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esol > Praxis Study > Flashcards

Praxis Study Flashcards

1
Q

Categorical Perception

A

Being familiar with sounds and phonemes from original tongue. Developing speech through what you are already familiar with.

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2
Q

Cross Cultural Pragmatics

A

Similarities and differences in cultural norms for expressing and understanding messages.

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3
Q

English Language Variations

A

Social difference in the way english is used in the variety of different settings. Tone, inflection volume, etc…

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4
Q

Types of Interaction Patterns

A

The ways students interact with learning: Teacher centered, Individual Work, Group or paired, etc…

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5
Q

Types of Bilinguals and Descriptions

A

Compound
Coordinate
Subordinate

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6
Q

Compound Bilingual

A

Two distinctly different concepts used. The person is fluent in both concepts, independently. Learned the languages together.

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7
Q

Coordinate Bilingual

A

Has two concept and must choose between the for different purposes. Has learned the two languages at different times.

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8
Q

Subordinate Bilingual

A

Translates one to the other in their own head.

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9
Q

Stages of Language Development

A

Pre-Production (starter)
Early Production (emerging
Speech Emergent (developing)
Intermediate Fluency (expanding)
Advanced Fluency (advanced)

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10
Q

Pre Production Stage (starter)

A

6 months
500 words
Silent
Nodding (TPR)
Drawing and pointing

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11
Q

Early Production (emerging)

A

6 months- 1 Year
1000 words
Limited comprehension
One or two word responses
Key phrases
Present tense

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12
Q

Speech Emergence

A

1-3 years
3000 words
Good comprehension
simple sentences
Not fully aware of pragmatics

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13
Q

Intermediate Fluency (intermediate)

A

3-5 Years
6,000 words
Excellent comprehension
Near Native
Few Grammatical errors

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14
Q

Advanced Fluency (advanced)

A

5-7 years
Near Native

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15
Q

Types of Academic Language:

A

Recount
Explain
Argue
Discuss

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16
Q

Krashen’s 5 Hypothesis

A

Acquisition
Natural Method
Monitor
Input
Affective Filter

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17
Q

Affective Filter

A

Emotional state affects the language learning process

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18
Q

Input Method

A

Depends totally on comprehensible input that is challenging. Usually one-step above current level of understanding. They receive through input, and begin to process at their own level

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19
Q

Natural Method

A

Children learn their naturally at a similar pace, a pre-determined structure. Some are quicker than others.

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20
Q

Acquisition - Learning Method

A

Most widely embraced:
Learning takes place through regular communication
Acquisition takes place through targeted teaching.
Acquisition is teacher-centered
Learning is student-centered.
Learning is more important than acquiring.

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21
Q

Monitor Method

A

People are concentrating on grammar and structure rather than overall comprehension.

Students are responsible for their own learning (Acquisition)

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22
Q

Three Parts of knowing a word

A

Form
Meaning
Usage

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23
Q

Grammar Translation method of teaching

A

Outdated model focuses on translating from one language to another. This is focused on teaching grammar skills and translating.

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24
Q

Cognitive Academic Language Learning Approach (CALLA)

A

Method of teaching that focuses on subject based English acquisition. Content and language teaching are concurrent, and the method can take 5-7 years.

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25
Q

TPR Method

A

Total Physical Response: uses a non-verbal physical interaction that reinforces cognitive development through physical responses: Kinesthetic approach.

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26
Q

The Natural Method Teaching Approach

A

Immersion and no translation tools. No intimidation or error correction.
Simulates the process of a young person learning through input method.

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27
Q

Three Main Parts of Phonetics

A

Articulatory Phonics
Auditory Phonics
Acoustic Phonics

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28
Q

How many places of articulation?

A

18

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29
Q

Types of Homonyms

A

Homophone
Homograph

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30
Q

Naturalism Philosophy of Linguistics

A

Authentic Language is understood as a natural behavior. It simply occurs.

