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Masters In ESL > SLO1 - Theories Of Second Language Aquisition And Grammar > Flashcards

SLO1 - Theories Of Second Language Aquisition And Grammar Flashcards

1
Q 
Which sentence contains an error?
A) The German is a good magician.
B) He’s right on the mark!
C) She bought a apple.
D) It usually snows here in the winter.
A

C

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2
Q

A student tells you “I always thing about my family in Senegal.” What word should be replaced and by what?

A

thing for think

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3
Q

A student tells you, “I have to go to the /bæfrum/.”

The sound /f/ should be changed to which sound?

A

/θ/ (Based on the Greek “theta”, for th sound)

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4
Q

While reading a student’s journal entry, you see this sentence: “Last night I go to eat with my friends.”

The sentence demonstrates a problem with what?

A

Verb tense

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5
Q

“My family and I we always listen to very loud music.”

Which problem does the previous sentence demonstrate?

A

Repeated subject

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6
Q

“The woman whom is walking towards us is my aunt.”

Which sentence is a correct version of the previous sentence?
A) The woman who is walking towards us is my aunt.
B) The woman is my aunt whom is walking towards us.
C) The woman is my aunt who is walking towards us.
D) The woman whose walking toward us is my aunt.

A

A

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7
Q

What is the Modern English word stem of the following family of words: happiness, unhappy, happily, happier, and happiest?

A

Happy

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8
Q 
Which word contains a bound morpheme?
A) Gentle
B) Establish
C) Different
D) Announcer
A

D????

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9
Q

What is a bound morpheme?

A

A bound morpheme is a word element that cannot stand alone as a word, including both prefixes and suffixes.

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10
Q

What is a free morpheme?

A

Free morphemes, by contrast, can stand alone as a word and cannot be broken down further into other word elements.

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11
Q

“Transcribe the standard North American English word “like.”

A

/laΙk/

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12
Q

“What’s up?”

What is the given statement an example of?

A

An idiomatic expression

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13
Q

What is an imperative sentence?

A

Imperative sentences are used to issue a command or instruction, make a request, or offer advice. Basically, they tell people what to do.

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14
Q 
In the word "argument," which kind of morpheme is "argue"?
A) Inflectional
B) Derivational
C) Free
D) Bound
A

C

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15
Q

What is an inflectional morpheme?

A

Inflectional morphemes change what a word does in terms of grammar, but does not create a new word. For example, the word has many forms: skip (base form), skipping (present progressive), skipped (past tense). Examples of inflectional morphemes are: o Plural: -s, -z, -iz Like in: cats, horses, dogs o Tense: -d, -t, -id, -ing Like in: stopped, running, stirred, waited o Possession: -‘s Like in: Alex’s o Comparison: -er, -en Like in: greater, heighten *note that –er is also a derivational morpheme so don’t mix them up!!

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16
Q

What is a derivational morpheme?

A

In grammar, a derivational morpheme is an affix—a group of letters added before the beginning (prefix) or after the end (suffix)—of a root or base word to create a new word or a new form of an existing word. (refusal, privacy)

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17
Q 
What is an example of an inflectional morpheme?
A) -s
B) un-
C) non-
D) -ful
A

A

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18
Q

What is the level of formality of language called?

A

Register

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19
Q

“We’re fixin’ to go out to eat.”

Which language variation is the given sentence an example of?

A

Dialect

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20
Q

Which language variation is exemplified in the following sentence? “If you had half a brain, you’d be dangerous.”

A

Humor

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21
Q

A middle school student writes the following sentences: “I interviewed all the members of my class. There opinion is that we should go to the aquarium for the class field trip.”

What should you tell the student?

A

Change the spelling from “there” to “their”.

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22
Q

An ELL teacher observes that an 11th grade ELL student does not indent paragraphs in essays, even after being instructed to do so by the teacher.

Which statement best explains this situation?

A

Many languages other than English do not indent paragraphs.

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23
Q

An ELL teacher is teaching students common polite greetings in English.

Which greeting would be appropriate for students to use if the mayor came to their class for a visit?

