parents & children
24
Q
Lexical Ambiguity
A
Two or more possible meanings for a single word.
EX:
Pen (cage or writing utensil), fall (season or tumble down)
Context is highly relevant to deciphering lexical ambiguity
25
Lexicon
A language's vocabulary
26
Phoneme
Smallest unit of speech distinguishing one word from another. Distinct units of sound
27
Phonics
Method of teaching people to read by correlating sounds with letters or groups of letters. The system of relationships between letters and sounds in a language
EX: "B" makes the /b/ sound, "TION" makes the /shun/ sound
28
Phonological Awareness
Foundation for learning to read - in which one is able to identify & manipulate parts of words, syllables, onsets, and rimes
29
Transformational Grammar
Children learn the superficial grammar of a particular language because all intangible languages are founded on a deep structure of grammatical rules that are universal and that correspond to an innate capacity of the human brain
30
Do students learning a second language go through some of the same stages as children learning their native language?
Yes. Including over-generalizing
31
Cognitive Approach
Emphasizes spoken conversation, immersion, and other techniques to simulate the environment in which most people acquire their native language as children
32
List the 4 different types of phonics
1. Analytic
2. Embedded
3. Synthetic
33
Synthetic Phonics
Begins by teaching students how to decode words step-by-step. The best type of instruction
34
Analytic Phonics
Begins with a whole word and analyzes it. Blending words is not taught
35
Embedded Phonics
Taught in context of reading stories or when problems arise. Some vowel sounds are often left untaught
36
Basic part of any word
Root
37
You can add a ____ at the beginning of a word or a ____ at the end of a word to change it's meaning.
Prefix,
| Suffix
38
Free Morphemes Vs. Bound Morphemes
Free: base words or compound words
EX: Like, differ, truth, lighthouse (compound)
Bound: Affixes (such as prefixes and suffixes) and roots
EX: anti-, re-, -ed, -ing, port, script
39
True or False: Adding a morpheme to a word changes the meaning
True.
```
EX:
play
play + s
play + er + s
re + play + ed
```
40
True or False: A Morpheme can only be one syllable.
False.
Both are morphemes: Pig, elephant.
It may be a whole word or a part of word
41
Syntax combine ______ into morphemes, morphemes into _____, and _____ into sentences.
Syntax combine phonemes into morphemes, morphemes into words, and words into sentences.
42
Lexicon
Knowledge that a native speaker has about a language.
One's mental list of the words in a language, including info about:
- meaning
- grammatical function
- pronunciation
43
True or False: Phonological and grammatical rules are not considered part of the lexicon
True
44
```
Semantics include:
1.
2.
3.
4.
```
1. Synonyms
2. Antonyms
3. Homonyms
4. Multiple-meaning words
45
Semantic Ambiguity
One or more words within a sentence can be understood as having two or more distinct A meanings.
46
The universal rule that applies to language registers:
If a person goes from one register to another and skips a level or more, it's considered anti-social behavior. Students must know how and when to move from one register to the next
47
4 Main aspects of language:
1. Phonology
2. Semantics
3. Pragmatics
4. Syntax
48
Linguistic Competence
Acquired when a person has achieved all 4 aspects of language (phonology, semantics, pragmatics, and syntax)
49
Communicative Competence
Acquired when a person can apply linguistic competence appropriately in a variety of social situations and in their everyday speaking
50
Infix
Morpheme which is inserted into the root/stem
51
Conventional Syntax
How language is typically used. Refers to the way people typically put things together in a given dialect - the order certain parts of speech go in
52
3 Pragmatic Skills
1. Using language for different purposes (greeting, informing, demanding, requesting, etc.)
2. Changing language for the listener or situation. Talking to a teacher vs. a friend, speaking indoors vs. outdoors, talking to family vs. a stranger
3. Following rules for conversation. Taking turns, staying on topic, non-verbal cues, personal space
53
The 3 different levels of cognates are:
1. True cognate
2. Partial cognate
3. False cognate
54
True Cognate
The word is spelled the same, meaning is the same, but pronunciation is different according to the language structure.
55
Partial Cognate
Word has the same origin but the spelling will differ.
EX: fragrance in English, vs. fragancia in Spanish
56
False Cognate
Word has the same origin but will have different spelling and different meaning. Pronunciation will also be different.
EX: exit in English and exito in Spanish means false friend
57
True or False: Phonics is also called decoding
True
58
True or False: Letters make up graphemes
True
59
True or False: To have phonological awareness, one must first have phoneme awareness
False. Phoneme awareness is a more specific language-sound consciousness inside the larger skill of phonological awareness.