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31
Q

Nominalism Philosophy of Linguistics

A

Linguistics are CONCRETE. They are simply named because of need to communicate. Language is nothing but labels/

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32
Q

Platonism Philosophy of Language

A

Language consists of abstract concepts and ideas. They are not concrete and are ever-evolving.

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33
Q

Cognitivism Philosophy of Language

A

How language affects and interacts with the way we think.

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34
Q

Piaget’s Theory of Language Development.

A

Surroundings and prior knowledge (schema) determine how language is developed.

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35
Q

Gassell’s Maturation Theory of Language Development.

A

Children will learn language using the same processes, but they will go through them at different rates.

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36
Q

Skinner’s Theory of Language Development.

A

Language is learned through extrinsic / extrinsic reward system. Positive praise for saying the right word.

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37
Q

Holdaway’s Theory of Language Development.

A

Reading shared content is the approach. Learning - Acquisition method is the way to go.

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38
Q

SLA (Strategy Learning Approach) Steps

A

Make learners aware of how language functions.
Make them aware of their own strategies of learning language
Teach them new strategies to compliment their own.

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39
Q

Two - Way Learning Learning Approach

A

Two groups of learners : one group speaks different types of L1, one group speaks L2, and they learn together.

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40
Q

Whole Word Theory Learning Approach

A

This is an alternate to Phonics which stresses cognitive reading for understanding. This stresses the meaning and experience of the learner when understanding text.

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41
Q

Colloquial Words

A

Former slang words that have become part of the English lexicon.

42
Q

4 types of different ESOL classrooms in public schools

A

Sheltered
Immersion
Pull-out / SIOP (Sheltered Instruction Observational Protocol)
Push-In

43
Q

Sheltered Classroom

A

Student is integrated into the classroom but does not compete (graded) with the others.

44
Q

Immersion Classroom

A

Treated like regular students. Learn the language through the Natural Method

45
Q

Push-In

A

ESOL teachers are included in the subject-matter classroom.

46
Q

Pull Out - SIOP

A

Sheltered Instruction Observation Protocol - Students are pulled from the general education classrooms to focus on L2 language development.

47
Q

Affixes

A

Connected morphomes
Suffix / Prefix

48
Q

Subjective pronoun case

A

Pronoun is used as the subject of the sentence.

49
Q

Objective pronoun case

A

Pronoun os used as the object of the sentence (verb or preposition).

50
Q

Possessive pronoun case

A

pronouns express ownership of the object.

51
Q

Coinage word (morphology)

A

New word created without using other word formations. Totally new word from known sounds / articulations

52
Q

Nonce word (morphology)

A

New words formed for a lexical ned that will not reoccur. It will only appear in certain instances (literature or specific dialogue).

53
Q

Borrowing or Loan word (morpholopgy)

A

One word that is formed from a word that is already known in a new language.
Brisa = Breeze
Rancho = Ranch

54
Q

Calquing Word (morphology

A

Translating a borrowed word or phrase in another language.

Free Verse = Verse Libre’

The phrase is directly taken from another language, but translated into the new language.

55
Q

Clipping Word (morphology)

A

Shortening a word without changing the translation / meaning
Bot = Robot
Roach = Cockoach

56
Q

This test has shown bias and should not be used in assessment.

A

Peabody Picture Test (PBT)

57
Q

IRF

A

Initiation, Response, Feedback

58
Q

IPA

A

International Phonetic Alphabet

59
Q

TBA

A

Task Based Approach

60
Q

CLT

A

Communicative Language Thinking

61
Q

What are the Five Teaching Organized Principals for ESOL?
(K,C,D,A,MA,E)

A

Know your learners
Create conditions for language learning
Design high quality instruction
Adapt lesson and delivery as needed
Monitor and assess language development
Engage and collaborate with other in the ESOL community

62
Q

Modal Verbs

A

Show necessity, certainty, or possibility:
can, could, will, would, etc…

63
Q

Auxiliary Verbs

A

They form tense and mood:
To be verbs
is, don’t , had, etc…

64
Q

What is the verb and modifier refer to?

