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ESL > MIDTERM 1 > Flashcards

MIDTERM 1 Flashcards

1
Q

L1

A

first language

native language

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2
Q

L2

A

language a person is learning

second language

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3
Q

SLA

A

second language acquisition

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4
Q

ESL

A

English as a second language

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5
Q

ELL

A

English language learner

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6
Q

TESOL

A

teaching English to speakers of other languages

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7
Q

i + 1

A

comprehensible input

go one level above where they are at

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8
Q

holophrastic sentence

A

use one word to mean a whole sentence

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9
Q

communicative competence

A

ability to use language correctly in grammar and social situations

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10
Q

affective filter

A

emotional factors affect language acquisition

screen stays low (high motivation and low anxiety)

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11
Q

natural order hypothesis

A

acquisition of grammatical structure happens in a predictable order when acquisition is natural

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12
Q

long-term intercultural empathy

A

teachers is supportive of students and serves as a resource

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13
Q

traditional assessment methods

A

tests

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14
Q

alternative assessment methods

A

portfolios, projects, interviews, presentations

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15
Q

objective assessment

A

score by answer key (multiple choice)

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16
Q

subjective

A

score by personal judgment (essay)

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17
Q

criterion-referenced assessment

A

% of material learned

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18
Q

norm-referenced assessment

A

grading on a large-scale curve

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19
Q

summative assessment

A

determine if students achieve outcomes

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20
Q

formative assessment

A

determine how to improve instruction (teacher)

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21
Q

high-stakes testing

A

major life impact (ACT)

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22
Q

low-stakes testing

A

minimal impact (class tests)

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23
Q

critical period

A

grammar up to puberty (13)
sound up to 6-12 months
if you don’t learn language during this time, you won’t learn it at all, or wont learn it as well

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24
Q

validity

A

educational decisions made on the basis of it are meaningful, appropriate, and useful
measures what it sets out to measure
grade/level appropriate

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25
Q

reliability

A

free of error
raters score assessment the same way
factors like student fatigue and illness do not affect results

26
Q

practicality

A

the time and money costs of administering the assessment are reasonable

27
Q

equivalency

A

assessment is directly based on standards or course activities

28
Q

positive washback

A

real feedback supports modifications in future assessment and instruction

29
Q

negative washback

A

teaching to the test, cramming

30
Q

transparency

A

students know what is expected of them

rubrics/study guides/checklists

31
Q

authenticity

A

assessment tasks mirror real-world tasks

32
Q

security

A

assessment questions and answers do not become public domain

33
Q

native culture

A

your native country or area where you were born and brought up

34
Q

bicultural

A

having the cultural attitudes and customs of two nations, peoples, or ethnic groups

35
Q

target culture

A

the culture for which one revises source materials in the localization process

36
Q

Behaviorism

A

stimulus-response-reinforcement (reward)
learning associated between stimulus and outcome
Extrinsic & intrinsic reward

37
Q

Innatist Theory

A

Language Acquisition Device (pre-wired)

core grammar is different from peripheral grammar

38
Q

Social Interactionist Theory

A

nature and nurture
adults model (imitation)
scaffold
pragmatics (social context)

39
Q

Cognitive Approach

A

learning from internal mental activity that organizes structures in brain (mental models)
dynamic process of language learning

40
Q

Connectionism

A

processing of input is distributed and parallel

strength of connections is based on FREQUENCY of input

41
Q

Krashen’s Monitor Theory

A 
L2 acquisition requires subconscious acquisition and learning 
monitor in head (thinking about it) 
natural order hypothesis
comprehensible input
affective filter
42
Q

Grammar– Translation

A

read–translate–learn vocab and grammar

43
Q

Direct method

A

immersion environment (target language only)
little overt correction from teacher
speak by speaking
social interact & cognitive

44
Q

Audiolingual method

A

target lang. only
structure important not meaning
drills
connectionism, behavior, cognitive

45
Q

Communicative Approach

A

meaning most important
communicative competence (grammar and social)
emphasis on production (speak and write)
modeling, gentle error correction
meaningful activities
social interact, cognitive, monitor, behavior (intrinsic)

46
Q

levels of language

A

phonetics: sounds of language
phonology: sounds work together
morphology: word parts and how they work together
semantics: word meaning
syntax: words fit together
intonation & stress: voices rise and fall to convey meaning
pragmatic: use language
orthography: spelling
mechanics, structure, punctuation

47
Q

percentage ELL pop. has increased in NE in last decade

A

306%

48
Q

percentage of k-12 students in US who are ELLs

A

about 10%

49
Q

stages of first language acquisition

A
  1. first sounds– cry, coo, grunts
  2. babbling
  3. first words (holophrastic sentences) 4. two-word stage
  4. telegraphic speech 6. infinity
50
Q

stages of second language acquisition

A

preproduction
early production
speech emergence
intermediate fluency

51
Q

Victor

A

wild boy, tried to get boy to talk and make letters to make words, never successful except few words

52
Q

Genie

A

couldn’t talk & animalistic movements
tried to teach vocab & grammar
never mastered sentences except few words

53
Q

difficulties bilingual language acquisition

A

refusal of child

conditioned to speech certain language with certain adults

54
Q

Culture

A

way people act, think, speak, believe, dress, make decisions
what a group of people value, enjoy, protect, aspire
how people think about others, themselves, government, school, world

55
Q

how a teacher’s understanding of culture can affect teaching and learning

A

understand ELL native culture norms will better understand how they learn
accommodate an ELL’s culturally derived learning styles and strategies
navigate between native and target culture (English part of identity)
respect native culture

56
Q

create a safe classroom environment for ELLs

A

mutual respect teacher and students

sense of unity, welcoming, personable, routine, know students, motivate them, awareness of students

57
Q

place of assessment in instructional cycle

A

standards–> course objective–> pre-assessment–> lesson plan & teach–> assessment–> teaching modified

58
Q

placement

A

fit student into appropriate level of instruction

59
Q

progress

A

determine if student has mastered or has difficulty with course materials (one unit)

60
Q

diagnostic

A

identify student strengths and weaknesses

61
Q

achievement

A

provide info about student attainment of course outcome at end of course

62
Q

assessment cycle

A

plan–> develop assessment–> administrate assessment–> analysis–> feedback–>reflection–>

ESL (1 decks)

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