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CSet Spanish 1 > Spanish Cset 1 > Flashcards

Spanish Cset 1 Flashcards

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1
Q

The branch of linguistics that deals with systems of sound

A

Phonolgy

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2
Q

The smallest unit of sound; may cause change in meaning but does not have meaning on its own. “Bake” v. “Brake”
/r/

A

Phonemes

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3
Q

The study of the form of words

A

Morphology

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4
Q

The smallest meaningful unit of language; A series of phenomes with special meanings;

A

Morpheme

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5
Q

Can appear on its own i.e. “eat” “water”

A

Free morpheme

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6
Q

Must be attached to something else in order to make sense prefixes, suffixes, or other affixes i.e. s in “cats” r in “redo”, able in “inbreakable”

A

Bound morpheme

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7
Q

A suffix that is added to a word to assign a grammatical function; never changes the grammatical category i.e. old/older (adj)

A

Inflection (affixes in morphology)

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8
Q

An affix that is added to a word to create a new word or form a word; modern/modernise nation/national

A

derivational
(Morpheme)

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9
Q

The vocabulary of a language

A

Lexicon

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10
Q

A set of words that would be included under one entry in the dictionary.

A

Lexemes

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11
Q

A set of rules for constructing full sentences out of word phrases; word order changes meaning.

A

Syntax

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12
Q

The literal meaning of words, sentences and phrases

A

Semantics

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13
Q

The study of the use of languages, deals with intentions behind utterances.

A

Pragmatics

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14
Q

The amount a native speaker uses a particular grammatical or syntactical process especially in word formation; a rule that works for more than 2 words; the limitless ability to use language to say new things. When we make new words we apply more productive rules,

A

Productive rule of language

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15
Q

A linguistic theory which argues that the ability to learn language is innate, distinctly human and distinct from other aspects of human cognition; that language is hard wired into the brain. Noam Chomsky

A

Universal grammar

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16
Q

A set of rules on language based on how it is actually used; there is no right or wrong language; “he goes” is the same as “he said” represents the unconscious knowledge of language.

A

Descriptive grammar

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17
Q

The structure of languages as it should be used; grammatically correct

A

Prescriptive grammar

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18
Q

Refers to the different levels of that information goes through in language production.

A

Surface v. Deep structure

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19
Q

The information that exists in the mind of speaker as more or less an abstract representation

A

Deep Structure
(Language)

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20
Q

Expressing information linguistically by producing sentences/utterances

A

Surface Structure
(Language)

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21
Q

Must be learned to get from deep structure to surface structure language

A

Linguistic rules

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22
Q

A process starting early in life, infants start without language yet by the 10 months they can distinguish speech sounds and engage in babbling

A

Language development

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23
Q

Understanding what is said to you; comprehension

A

Receptive (in language dev)

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24
Q

The ability to put together vocabulary to put together sentences to express yourself

A

Expressive (Language Dev)

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25
Q

Classified according to different features such as the way they use sound, type of morphology, and word order.

A

Classification of languages

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26
Q

Group of languages related through descent from a common ancestor, then further divided.

A

Family and branches

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27
Q

Synchronic and diachronic

A

Perspective on the study of language

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28
Q

Looks at how a language system works at a point in time

A

Synchronic

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29
Q

Looks at how a language has changed over a period of time

A

Diachronic

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30
Q

Variation in language over time

A

Language change

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31
Q

Phonetic- Sounds
Morphological- Words
Semantic- Meaning
Syntactic- Set of rules
Lexical - Word bank

A

Different type of change that language undergo at all levels

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32
Q

Umlaut, phonological changes, phonemic merger, phonemic split, borrowing, euphemism, folk etymologies, metaphors, taboos

A

Mechanism by which language occurs

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33
Q

Sound change where a vowel sound was modified to conform more closely to the vowel in the next syllable etc. foot - feet (First occurred in Germanic language 450 AD)

A

Umlaut

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34
Q

Any sound changes which alters the distribution oh phonemes in a language. Occurs by addition of new phonemes or reorganization of old.

A

Phonological change

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35
Q

Where 2 or more phonemes come together and become indistinguishable; cot - caught

A

Phonemic merger

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36
Q

A once identical phonemes diverges in different instance and is divided into 2 phonemes over time

A

Phonemic split

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37
Q

A word in one language is adapted for use in another language

A

Borrowing

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38
Q

A mild or indirect word or expression substituted for one considered too harsh, blunt or when referring to something embarrassing; “eliminated” for “to kill” or “cougar” for “older lady looking for a relationship with a younger man”

A

Euphemism

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39
Q

A popular but mistaken account of the origin of a word or phrase; replacing an unfamiliar word form with a familiar one; “burger” from “hamburg” + “er”

A

Folk etymology

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40
Q

This type of language becomes conventionalized leading to shift in the meaning of the word

A

Metaphors / figurative language

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41
Q

Considered too profane for the time, overtime people become less sensitive to the use of, “dam” “fag”

A

Taboos

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42
Q

The ability to communicate in culturally sensitive and contextually appropriate ways

A

Goal of pragmatics

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43
Q

The ability to comprehend or reproduce a communicative act which includes one’s knowledge of social distance, social status between speakers involved, cultural knowledge such as politeness and linguistic knowledge, explicit and implicit

A

Pragmatic competence

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44
Q

An utterance defined in terms of a speakers intention and the effect it has on the listener; consider three levels of such utterances. 1. Locutionary act, 2. Illocutionary act, 3. Perlocutionary act.

