Module 4 Flashcards
1
Q
The study of sound features used in a language to communicate meaning
A
Phonology
2
Q
Features in English include
A
Pronunciation, word stress, sentence stress, and intonation
3
Q
In English language teaching phonology is more broadly referred to as
A
Pronunciation
4
Q
English is not a _____________ language
A
Phonetic
5
Q
English has _____ vowels and ____ consonants
A
5 vowel and 21 consonants
6
Q
Pronunciation of any one learner might be affected by a combination of factors:
A
Age, native language, interference learner, motivation, aptitude, prior pronunciation practice
7
Q
Vowel sounds are made with the mouth _______ and the airway unobstructed
A
Open
8
Q
__________ the flow or air is briefly obstructed in some way.
A
Consonant
9
Q
In speech the exact number of vowels depends on
A
Regional accent
10
Q
There are more then ___ English vowel sounds
A
20
11
Q
_____________ are an important element of pronunciation
A
Diphthongs
12
Q
A vowel sound that is composed of a sequence of two vowels
A
Diphthong
13
Q
A unit of pronunciation having one vowel sound, with or without surrounding consonants, forming the whole or a part of the word.
A
A syllable
14
Q
Word stress is where we say part of a _________ with greater energy
A
Word
15
Q
A sound that is made by blocking the flow of air while speaking
A
Consonants
16
Q
Stress can influence how sentences and incomplete sentences are
A
Pronounced
17
Q
Two ways to show the class stress on a word or sentence
A
write the word on a board and using a symbol or hand gesture
18
Q
Key word stress rules:
A
- one word has only one stress, one word cannot have two stresses. If you hear two stresses you are hearing two words. Secondary stress in much smaller than the main (primary) stress, and is only used in long words
- we can only stress vowels, not consonants
19
Q
Sentence stress rules
A
- content words are stressed, content words carry meaning (ex: main verbs, nouns, adjectives, adverbs, and negative auxiliaries) don’t can’t aren’t
- structure words are unstressed grammar. Ex: pronouns, prepositions, articles, conjunctions and auxiliary verbs. Do, be, can, have, must
20
Q
Word phrases, collocation, chunks and formulaic expressions is
A
Lexis
21
Q
Phrasal verb
A
Verb plus a preposition or adverb
22
Q
Added emphasis given to a specific word in a sentence due to the importance of that word in conveying meaning or due to the speakers intent.
A
Sentence stress
23
Q
Words, phrases, collocations, chunks and formulaic expressions.
A
Lexis
24
Q
A group of words or phrases that are about the same content topic or subject (ex: Storm, to rain, wind, cloudy)
A
Lexical
25
A common, often used expression that doesn't make sense if you take it literally
Idiom
26
Connecting word sounds
Words that end with consonant followed by a word starting with vowel
27
Linking word stress
When we accentuate one syllable, stress is always on the vowel
28
Words, chunks, patterns
Lexical items
29
Actual language we use to express a function
Exponent
30
A speech sound that consists of either two vowels or a vowel and a semivowel contained in a single syllable
Diphthong
31
In language the smallest unit that carries meaning
Morpheme
32
Actual language we use to express a function
Exponent
33
Dictionary definition of a word
Literal meaning- denotation
34
Hyponyms
More specific word that constitute a subclass of a more general word
35
Rhythm
Sentence stress is what gives English its rhythm we change the speed of the small structure words so there's still the same amount of time between content words
36
Movement of the level of the voice, rise and fall of the voice
Intonation
37
______ word in a sentence will have a main stress
One
38
Other words can be secondary stress which are
Not as strong as main stress and falls on words not as important
39
We use intonation to express
Emotions and attitude and to emphasize or make less important things we are saying less important
40
Intonation another important part of pronunciation. It is the
Movement of the level of the voice
41
How to practice intonation
- as a statement
- with surprise
- with happiness
- as a question
- to emphasize a specific word
42
Different intonation patterns can show many different
Meaning
43
Sentence stress is what gives English its
Rhythm or beat
44
The end of the end of one word connecting to the beginning of the next word is
Linking
45
Linking is a
Naturally occurring phenomenon in speech of every native speaker of English
46
Major feature of linking is when
A word ending in a consonant sound precedes a word beginning with a vowel sound (don't eat apples)
47
Minimal pairs
Pair of words that differ in only one phoneme (ex: ship, sheep, hut, hat)
48
Teacher establishes the context/setting and presents key vocabulary
Contextualized minimal pairs
49
Ways to teach
```
Visual aids
Tongue twisters
Rhymes and jingles
Linking
The phonemic alphabet
Same or different
Stop me
Listen
Pictures
```
50
The phonemic chart
Provides a set of symbols, each on intended to represent an individual sound of the language irrespective of the way it appears in the standard written script.
