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Praxis 2 English-- Pedagogy > Language & Linguistics > Flashcards

Language & Linguistics Flashcards

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1
Q

Linguistics

A

Formal study of structures and processes of a language. Strives to describe language acquisition and language in general

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2
Q

Phonetics

A

Linguistics Area: Study of the sounds of language and their physical properties

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3
Q

Phonology

A

Linguistics Area: Analysis of how sounds function in a language or dialect

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4
Q

Morphology

A

Linguistics Area: Study of structure of words

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5
Q

Semantics

A

Linguistics Area: study of meaning in language

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6
Q

Syntax

A

Linguistics Area: Study of structure of sentences

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7
Q

Pragmatics

A

Linguistics Area: Role of context in the interpretation of meaning

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8
Q

Sociolinguistics

A

Study of language as it relates to society, inc. race/class/gender/age

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9
Q

Ethnolinguistics

A

Study of language as it relates to culture. Frequently associated with minority linguistic groups within a larger culture

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10
Q

Psycholinguistics

A

Study of language as it relates to the psychological and neurobiological factors that enable humans to learn language

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11
Q

Historical and political influences on language acquisition

A

Some experts view every language as a dialect of an older communication form, i.e. Romance languages. Political relationships also influence views of language as either new entity or dialect– i.e. UK & US are allies, English has 2 primary dialects– UK & US English.

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12
Q

Dialect

A

Variation of language used by people in a set geographical area. Complete system of verbal/written communication with own vocab and grammar. Can have subdialects.

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13
Q

Standard dialect

A

Supported by institutions & schools. English standard dialects– Standard American English, Standard Indian English, Standard British English. Subdialects of SAE are African American English Vernacular, Southern American English, Hawaiian English, Spanglish, Appalachian English

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14
Q

Language v. Dialect

A

Difficult to distniguish– often differentiated with respect to status or power. Standard language is often spoken as a ‘sociolect’ in which a variety of language is spoken by the elite class. Where power/status are not as important, dialects refer to regional language

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15
Q

Dialect in English classroom

A

Play key role in understanding lit, comp, and rhetoric. Ss learn to read dialects as in Huck Finn, learn to write in SAE and other dialects they may speak or imitate, learn to speak in SAE for some audiences or subdialects for others such as peers/dramatic performances/debates

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16
Q

Linguistic Change

A

Eng is derived from Anglo-Saxon, a dialect of West Germanic although it today contains vocab with roots from many languages. Most common root words are of A-S descent, though more than half the words in Eng. come from French or have a French cognate. Spanish language is found in many Eng words especially words originating in SW USA.

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17
Q

Word Formation

A 
Language origin of word
Affixes, prefixes suffixes
Compound words
Slang words that become common lang
Common words that become slang (copper, fuzz)
Protmanteau words
Taboo words that become euphemisms
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18
Q

Simple sentence

A

Sentence with only ONE independent clause and NO dependent clause.

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19
Q

Compound sentence

A

Two independent clauses joined by a semicolon or a comma and coordinating conjunction

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20
Q

Complex sentence

A

1 independent clause, and one or more dependent clauses

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21
Q

Compound/complex

A

two or more independent clauses and one or more dependent clauses

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22
Q

Effective sentences

A

Avoid:
Unnatural language like clichés or jargon
Nonstandard language or unparallel construction
Errors such as pronoun referrent problems
Being short & stilted; run-on; or fragments

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23
Q

Common noun

A

do not name specific p/p/t. Not capitalized

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24
Q

Concrete nouns

A

Name a tangible p/p/t

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25
Q

Abstract nouns

A

name an idea/condition/feeling

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26
Q

Collective nouns

A

name a group or unit

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27
Q

Gender of Nouns

A

Feminine: mother, sister
Masculine: father, uncle
Neuter: tree, car
Indefinite: chairperson, politician,professor

28
Q

Nominative Case Nouns

A

Can be subject of clause or the predicate noun when it follows the verb be.