A

Speech Act

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45
Q

Introduced by J.L. Austin and further dev by J.R Searle

A

Speech Act Theory

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46
Q

The act saying something in full normal sense; literal meaning; “it’s hot in here” = “it’s hot in here”

A

Locutionary act / Propositional act

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47
Q

The way in which a sentence is used to express and attitude with a certain function or force; the social function of what is being said. “It’s cold in here” could be: Indirect request - to close window. Direct refusal - to open window complaints.

A

Illocutionary act

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48
Q

The effects of what is said; “it’s hot in here” could result in someone opening the window

A

Perlocutionary meaning

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49
Q

Representatives, expressives, declaratives, directives, commissives

A

Classification of speech act

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50
Q

Functions is to tell what the speaker knows or believes; assertions, claims, reports “A bill was recently signed.”

A

Assertive

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51
Q

Makes the addressee perform an action; suggestions, request, commands, “will you close the window?”

A

Directives

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52
Q

Commits the speaker to do something in the future; promise, threat, offer. “I’m will study for tomorrow’s test”

A

Commissives

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53
Q

Express how the speaker feels about the situation; apologies, complainants, thanks. “I’m sorry I lied”

A

Expressives

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54
Q

Broad term for the study of the ways language is used in text and context (including sign language) Analysis naturally occurring language and looks at what speakers do in conversation. (Continued over a number of sentences)

A

Discourse analysis

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55
Q

Exchange factual information, intellectual information, or emotional attitudes.

A

Speech Act Functions

56
Q

The speaker communicates to the receiver more than he actually says.

A

Indirect Speech Act

57
Q

Words that incite action; speech that constitutes an act “I do” in a marriage ceremony.

A

Performative utterance
(Speech act)

58
Q

Words that describe a situation.

A

Constative utterances
(Speech act)

59
Q

Learning occurs through formal knowledge and learning about language, while acquisition is the unconscious mind related activity that occurs in conversation.

A

Stephen Krashen Theory of language acquisition

60
Q

According to Krashen there is a natural progression of language development exhibited by infants, young children/ secondary language learners (child or adult).

A

Natural order

61
Q

First step in language development is marked by a silent period with minimal comprehension and no verbal production.

A

Level 1
Pre-production stage

62
Q

Second step of language development is marked by limited comprehension one or two word responses

A

Level 2
Early production stage

63
Q

Third phase of language development is marked by increased comprehension, simple sentences and some errors speech.

A

Level 3
Speech emergence

64
Q

Last step of language development marked by very good comprehension, more complex sentences and complex errors in speech

A

Level 4 intermediate Fluency Stage

65
Q

Learning as opposed to acquisition serves to develop a monitor (an error detecting mechanism) that scans utterances for accuracy in order to make corrections

A

Monitor hypothesis

66
Q

Reasons to avoid emphasis on grammar and error correction

A

It may inhibit language acquisition at early stages of language development

67
Q

Should be comprehensible input +1/zone of proximal development = input and instruction that is just above the students ability

A

Input for instruction

68
Q

Instruction should be embedded in meaningful context, modified paraphrasing, collaborative, interactive and multimodal

A

Types of instruction

69
Q

When does optional input occur?

A

Occurs when “affective filter” is low

70
Q

A screen of emotion that can block language acquisition or learning if it keeps a learner from being too self-conscious/ embarrassed to take risk.

A

Affective filter

71
Q

Susie is intrigued by the differences in culture and is excited about everything

A

Honeymoon period

72
Q

Difference in cultures lead to confusion, isolation, loneliness. New cultural cues are misread = withdrawal

A

Disintegration

73
Q

New cues are reintegrated, increased ability to function in new culture, but rejects it, is angry, resentful, hostile and rebellious

A

Re-integration

74
Q

Able to see differences between two cultures in more objective way and able to deal with them or self-assured, relaxed and confident

A

Autonomy

75
Q

Social, psychological and cultural differences are accepted/ enjoyed. Function in both cultures; bicultural is achieved.

A

Independence

76
Q

There is a sensitive period for acquisition of L1 (linked to neural plasticity) also applies to L2. Native like proficiency decline after puberty.