A) “Good morning, I am pleased to meet you.”
B) “Hi, there. Nice you could make it.”
C) “Hey there, great to meet you!”
D) “Hi, how ‘ya doing?”

A

A

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24
Q

A student comes to you wanting to increase her vocabulary by learning synonyms to words she already knows.

Which reference should you suggest to your student?

A

Thesaurus

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25
Q

What is the process of taking on one’s first or home culture?

A

enculturation

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26
Q

acculturation

A

assimilation to a different culture, typically the dominant one. The processes of change in artifacts, customs, and beliefs that result from the contact of two or more cultures. The term is also used to refer to the results of such changes.

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27
Q

enculturation

A

the gradual acquisition of the characteristics and norms of a culture or group by a person, another culture, etc. The process of taking on one’s first or home culture.

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28
Q

Which of the following does the social interactionist theory hold as primarily important in language learning?

A

Meaningful negotiation of language

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29
Q

Which learner attribute promotes success in L2 reading and writing?

A

Being L1-literate

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30
Q

ELLs may manifest interference or transfer from their L1s to the L2.

What does this mean?

A

The learner may make an English error due to the direct influence of an L1 structure.

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31
Q

At the start of the school year, a beginning eighth-grade ELL hands in a written paragraph with many errors in grammar, spelling, and mechanics.

What should the ELL instructor do?

A

Correct the errors that interfere with meaning first, then correct others as the writing improves.

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32
Q

What is important to know about students’ L1s?

A

That their L1 skills can transfer to their L2

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33
Q

What does the concept of interlanguage rely on?

A

A dynamic system of learner language that evolves over time

34
Q

Which researcher contributed the comprehensible input theory to SLA?

A

Stephen Krashen

35
Q

For which theory is Jim Cummins widely known?

A

CALP is critical for success in content areas where language is “context reduced” and “cognitively demanding.”

36
Q

What are sociolinguists most interested in studying?

A

Why people speak differently in different social contexts

37
Q

Stephen Krashen

A

Researcher who contributed the comprehensible input theory to SLA

38
Q

Why would an ELL teacher explain to students that cultures have varying standards for physical closeness, or proxemics, between two individuals?

A

To help ELLs learn to respect others’ personal space

39
Q

When students mimic or act out a set of instructions in order to learn action verbs, the ELL instruction they are practicing is a form of _____.

A

Nonverbal communication

40
Q

According to cultural and linguistic theories, ELLs _____?

A

Do not always understand what is expected of them because they do not have access to the sociocultural expectations of the new culture

41
Q

An ELL teacher notices that a new ELL student from Japan has difficulty understanding the structure of written material.

What is the probable cultural-linguistic reason for this difficulty?

A

The student’s culture uses symbols rather than alphabet for language.

42
Q

According to the IPA, what is the correct transcription of the word “sofa”?

A

/sofə/

43
Q

morphemes

A
  • The linguistic term for the most elemental unit of grammatical form
  • an arbitrary union of a sound and a meaning (or grammatical function) that cannot be further analyzed.
44
Q

derivational morphemes

A
  • Bound morphemes like -ify and -cation are called derivational morphemes. When they are added to a base, a new word with a new meaning is derived.
  • Derivational morphemes have clear semantic content. In this sense they are like content words, except that they are not words.
45
Q

inflectional morphemes

A
  • Many languages, including English, also have bound morphemes that have a strictly grammatical function. They mark properties such as tense, number, person and so forth. Such bound morphemes are called inflectional morphemes.
  • Many languages, including English, also have bound morphemes that have a strictly grammatical function. They mark properties such as tense, number, person and so forth. Such bound morphemes are called inflectional morphemes.
  • ”s” for plurals, “ing” to denote time
46
Q

bound morphemes

A

Other morphemes like -ish, -ness, -ly, pre-, trans-, and un- are never words by themselves but are always parts of words. These affixes are bound morphemes.

47
Q

free morphemes

A

Some morphemes like boy, desire, gentle, and man may constitute words by themselves.

48
Q

affix (and various forms: prefix, suffix, infix, etc.)