60
Phonemic or Phoneme Awareness
The ability to perceive the smaller sound segments of spoken words and to be aware of the difference between these phonemes
61
Phonological Awareness
The ability to recognize that words are made of up a variety of sound units
62
"Chunks"
Syllables
63
Onset
Each syllable begins with a sound called onset
64
Rime
Each syllable ends with a sound which is called rume
65
A student with strong phonological awareness should be able to:
1. Recognize & use rhyme
2. Break words into syllables
3. Blend phonemes into syllables and words
4. Identify the beggining and ending sounds in a syllable
5. See smaller words within larger ones
66
What are the 3 cueing systems:
1. Semantic Cues
2. Syntactic Cues
3. Graphic Cues
67
Semantic Cues
When a word is unknown, the known words around that word are the source of semantic clues.
EX: The children are playing ___ the park. The syntax suggests a preposition but only certain ones will make sense.
68
Syntactic Cues
Word order allows for inferences about the grammatical function (type of word such as noun, verb) of an unknown word
EX:
Beyond the ____
A very scornful ____
The unknown word must be a noun
69
Graphic Cues
Together with semantic & syntactic cues, graphic cues result in correct oral reading.
EX: They got into the b___k and left fast.
70
When a child is learning a new language, what does overgeneralizing mean?
To over-simplify grammatical rules and say "goed" instead of "went"
71
Code Switching
Alternating from L1 to L2 (very common)
72
True or False: A student who is literate in his native language will transition much faster into English than a student who is not
True. Especially if they are Spanish speakers because of the cognates
73
True or False: It's better for parents to model correct use of native language than modeling incorrect English
Yes - encourage students to speak in their L1 at home
74
Acquisition-Learning Hypothesis
Has 2 independent systems, 1: the acquired system 2: the learned system
75
Learned System of Acquisition-Learning Hypothesis
The product of formal instruction. EX: knowledge of grammar rules. Thinks it's less important than acquisition
76
Monitoring Hypothesis
Result of the learned grammar with sufficient time, focus on correctness, and familiarity of the rule. Used only to correct deviations from normal speech and to speech appearing more polished
77
Natural Order Hypothesis
The acquisition of grammatical structures follows a predictable "natural order"
78
Input Hypothesis
How second language acquisition takes place - only "acquisition" not "learning". How the learner acquires L2
79
Affective Filter Hypothesis
The learner's emotional state which can act as a filter that blocks necessary input for acquisition.
High motivation, self-confidence, and good self-image, and low level of anxiety = better equipped for success of L2 acquisition
80
Scaffolding
Teacher provides individualized support by incrementally improving a learner's ability to build on prior knowledge
(associated with the zone proximal development)
81
List the 8 characteristics of scaffolding instruction
1. Clear direction & reduce confusion - anticipate any problems that may occur and write out instructions
2. Clarify purpose of the activity
3. Keep students on task
4. Offer assessment to clarify expectations - such as a rubric
5. Point students to worthy sources
6. Reduce uncertainty, surprise, and disappointment
7. Deliver efficiency - do not waste time
8. Create momentum for learning
82
Preproduction Stage
Duration: 10 hours - 6 months
- 500 receptive words
- Understand new words that are comprehensible
- Period of silence
- Pointing, picture adding, nodding, yes/no answers
- Do not force to speak until ready
83
Early Production Stage
Duration: 6 months
- 1,000 receptive/active words (understand AND use)
- Speaks in 1 or 2 word phrases
- Comprehends new material with yes/no or who/what/where questions
84
Speech Emergence Stage
Duration: Up to 1 year
- 3,000 words
- Use short phrases & simple sentences
- Dialogue, answer simple questions
- May use longer sentences with some grammatical errors
85
Intermediate (Fluency) Language Proficiency Stage
Duration: 1 year
- 6,000 words
- Begin complex statements
- State opinions, share thoughts, speak for longer periods
86
Advanced (Fluency) Language Proficiency Stage
Duration: 5-7 years (total?)
- Developed specialized content area vocab
- Participate in grade-level classroom activities with some support
- Speaks English comparable to same-age native speakers
87
Behaviorism
Learning is nothing more than the acquisition of a new behavior.