Is subject of a verb– The cat is brown.

29
Q

Objective/Accusative Case Nouns

A

Is direct object of a verb or object of a preposition. I met your sister. (your sister) The book is on the table (table)

30
Q

Dative Case Nouns

A

is indirect object of a verb. The teacher brought me a paper. (Me) Get him a pen. (Him)

31
Q

Possessive/Genitive Case

A

Shows possession or ownership. John’s beard is long. (John’s) That is our book. (Our)

32
Q

Vocative Case

A

Used to call a person/ call attention to something. Bill, get the phone. (Bill) You there– eat your peas. (You)

33
Q

Intransitive Verb

A

Takes no objects or complements. An airplane flew overhead. (Flew) The cat sits. (sits)

34
Q

Direct Objects

A

Words or word groups that complete the meaning of a verb by naming the receiver of the action

35
Q

Transitive Verb

A

Takes a direct object. The girl eats the cake. (eats)

36
Q

Linking/Connecting Verbs

A

Connect subject and subject complement. It was rainy. (Was)

37
Q

Subject complement

A

An adj, noun or noun equivalent (pronoun) that follows a linking verb. Brandon is an athlete. (athlete). Susan is sick. (sick) Hint: It is a linking verb/complement rather than an action verb/d.o. if you can change the complement with an equal sign and the sentence still makes sense.

38
Q

Auxiliary/Helper Verb

A

Comes before another verb. She had gone shopping (had). She must have eaten. (must).

39
Q

Present Perfect Tense

A

Action began in the past but continues into the present. I have been a believer for 2 years.

40
Q

Past Perfect Tense

A

Action happened in the past before another action that happened in the past. She went to the store before she ate her lunch.

41
Q

Future perfect.

A

Action will have happened in the future before another future event. I will have passed the praxis in English before I get a teaching job.

42
Q

Infinitive Phrase

A

Made up of to +base form of verb.

43
Q

Participle

A

Verb form that ends in -ing or -ed. Operate as adjectives but are still verb-like. Quiet that barking dog. (barking). Behold the painted lady. (painted) Dangling participle: when it is unclear to which antecedent a participle refers: The robber ran from the policeman, still holding the money in his hands. (Who held the money?). Whipped thoroughly, the chef put the eggs in the bowl. (What was whipped).

44
Q

Gerund phrase

A

Present participle (-ing) and always functions as a noun. Eating is my favorite thing to do.

45
Q

Types of Pronouns

A

Simple– I, you, he, she, it
Compound–itself, myself, anybody, everything
Phrasal– Each other, one another

46
Q

Pronoun antecedents

A

Noun to which a pronoun refers. Must agree with its antecedent. Jimmy is playing in a basketball tournament tomorrow.

47
Q

Personal Pronoun

A

Takes the place of nouns. The coach changed his mind.

48
Q

Relative Pronoun

A

relates adjective clause to nouns or pronouns they modify. A basketball player who plays with intensity gets to start in the game. (who)

49
Q

Indefinite pronouns

A

refers to unnamed or unknown people or things. Do you know someone who can do this for me? (someone)

50
Q

Interrogative pronouns

A

Ask questions: who, what, when, where, why

51
Q

Demonstrative pronouns

A

These, this, that, those

52
Q

Modifiers

A

words, clauses, phrases that limit or describe other words or groups of words. Adjectives & Adverbs.

53
Q

Adverbs

A 
Describe:
Time: (tomorrow, monthly, presently)
Place:  There, here, backward
Manner:  Exactly, clearly, quickly
Degree:  Greatly, partly, too, incrementally
54
Q

Phrases

A

Groups of related words that operate as a single part of speech (without having a subject/predicate) such as a verb, verbal, prepositional, appositive, or absolute.