A 
Affix: A morpheme that is not a word
Prefix: before the word
Suffix: After the word
Infix: 
Circumfixes:
49
Q

coinage

A

invention of a new word or phrase

50
Q

morphology

A

The study of the internal structure of words, and of the rules by which words are formed

51
Q

compounds

A
  • Two or more words may be joined to form new, compound words. English is very flexible in the kinds of combinations permitted
  • bittersweet, headstrong, poorhouse etc
52
Q

blends

A

Blending is a type of word formation in which two or more words are merged into one so that the blended constituents are either clipped, or partially overlap. An example of a typical blend is brunch, in which the beginning of the word breakfast is joined with the ending of the word lunch.

53
Q

backformations

A

A new word may enter the language because of an incorrect morphological analysis. For example, peddle was derived from peddler on the mistaken assumption that the -er was the agentive suffix. Such words are called back-formations.

54
Q

syntax

A
  • the arrangement of words and phrases to create well-formed sentences in a language.
55
Q

syntactic categories

A

A syntactic category is a set of expressions that have very similar syntactic properties: word order, and cooccurrence requirements. Major syntactic categories in English include sentence, noun, noun phrase, determiner, adjective, adverb, transitive and ditransitive verbs.

56
Q

subject

A

In English grammar, the subject is the part of a sentence or clause that commonly indicates (a) what it is about, or (b) who or what performs the action. The subject is typically a noun

57
Q

direct object

A

In English grammar, a direct object is a word or phrase that receives the action of the verb. In the sentence The students eat cake, the direct object is cake; the word eat is the verb and cake is what’s being eaten.

58
Q

semantics

A

The study of the linguistic meaning of morphemes, words, phrases, and sentences is called semantics.

59
Q

pragmatics

A

The study of how context affects meaning—for example, how the sentence It’s cold in here comes to be interpreted as “close the windows” in certain situations—is called pragmatics.

60
Q

metaphor

A
  • Alternatively, it might require a lot of creativity and imagination to derive a meaning. This is what happens in metaphors.
  • When what appears to be an anomaly is nevertheless understood in terms of a meaningful concept, the expression becomes a metaphor.
  • Metaphors may have a literal meaning as well as their metaphorical meaning, so in some sense they are ambiguous.
61
Q

idioms

A
  • These phrases typically start out as metaphors that “catch on” and are repeated so often that they become fixtures in the language. Such expressions are called idioms, or idiomatic phrases, as in these English examples:
    rake over the coals, put his foot in his mouth, snap out of it, bite your tongue
62
Q

synonyms

A

Synonyms are words or expressions that have the same meaning in some or all contexts. There are dictionaries of synonyms that contain many hundreds of entries, such as:
apathetic/phlegmatic/passive/sluggish/indifferent

pedigree/ancestry/genealogy/descent/lineage

63
Q

antonyms

A

Words that are opposite in meaning are antonyms. There are several kinds of antonymy. There are complementary pairs:
alive/dead, awake/asleep

There are gradable pairs of antonyms:
hot/cold, big/small

Relational opposites show symmetry:
give/receive, buy/sell (words ending in er and ee)

64
Q

homonyms

A

Words like bear and bare are homonyms (also called homophones). Homonyms are words that have different meanings but are pronounced the same, and may or may not be spelled the same.

  • spelled the same, homograph (bat and bat)
  • pronounced differently (pussy and pussy, wound and wound, heteronyms)
65
Q

discourse

A

Discourse analysis is concerned with the broad speech units comprising multiple sentences. It involves questions of style, appropriateness, cohesiveness, rhetorical force, topic/subtopic structure, differences between written and spoken discourse, as well as grammatical properties.
- Speakers know how to combine words and phrases to form sentences, and they also know how to combine sentences into a larger discourse to express complex thoughts and ideas.