- Behaviors are acquired through conditioning, and conditioning occurs through interaction with the environment
- Our responses to the environmental stimuli shape our behaviors
- 2 different types: classical and behavioral/operant
88
Constructivism
Learning as a result of social interaction
89
Nativist
Born with an innate propensity for language acquisition - no different than a dolphin learning to swim or songbirds learning to sing
90
Behaviorism: Classical Conditioning Vs. Operant Conditioning
Classical: 2 stimuli are repeatedly paired, but if eventually remove 1 stimuli, the response remains the same.
Operant: Learning that occurs through rewards and punishments for behavior (an association is made between a behavior and consequence)
91
True or False: According to the cognitive theory, all children go through the same cognitive stages in the same order, but may not necessarily go at the same rate
True
92
According to Piaget and the Cognitive Theory, cognitive development occurs through 2 processes:
1. Adaption
| 2. Equilibrium
93
2 Sub-processes of Adaption:
1. Assimilation
| 2. Accommodation
94
Assimilation
Applies previous concept to new concept
EX: child referring to a whale as a fish
95
Accommodation
Alters previous concepts in the face of new information
EX: child discovers that some creatures living in the ocean are not fish, and then correctly refers to a whale as a "mammal"
96
Equilibrium
Search for balance between "self" and world
| - Involves matching a child's adaptive functioning to situational demands
97
4 Stages of Cognitive Development and the associated ages:
1. Sensorimotor 0-2
2. Preoperational 2-7
3. Concrete Operations 7-11
4. Formal Operations 12+
98
Sensorimotor Stage
0-2 years old
- Learns by doing: touching, looking, sucking
- Has primitive understanding of cause and effect
Object permanence appears ~ 9 months
99
Preoperational Stage
2-7 years old
- Uses language and symbols: letters & numbers
- Conservation (knows the quantity will remain the same despite adjustment of the container) marks the end of this stage and the beginning of the next (concrete operations)
100
Concrete Operations
7-11 years old
- Demonstrates conservation, reversibility,, serial ordering, and mature understanding of cause and effect
- Thinking is still concrete (literal) not abstract
101
Formal Operations
12+
| - Demonstrates abstract thinking - including logic, deductive reasoning, comparison, & classification
102
BICS
Basic Interpersonal Communication Skils:
Basic fluency in the language - primarily oral/social
- Face-to-face, everyday situations
- Knowledge of basic survival communication
- Acquired with 2 years
- Receptive and expressive vocab of ~ 2500 words
EX: chatting with friends about plans for the weekend
103
CALP
Cognitive Academic Language Proficiency:
Skills and functions of an academic or cognitive nature
- Language needed to accomplish academic tasks
- Acquired within 4-7 years
EX: Used to explain cell structure or to summarize a reading selection
104
BICS + CALP =
Academic Success
105
What 2 types of learning methods have the average highest retention rates?
1. Teaching others = 90%
| 2. Practice by doing = 75%
106
_____ learning method emphasizes big concepts, beginning with the whole and expanding to include parts
Constructivism
107
_____ learning method begins with the parts of the whole and emphasizes basic skills
Traditional
108
List characteristics about constructivism learning
- Catered towards student's questions and interests
- Manipulative materials (rather than textbooks)
- Learning is interactive - building on what the student already knows
- Teachers have a dialogue with the students
- Teacher's role is interactive
- Process is as important as product
- Students work primarily in groups
- Assessment types: student works, observations, and tests
109
Zone of Proximal Development
Gap between what is known and what can be known = where learning occurs.
EX: A student can only perform a task under adult guidance or with peer collaboration
110
Social Development Theory
Learning is an essential social process in which the support of parents, caregivers, peers, and the wider society and culture play a crucial role in cognitive development
111
Discovery Learning Theory
Belief that learning activities which promote one to build on past experiences & knowledge and imagination/creativity and then search for new information to discover the facts, is how one learns
EX:
1. Teacher presents examples & non-examples of concepts,
2. Help students see the connections among concepts
3. Pose questions and allow students to find an answer
4. Encourage students to make intuitive guesses
112
Communities of Practice
A community (set of people) + defined domain (what they care about or do) + knowledge about their practice (their work) = CoPs
113
7 effective strategies in which students acquire a language:
1. Connecting to their background knowledge & experiences - allows teacher to supply relevant concepts
2. Context & language are real and purposeful - authentic, relevant, and meaningful
3. Language is made comprehensible - students must understand the intent of the message
4. Students feel free to take risks - the classroom is a safe and supportive environment (low affective filter)
5. High interaction - students must engage in conversation
6. High levels of expectations - no "watering" down the curriculum for ESLs
7. Active listening - undivided attention
