Terms

Question 1

Aphasia

Answer 1

A language disorder caused by brain damage, affecting the ability to speak, understand, read, or write.

Question 2

Arcuate Fasciculus

Answer 2

A bundle of nerve fibers connecting Broca’s area and Wernicke’s area, crucial for language processing.

Question 3

Broca’s Area and Wernicke’s Area

Answer 3

A brain region in the frontal lobe associated with speech production and grammar.

Broca’s area is associated with language production, while Wernicke’s area is associated with language comprehension

Question 4

Dichotic Listening

Answer 4

A test where two different sounds are played in each ear to study brain lateralisation of auditory processing.

Question 5

Lateralisation

Answer 5

The specialisation of brain hemispheres for different functions, such as language predominantly in the left hemisphere.

Question 6

Malapropisms

Answer 6

Mistakenly using a word that sounds similar to the intended word but has a different meaning (e.g., “flamingo” instead of “flamenco”).

Question 7

Motor Cortex

Answer 7

A brain region involved in planning, controlling, and executing voluntary movements, including speech-related actions.

Question 8

Spoonerisms

Answer 8

Speech errors where sounds or syllables are swapped between words (e.g., “you have hissed all my mystery lectures” instead of “missed all my history lectures”).

Question 9

Acquisition Schedule

Answer 9

The typical sequence and timing of language development milestones in children.

Question 10

Babbling and Cooing

Answer 10

Early stage of speech development where infants produce repetitive sounds like “ba-ba” or “da-da.”

Early stage of vocalisation in infants, producing vowel-like sounds such as “oo” or “ah.”

Question 11

Caregiver Speech

Answer 11

Simplified and exaggerated speech used by adults to communicate with young children (e.g., baby talk)

Question 12

Holophrastic

Answer 12

The use of a single word to express a complete thought, common in early speech (e.g., “milk” to mean “I want milk”).

Question 13

One-Word Stage

Answer 13

A stage of language acquisition where children use single words to communicate (around 12-18 months).

Question 14

Overextension

Answer 14

When a child applies a word to a broader range of objects than appropriate (e.g., calling all animals “dog”).

Question 15

Overgeneralisation

Answer 15

Applying grammatical rules too widely, such as “goed” instead of “went.”

Question 16

Telegraphic Speech

Answer 16

Short, simple phrases typical of early language development, omitting smaller words (e.g., “want cookie”).

Question 17

Two-Word Stage

Answer 17

A stage where children begin combining two words to express ideas (e.g., “mommy go”).

Question 18

Affective Factors

Answer 18

Emotional and psychological influences on language learning, such as anxiety or motivation.

Question 19

Communicative Competence

Answer 19

The ability to use language effectively and appropriately in social contexts.

Question 20

Fossilisation

Answer 20

The phenomenon where incorrect language usage becomes fixed in a learner’s speech.

Question 21

Heritage Language

Answer 21

A language spoken at home that is different from the dominant language of the broader society.

Question 22

Input

Answer 22

Language exposure that a learner receives, which is crucial for language acquisition.

Question 23

Interlanguage

Answer 23

A learner’s evolving linguistic system that blends elements of their native language and the target language.

Question 24

Motivation

Answer 24

The desire or drive to learn a language, which significantly impacts success.

Question 25

Teaching Method

Answer 25

The approach or strategy used by educators to facilitate language learning.

Question 26

Transfer

Answer 26

Applying knowledge from one language to another, which can result in errors (negative transfer) or facilitate learning (positive transfer).

Question 27

Articulatory Parameters

Answer 27

Features of sign language articulation, including handshape, location, movement, palm orientation, and facial expressions.

Question 28

ASL (American Sign Language)

Answer 28

A natural language used by the Deaf community in the United States, based on visual gestures and facial expressions.

Question 29

Beats

Answer 29

Gestures that follow speech rhythm to emphasise points or mark boundaries in communication.

Question 30

Deictics

Answer 30

Pointing gestures used to indicate specific objects, people, or locations.

Question 31

Emblems

Answer 31

Conventional gestures with specific meanings, such as a thumbs-up for approval.

Question 32

Iconics

Answer 32

Gestures that visually represent the concept being discussed, such as miming drinking to indicate “drink.”

Question 33

Oralism

Answer 33

A method of teaching Deaf individuals to speak and lip-read rather than using sign language.

Question 34

Sign

Answer 34

A complete linguistic unit in sign languages, consisting of specific handshapes, movements, and expressions.

Question 35

Signed English

Answer 35

A system that uses manual signs to represent English grammar and vocabulary.

Question 36

Alphabet

Answer 36

A writing system in which symbols (letters) represent individual sounds.

Question 37

Cuneiform

Answer 37

One of the earliest writing systems, developed by the Sumerians, using wedge-shaped marks on clay tablets.

Question 38

Digraph

Answer 38

A combination of two letters representing a single sound, such as “sh” in ship.

Question 39

Ideogram

Answer 39

A symbol representing an idea or concept rather than a specific word or sound.

Question 40

Logogram

Answer 40

A symbol representing an entire word, such as “&” for “and.”

Question 41

Phonographic Writing

Answer 41

A writing system where symbols represent sounds or spoken language.

Question 42

Pictogram

Answer 42

A symbol that visually resembles the object or concept it represents.

Question 43

Rebus Principle

Answer 43

Using symbols to represent sounds rather than meanings, enabling phonetic representation of words.