55
Q

Appositive

A

a modifier that provides information about a noun without using a subject/verb (used in place of adjective clause)… Jane, a master knitter, made this sweater.

56
Q

Clauses

A

Groups of related words that have both a subject and a predicate

57
Q

Semantics examples

A

Ambiguity
Euphemism
Doublespeak– ‘downsized’–used by gov’t, military, corporations
Jargon– specialized language of a particular group or culture

58
Q

ELL Characteristics

A

Although English may be these children’s dominant (strongest) language, they may not have developed the oral and written language skills or the vocabulary needed to function successfully at grade level in English academic settings.

They must acquire the initial concepts and skills of literacy through the medium of English, a language they have not mastered orally.

59
Q

ELL Primary Language Characteristics

A

Some ELLs have a primary language that resembles English in word order, sound system, and word formation patterns. Other students’ languages may be very different from English in these respects. Spanish, French, and Portuguese have more in common with English than do Swahili or Vietnamese.

Similarities between learners’ home languages and English tend to make initial learning of English easier, whereas differences make the process more difficult.

60
Q

Areas of Reading Competency

A

Advanced levels of literacy require many types of linguistic, cultural, and world knowledge. According to the National Reading Panel, research indicates that basic reading and writing require competence in the following five areas:

Phonemic Awareness--listeners are able to hear, identify and manipulate phonemes, the smallest units of sound that can differentiate meaning. Separating the spoken word "cat" into three distinct phonemes, /k/, /æ/, and /t/, requires phonemic awareness.
Phonics
Vocabulary Development
Fluency
Comprehension
61
Q

ELL Challenges to Phonemic Awareness

A

ELLs have a difficult time segmenting English words into phonemes b/c they have little experience listening to English speech.

Teaching through rhyming, alliteration, and word play can aid with this.

62
Q

ELL Challenges to Phonics

A

To read and write in English, a learner must have phonics skills, the ability to match sounds to letters and letters to sounds. That is, they must connect particular letters and letter combinations with the component sounds (phonemes) of familiar spoken words.

In order to read English, an English language learner must:

have a basic oral vocabulary of familiar English words

be able to accurately perceive these English words as a sequence of distinct phonemes,
recognize letters in both their upper and lower case forms

associate particular letters and letter combinations of the Roman alphabet with the phonemes they represent in English

decode and identify the spoken English word that is represented by a combination of printed letters

practice and develop the ability to automatically identify English words seen frequently in print.

In order to write English, an English language learner must also be able to:

express thoughts using English words

represent these words by producing written letters that accurately represent the component phonemes of the words in English

recognize, copy, or remember the spellings of high-frequency English “sight words.”

63
Q

ELL Challenges to Vocabulary Development

A

ELLs may be able to decode word correctly without accessing meaning

ELLs learn through explicit instruction and immersion in language culture.

Context of routines, concrete objects, gestures, etc aids in comprehension.

Word meanings are also learned through explicit explanations, discussions of images in books/texts

Homophones present special challenges– ELLs need multiple exposures to words in different contexts.

Strategies that help with this (in addition to explicit instruction in definitions) are choosing which version of a word best applies to a situation and ranking words according to meaningful criteria.

ELLs may need explicit help in matching pronunciations with print forms of words (e.g., debris, chaos).

64
Q

ELL Challenges to Fluency

A

Embarrassment about accent/ fear of correction/derision from peers or teacher

Let ELLs listen along to other readers several times– move finger under text

Allow ELLs to read aloud one-on-one rather than in front of an audience

Encourage rereading to achieve fluency

65
Q

ELL Challenges to Comprehension

A

In order to read English with understanding, ELLs must have developed phonemic awareness, phonics skills, word recognition skills, vocabulary knowledge, and the ability to read somewhat fluently.

Choose texts that access prior knowledge of ELLs

Choose texts with language that resembles the everyday English ELLs hear rather than very academic English

Praxis 2 English-- Pedagogy (3 decks)

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