FTCE ESOL K-12 COMPLETE STUDY
1.Universal Grammar: Chomsky-no dialect or language is more complex
or so- phisticated than the other. We are all born with the capacity to
learn any language w/o formal instruction
2.LAD: Language Aquisition Device
3.Generative Grammar: set of rules that could be used to produce
language
4.Deep Structure: our ideas, what we mean-derive meaning from social
context
5.Surface Structure: what we say or write-literal meaning of words
6.Natural Order Hypothesis: Krashen- grammatical structures aquired in
a pre- dictable order, independent of the order grammar is taught
7.Stages of SLA: Krashen-Pre-production (silent period), early
production, speech emergence, intermediate fluency, advanced fluency
8.Input Hypothesis/Comprehensible Input: Krashen-i+1, language input
slightly above current level yields optimal growth
9.Affective Filter: Krashen-mental block can be produced by negative
factors such as anxiety, low motivation, self confidence
10.Zone of Proximal Development (ZPD): Vygotsky-distance between
develop- mental level and level of potential development. Area
between independent perfor- mance and assisted performance
11.Communicative Competence: learner's abiity to apply and use
grammatical uses, form correct utterances and know how and when to
,use them appropriately. The ability to communicate effectively and to
vary communication styles appropri- ately in various contexts. Social
and pragmatic competence.
12.Language Interference: effect of L1 on production of L2
13.Negative Transfer: interference of previous learning inprocess of
learning something new
14.Interlanguage: language system "inbetween" L1 & L2 that student
develops while learning the L2 but is neither L1 or L2
15.SUP: Social underlying proficiency (conversational language)
16.CUP: Common underlying proficiency - commonalities between L1 &
L2, skills, ideas, concepts that students learn in L1 transfer to L2
17.BICS: Cummins-Basic Interpersonal Communication Skills - social
setting lan- guage skills
18.CALP: Cummins-Cognitive Academic Language Proficiency -
languatge need- ed to acquire academic skills and concepts
19.Cummins Quadrant: A-cognitively undemanding/context embedded;
B-cogni- tively demanding/context embedded; C-cognitively
undemanding/context reduced; D-cognitively demanding/context
reduced
20.Phoneme: class of speech sounds, ie. /t/ are the smallest unit o
sound that affects meaning.
21.Monothong: one part vowel
22.Reduced Vowel: occurs in unstressed word or syllable -schwa most
common
23.Phonology: organization of speech sounds
, 24.Homophone: two words pronounced the same but different meaning
& spelling, ie. carrot & carat
25.Homonym: two words spelled the same & sound the same, but
that mean different things, ie. left & left
26.Contrastive: change of meaning by replacing one sound (phoneme)
with anoth- er
27.Non-Contrastive: change in sound (phoneme) does not change the
meaning
28.Palatization: when a consonant becomes like a neighboring sound, ie.
[d]->[d
], did you eat
29.Digraph: single sound represented by two letters, ie. siNG -> K
30.Consonant Digraph: ch, sh, th, wh
31.Consonant Blend: two or more consonants together and each sound
is heard, ie. "blend"
32.Intonation: pattern of pitch movement across a sentence, the
meaning of the sentence can depend in part on the intonation, it also
helps mark boundaries of a syntactic unit
33.Graphophonics: sound relationship between the orthography and
phonology of a language
34.Morphology: study of word formation
35.Morphemes: smallest linguistic unit that can have meaning or
grammatical (of, the, and) function. unit consists of root, prefix, suffix
36.Affix: added pieces to a word (prefix, suffix) - change meaning or
syntactic function to what attaches to
1.Universal Grammar: Chomsky-no dialect or language is more complex
or so- phisticated than the other. We are all born with the capacity to
learn any language w/o formal instruction
2.LAD: Language Aquisition Device
3.Generative Grammar: set of rules that could be used to produce
language
4.Deep Structure: our ideas, what we mean-derive meaning from social
context
5.Surface Structure: what we say or write-literal meaning of words
6.Natural Order Hypothesis: Krashen- grammatical structures aquired in
a pre- dictable order, independent of the order grammar is taught
7.Stages of SLA: Krashen-Pre-production (silent period), early
production, speech emergence, intermediate fluency, advanced fluency
8.Input Hypothesis/Comprehensible Input: Krashen-i+1, language input
slightly above current level yields optimal growth
9.Affective Filter: Krashen-mental block can be produced by negative
factors such as anxiety, low motivation, self confidence
10.Zone of Proximal Development (ZPD): Vygotsky-distance between
develop- mental level and level of potential development. Area
between independent perfor- mance and assisted performance
11.Communicative Competence: learner's abiity to apply and use
grammatical uses, form correct utterances and know how and when to
,use them appropriately. The ability to communicate effectively and to
vary communication styles appropri- ately in various contexts. Social
and pragmatic competence.
12.Language Interference: effect of L1 on production of L2
13.Negative Transfer: interference of previous learning inprocess of
learning something new
14.Interlanguage: language system "inbetween" L1 & L2 that student
develops while learning the L2 but is neither L1 or L2
15.SUP: Social underlying proficiency (conversational language)
16.CUP: Common underlying proficiency - commonalities between L1 &
L2, skills, ideas, concepts that students learn in L1 transfer to L2
17.BICS: Cummins-Basic Interpersonal Communication Skills - social
setting lan- guage skills
18.CALP: Cummins-Cognitive Academic Language Proficiency -
languatge need- ed to acquire academic skills and concepts
19.Cummins Quadrant: A-cognitively undemanding/context embedded;
B-cogni- tively demanding/context embedded; C-cognitively
undemanding/context reduced; D-cognitively demanding/context
reduced
20.Phoneme: class of speech sounds, ie. /t/ are the smallest unit o
sound that affects meaning.
21.Monothong: one part vowel
22.Reduced Vowel: occurs in unstressed word or syllable -schwa most
common
23.Phonology: organization of speech sounds
, 24.Homophone: two words pronounced the same but different meaning
& spelling, ie. carrot & carat
25.Homonym: two words spelled the same & sound the same, but
that mean different things, ie. left & left
26.Contrastive: change of meaning by replacing one sound (phoneme)
with anoth- er
27.Non-Contrastive: change in sound (phoneme) does not change the
meaning
28.Palatization: when a consonant becomes like a neighboring sound, ie.
[d]->[d
], did you eat
29.Digraph: single sound represented by two letters, ie. siNG -> K
30.Consonant Digraph: ch, sh, th, wh
31.Consonant Blend: two or more consonants together and each sound
is heard, ie. "blend"
32.Intonation: pattern of pitch movement across a sentence, the
meaning of the sentence can depend in part on the intonation, it also
helps mark boundaries of a syntactic unit
33.Graphophonics: sound relationship between the orthography and
phonology of a language
34.Morphology: study of word formation
35.Morphemes: smallest linguistic unit that can have meaning or
grammatical (of, the, and) function. unit consists of root, prefix, suffix
36.Affix: added pieces to a word (prefix, suffix) - change meaning or
syntactic function to what attaches to