A

Predicate

65
Q

The snow falls.
What type of predicate is the above?

A

Simple predicate

66
Q

EAP

A

English for Academic Purposes

67
Q

Present Perfect Tense

A

Something has occurred and could possibly still be occurring.
I have taken a break.
He has played football

68
Q

Past Perfect Tense

A

Something that occurred in the past but had a definitive time limit.
I couldn’t get into the house.
She was not able to sing.
I have gone to the bathroom.

69
Q

What are the lexical categories

A

Major Lexicon
Minor Lexicon

70
Q

Major Lexicon

A

Nouns, verbs, adjectives, and adverbs

71
Q

Minor Lexicon

A

conjunctions, particles, adpositions.

72
Q

Style shifting refers to what?

A

Language used to impress a person. Language used to match the style of another person.

73
Q

Which assessments assess all 4 categories of language learning?

A

IPT
LAS

74
Q

IPT Assessment

A

Individual Proficiency Test

75
Q

LAS

A

Language Assessment Scales

76
Q

How Many Typological Language Categories

A

4: Analytic, synthetic, aggutintative, polysynthetic.

77
Q

What category of Typological Language is English?

A

Analytic: S,V,O Sungject, Verb, Object.

78
Q

What does the Reading Recovery Program focus on?

A

Teaching children the basic pre-literacy skills. This helps them recover the skills they may have passed up in their development.

79
Q

Who created The Reading Recovery Program?

A

Mary Clay

80
Q

How many types of clipping are there? What are they?

A

4 types: Back, Middle, Fore, Complex

81
Q

What are the four properties of slang words?

A

Scalar (volume of use)
Informality
Short Life Span
Group Identification

82
Q

What are the three basic views of language?

A

Communicative : Language is vehicle for expression based in function.

Structural: Organization of elements for meaning

Interactional: Communication for forming and keeping relationships

83
Q

Context Reduced Tasks

A

Where the teacher removes supports (context) that aid in the learning of the English. This relies on the learner only using the language / text.

84
Q

Context Embedded Tasks

A

The teacher includes structural supports, such as images, etc.., that suppoly context for the English being studied.

85
Q

Finnochiario

A

Functional Approach to Language
Personal
Interpersonal
Imaginative
Referential

86
Q

Changing register to adapt between two social situations.

A

Convergence

87
Q

Structural Method

A

Focuses on word order and structure (syntax).

88
Q

Gerund Phrase

A

adding ing to the verb.

89
Q

Modular verb

A

can, could, may, etc… indefinite.

90
Q

TEFL

A

Teaching English as a Foreign Language

91
Q

Overgeneralization

A

Using general rules to follow rather than changing for irregular English rules.
Applying the general rule to all examples.
Go = Went vs goes
Adding ‘s’ to words in order to indicate plurals

92
Q

A modified A-F scale takes into consideration these three factors:

A

Achievement
Effort
Behavior

93
Q

What future tense is this sentence:
I will go to the store.

A

Future simple

94
Q

What future tense is this:
I will be going to the store later.

A

Future continuous

95
Q

What future tense is this sentence:
I will have gone to the store by 10 pm.

A

Future perfect

96
Q

What future tense is this sentence:
I will have been to the store by 10pm.

A

Future perfect progressive

97
Q

Language is diachronic. What does this mean?

A

Language has evolved many times over a great amount of time.

98
Q

A discontinued morpheme is what type of word?

A

An auxiliary word that interrupts the original morpheme.
I Live : I’ve Been

99
Q

Graphemes are:

A

The physical representation of Morphemes in symbols. They may or may not have meaning.

100
Q

Gardner’s Theory of Intelligence takes into consideration these 8 factors

A

Musical / Rhythmic
Visual / Spatial
Verbal / Linguistic
Logical / Mathematical
Bodily / Kinesthetic
Interpersonal
Intrapersonal
Naturalistic

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