66
Q

pronouns

A
  • When a pronoun gets its reference from an NP antecedent in the same sentence, we say that the pronoun is bound to that noun phrase antecedent.
  • “Every girl in the class hopes John will ask her out on a date.” In this case her refers to each one of the girls in the class and is said to be bound to every girl.
  • When a pronoun refers to some entity outside the sentence or not explicitly mentioned in the discourse, it is said to be free or unbound.
67
Q

deixis

A

In all languages, the reference of certain words and expressions relies entirely on the situational context of the utterance, and can only be understood in light of these circumstances. This aspect of pragmatics is called deixis (pronounced “dike-sis”).
- these women, that man, this person

68
Q

speech acts

A

The theory of speech acts tells us that people use language to do things such as lay bets, issue warnings, or nominate candidates. By using the words “I nominate Bill Smith,” you may accomplish an act of nomination that allows Bill Smith to run for office.

69
Q

collocations

A

the habitual juxtaposition of a particular word with another word or words with a frequency greater than chance.
“the words have a similar range of collocation”
a pair or group of words that are habitually juxtaposed.
plural noun: collocations
““strong coffee” and “heavy drinker” are typical English collocations”
- fast food, powerful engine, pay attention, make an effort

70
Q

phrasal verbs

A

an idiomatic phrase consisting of a verb and another element, typically either an adverb, as in break down, or a preposition, for example see to, or a combination of both, such as look down on.

71
Q

corpus studies

A

Corpus linguistics is the study of language based on large collections of “real life” language use stored in corpora (or corpuses)—computerized databases created for linguistic research. It is also known as corpus-based studies.
- example: a group of ten sentence examples for the same word.

72
Q

Natural order

A

Natural order hypothesis

  • natural order to how learners acquire a language. transends age, target language, and conditions
    1. produce single words
    1. string words together based on meaning not syntax
    1. identify elements that begin and end sentences
    1. identify elements within sentences and rearrange them to produce questions
73
Q

Second Language Acquisition vs. Second Language Learning

A

Fuses two theories:

  • acquired system: unconscious, learn by speaking naturally, act of communicating meaning
  • learned system: formal instruction to acquire knowledge
74
Q

Input and output

A

Imperfect relationship

  • quality of learning is better than quantity
  • no relationship of amount of time on input producing more output
75
Q

BICS and CALP

A

BICS: Basic interpersonal communication skills (conversational skills)
CALP: cognitive academic language proficiency (academic language proficiency)

76
Q

The Great Vowel Change

A
  • Between 1400 and 1600 a major change took place in English that resulted in new phonemic representations of words and morphemes. This phonological restructuring is known as the Great Vowel Shift.
77
Q

English’s Language Family

A

English is a West Germanic language of the Indo-European language family, originally spoken by the inhabitants of early medieval England.

78
Q

logographic

A
  • ## Eventually cuneiform script came to represent words of the language. Such a system is called logographic, or word writing. In this oldest type of writing system, the symbol stands for both the word and the concept, which it may still resemble, however abstractly.
79
Q

consonantal

A
80
Q

syllabic

A

Syllabic writing systems are more efficient than word-writing systems, and they are certainly less taxing on the memory.

  • English, and Indo-European languages in general, are unsuitable for syllabic writing systems.
  • To write these syllables, the Japanese have two syllabaries, each containing forty-six characters, called kana. The entire Japanese language can be written using kana. Thus Japanese writing is part word writing, part syllable writing.
81
Q

alphabetic

A
  • Fortuitously, Phoenician had more consonants than Greek, so when the Greeks borrowed the system, they used the leftover consonant symbols to represent vowel sounds. The result was alphabetic writing, a system in which both consonants and vowels are symbolized. (The word alphabet is derived from alpha and beta, the first two letters of the Greek alphabet.)
  • Most alphabetic systems in use today derive from the Greek system.
82
Q

rebus principle

A

When a graphic sign no longer has a visual relationship to the word it represents, it becomes a phonographic symbol, standing for the sounds that represent the word. A single sign can then be used to represent all words with the same sounds—the homophones of the language. If, for example, the symbol ☉ stood for sun in English, it could then be used in a sentence like My ☉ is a doctor. This sentence is an example of the rebus principle.
- Jokes, riddles, and advertising use the rebus principle. A popular ice cream company advertises “31derful flavors.”

Masters In ESL (7 decks)

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