A

Critical period
(Lenneberg 1967)

77
Q

Applying knowledge from 1 language to another can be positive (correct) or negative (incorrect)

A

Linguistic interference/ language transfer/ crosslinguistic influence

78
Q

What inter learner variables affect order of language acquisition

A

Sex, intelligence, social background, rate of learning, experience of linguistic interaction, age

79
Q

The repeated sequential use of a particular type of linguistic grammatical structure

A

Recursion

80
Q

What distinguishes the recursion of human language from simple repetition?

A

Embedding of a structure (affixes, words) within another structure of the same type.

81
Q

The most fundamental property of human language. Discreteness, no language consist of a finite set of sentences

A

Infinity

82
Q

Children’s brains contain LAD (language acquisition device) which holds grammatical universals is based on the observation that children pick up grammar and syntax without formal teaching

A

Nativist theory
(Chomsky)

83
Q

Theory that proposes that the ability to learn language is innate, distinctly human and distinct form all other parts of human cognition.

A

Universal grammar
(Chomsky)

84
Q

-Universal grammar influence learning
-Predictable stages and structure acquired in particular order
-error is part of learning
-learners use prior knowledge, context clues, and interaction.
-age is important variable
-can comprehend more complex language than are able to produce
-overgeneralize of vocabulary and rules
-need comprehensible input and opportunities to learn language in context

A

Similarities between L1 and L2

85
Q

-When learning L1 basis - universal grammar
-When learning L2, knowledge of L1 serves as basis for learning L2 (language transfer)
-In L1 babies spend years babbling while in L2 the learner is older and acquisition occurs much more rapid
-in formal L2 learners can use metacognitive process
-L2 involves more schemata and less universal grammar
-sensitivity to phonological distinctions that are not already known from L1 may be reduced
-opportunity to practice with native speakers is not use, extensive
-L2 requires conscious effort

A

Difference between learning L1 and L2

86
Q

Language development in children
3 months - babbling begins and babies can distinguish phonemes from any language
6 months - sounds resemble many different languages
13 months - single simple words
24 months - 2-3 word sentences
3 year old - speech included tense and plurals
School age - ambiguity, sarcasm, metaphors, pun, metalinguistic awareness

A

Language development in children

87
Q

One of a set of multiple possible spoken sounds used to pronounce a single phoneme; different pronunciation that does not change the meaning of the words

A

Alphonse

88
Q

Consonant and vowels sounds (words broken into syllables) i.e. ca/be/za

A

Segmental

89
Q

A group of symbols for stress, length of intonation, syllabification (stress on certain syllables) that influence segmental

A

Suprasegmental
(Phonological features)

90
Q

Stress, pitch, terminal or external juncture, rythym

A

Spanish suprasegmental features

91
Q

Loudness or intensity

A

Stress

92
Q

-Has only 2 stress phonemes primary and weak
-is perceived primarily in vowels -allows speaker to make word distinction
Considered phonemic because of the affect it has on meaning

A

Spanish stress system

93
Q

Suprasegmental feature that which occurs on 3 contrasting level low /1/ mid /2/ high or empathetic /3/ uses it on sentence and phrases level instead of words

A

Pitch

94
Q

/2111/ “voy a la escuela”

A

Common Spanish intonation pattern

95
Q

V a-mo
V V hue-co
C V la-na
C V V pla-za
C C V V true-no
C V C tan-to
C V V C tuer-ce
C C V C tran-vi-a
C C V V C trein-ta
C C V C C trans-por-tar
C C V V C C

A

Spanish syllable structure

96
Q

A orthographic convention used to show that a word is stressed in a manner that is contrary to the basic rule

A

Accents

97
Q

When word ends in vowel or n/s stress should fall on next to last syllable I.e. todo, intelligent

A

Spanish stress rule 1

98
Q

Words ending in all consonants except n/s stress should fall on the last syllable i.e. comer, ciudad

A

Spanish stress rule 2

99
Q

When to add Spanish accent marks

A

When Spanish stress rule 1 or 2 is broken

100
Q

Canción, también, crímenes, inglés

A

Examples of words that break stress rule 1

101
Q

El árbol
La cárcel
El césped

A

Example of words that break stress rule 2

102
Q

The variation of pitch in the pronunciation of words to convey affirmation, questions, or exclamation

A

Intonation

103
Q

A set of conventions for writing a language uses Latin script spelling is fairly phonemic

A

Spanish orthography

104
Q

Tónica
Átonas

A

Spanish syllables

105
Q

Unstressed syllables

A

Átonas

106
Q

Stressed syllables

A

Tónica

107
Q

Agudas
Llanas/graves
Esdrújula
Sobresdrújulas

A

Multisyllibic Words

108
Q

Words stressed on the last syllable (ultima)
End in all consonants except n/s
Azul
Avestruz
Hablar