51
The individual sounds of English are called
Phonemes
52
A set of symbols representing the sounds of phonemes is called the
Phonemic alphabet
53
Lexis is both the teaching of vocabulary and certain areas of
Grammar together
54
Words, phrases, collocations, chucks, and formulaic expressions
Lexis
55
Lexical items
Chunk and patterns
56
Lexis umbrella
Grammar and vocabulary sections
57
A lexical set is a
Group of words with the same topic, function or form.
Ex: cat, dog, tortoise, goldfish (topic lexical set pets)
Happily, completely, dramatically (part of the lexical set of adverbs
58
Connotation refers to the
Association or positive or negative feelings, which a lexical evokes. It is an idea or feeling which a word invokes for a person in addition to its literal or primary meaning
59
Denotation is generally defined as the
Literal meaning or dictionary meanings of a word in contrast to its connotative or associated meaning.
60
A speech act is measured against sociocultural norms
Appropriateness
61
The smallest linguistic unit that has meaning.
Morpheme
62
Unapproachable has ________ morphemes
3
| Un-approach-able
63
Part of the word that comes before the base
Prefix
64
Word or part of the word to which prefixes and suffixes are attached to new forms
Base or stem
65
Part of the word that comes after the base.
Suffix
66
Adding prefixes and suffixes comes under the umbrella heading of
Affixation
67
Affixation means
The linguistic process speakers use to form different words by adding morphemes
68
Compound words are formed by
Combining two items. These items can be two nouns, or a noun and a verb or a gerund and a noun
69
Gerund is the
-ing form of a verb used as a noun
70
Compounding can be in a single word or out of two separate words. Examples:
Bookcase, lifeguard or following-up, white-collar, paper-clip
71
Synonyms can be any part of speech as long as both words
Belong to the same part of speech
72
Synonyms Ex:
Verb: buy and purchase
Adjective: big and large
Adverb: quickly and speedily
Preposition: on and upon
73
Items that mean opposite
Antonyms
| Ex: rich and poor
74
Hyponyms
Serve a specific example of general concepts
| Ex: dog, cat, donkey are hyponyms of animals
75
Phrasal verbs, idioms and collections present a huge challenge to
L2 learners
76
Phrasal verbs consist of
A verb plus an adverb
| Ex: look up, look for, look forward
77
Idioms
Series of fixed lexical items that have their own figurative meaning different from their literal component elements.
Ex: that's a given or he is going cap in hand
78
An arrangement of two or more words or other elements
Collocation
79
Deduction
Students see the text that contains vocabulary items and deduce the meaning of the item based on the surrounding language
80
Miming or gesturing
Students guess the meaning of a vocabulary item based on actions of the teacher doing the miming
81
Function is a
Communicative act
82
Function is the use of
Language to achieve a purpose.
| Ex: advising, requesting, apologizing, complaining, inviting
83
Communicative functions are a big part of CLT since they promote
Authentic communication
84
CLT
Communicate Language Teaching
85
Exponents
The actual language we use to express a function. It's the words we use within the function.
Ex: making a suggestion (why don't you come over?)
Agreeing (I'd go along with that)
86
Exponents express different levels of
Formality
87
When teaching functions and exponents you need to:
- establish the relationship between the speaker in example and practice activities
- make the context clear to students
- highlight the grammatical form
- ensure the meaning is understood
- provide students with plenty of controlled oral practice
88
Functions in communicative language teaching
- students need to understand the meaning and the communicative function of a language in order to learn the language.
- basic communication gnosis can be expressed in terms of situations, functions and topics
- these functions represent the basic units underlying a communicative system more realistically than the categories of lexis (vocabulary) and grammar, which may be taught detached from particular communication context.
89
Teachers should strive to balance
Form, meaning, and use
90
Form
The visible and audible parts of vocabulary, functional expressions and grammar units: the spelling, phonemes, syllable stress, word in a phrase, prefixes or suffixes, syntax (word order), choice of noun or verb etc. for a particular place in a sentence and or punctuation. Mechanics of a language
91
Two parts of meaning:
1) what is literal or essential meaning of the word, phrase, functional expression or grammar structure.
2) what does it mean in the context it's being used in
92
Meaning is the mental image/comprehension that is generated by the
Grammar or vocabulary
93
Use:
The words, functional expressions, grammar structures we choose to use are determined by the situation we are in and or what we want to communicate to our listeners
94
The form and meaning of structure need to be integrated into the lesson through
Topics, situations and functions for them to be learned effectively and be used
95
Analysis durning your lesson planning stage consider questions like these:
- what is the form
- is this a "rule"
- are there exception to the rule
- do I need to introduce new (grammar) terminology or not
- how can I take them from the past to the past perfect tense?
- is the form static
- are there any irregularities in form?
- how can I best explain the meaning?
- how can it be used? How does the context affect it.
96
When correcting your student verbally provide
Quick feedback that explains why an error is wrong
97
Not all errors should be corrected immediately, especially when
Working on fluency
98
Correcting multiple errors at once should generally be
Avoided so students can focus on one primary idea to improve.