A

Agudas

109
Q

Word stressed on the next to last syllable (penúltima)
End in vowel n/s
Mono
Ave
Cantar
Computadoras

A

llanas/graves

110
Q

Words stressed on the third to last syllable
Accent on vowel
Always have accent mark
Rápido
Pájaro
América
Clásico

A

Esdrújula

111
Q

Words stress on the 4th, 5th, 6th to last syllable
Accent on vowel
Accent on verbs with one or 2 pronouns attached always have accent marks
Móramelo
Préstaselo
Enséñenselo
Devuélvemelo

A

Sobresdrújulas

112
Q

Have two stresses 1 on adj, the other on -mente
Only have a tilde if the original adjective had a tilde on its own
Not technically sebresdrújulas
fácil - fácilmente
Rápido - Rápidamente
Lento - lentamente
Torpe - torpemente

A

Words ending in -mente

113
Q

Words that have same spelling but different meaning
El - the / Él - him
Asia - Asia / hacia - toward
Mi - my / mí - me
Si - yes / sí - yes

A

Homonyms

114
Q

By genre - feminine,
Masculine (a, o or e ending)
By number - singular, plural (s, or es ending)

A

Noun declension
(Morphology)

115
Q

The variation of the form of the noun, pronoun or adjective the way you modify the words to change grammatical meaning

A

Declension
(Morphology)

116
Q

Must have genre and number agreement
Las flores bellas
Some are the same for masculine or feminine
(La puerta)
(El chofer / la chofer)
(El estudiante/ la estudiante)

A

Article / adj declension

117
Q

Formed by taking a verb in the third person and following with a plural noun
Lavaplatos
Abrelatas
Apagavelas

A

Compound words

118
Q

Add-mente to the feminine
Singular form of the adjective claramente

Add-con +singular form of the noun
Con cuidado

A

Forming adverbs

119
Q

Only the second adverb used the -mente ending. The second adverb is the feminine singular form of adjective Juan trabaja lente y cuidadosamente

A

2 adverbs modifying the same verb

120
Q

Fairly flexible
Common pattern:
Declarative
SUBJECT (“doer)+
PREDICATE (“action”)+
OBJECT (“recipient”)

A

Spanish syntax rules

121
Q

Affirmation commands:
¡Dámelo!
Infinitives
Después de bañarme
Gerunds- ndo form
Levantándose

A

Direct and indirect object pronouns

122
Q

Subtle or slight decree of difference in meaning, tone or shade
Provide a service - prestar un servicio
(In English you don’t “lend a service” you provide it)

A

Nunces

123
Q

Commonly used expression that have figurative meaning;
Empezar la casa por el tejado
English: to put the cart before the horse.
Estar hecho un ají
English: to be very angry
Lo dijo de labios para fuera
English: to say something you didn’t mean
Quedarse de piedra
English: to be stunned
Tirar la casa por la ventana
English: to spare no experience

A

Idioms

124
Q

Refer to the speaker attitude toward the action/state of the verb; there are 4 moods;
Indicativo
Subjuntivo
Condicional
Imperativo

A

Moods

125
Q

Indicate facts, reflect what is really transparent

A

Indictivo (indicative)

126
Q

Relates ideas or events that transpire in ones mind includes doubt and unlikely hood

A

Subjetivo (subjective)

127
Q

Describes conjecture or possibility

A

Condicional (conditional)

128
Q

Give command

A

Imperativo (imperative)

129
Q

The whole system and structure of language use. Consisting of syntax, morphology, phonology and semantics (even pragmatics)

A

Grammar

130
Q

Includes: prefixes, suffixes, infixes (inserted into other morphemes) circumfixes (attachments to morpheme at beginning and end) -are often bound morphemes

A

Affixes

131
Q

Affixes and root

A

2 types of morphemes

132
Q

The irreducible core of a word, with nothing else attached to it. The part of the word that must always be present “seg” in segment “gen” in genetics.

A

Root

133
Q

Natural approach audio-lingual method communicative approachTPR listening comprehension

A

Instructional approaches

134
Q

Listening comprehension approach focuses on receptive skills listening and physical responding to messages

A

Listening comprehension approach

135
Q

Cooperative approach focus on content and not form comprehensible input low affective filter use target language only tpr/pics communicative activities pair/group work

A

Natural approach

136
Q

Grammatical form, pattern and excersizes are listening to and repeated in series of drill -relies heavily on reading and translating, mastery of grammatical rules and writing

A

Grammatical approach

137
Q

Task based method
-emphasize use of “real languages” in real life situations
-Reading
-Writing
-Conversation
-Culture
-Collaborative learning and peer interaction
-complete task that identify with day to day communication of language (ordering food, asking for directions, talking to friends, reading newspapers, singing songs, applying for jobs.)

A

Communicative approach

CSet Spanish 1 (1 decks)

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