definitions Flashcards
(111 cards)
1
Q
A word which joins two items of the same class in a phrase or sentence - eg: Let’s have fish and chips for dinner.
A
A conjunction
2
Q
A computer programme which can analyse a bank of linguistic data to search for specific words or expressions
A
A Concordancer
3
Q
Used in corpus linguistics, a list of example sentences within a corpus which show, for ex. core words or phrases with their collocations
……. he’s a SHAREholder, which is nice ..
……. a big market SHARE in the UK …
…….OK folks, SHARE your experience …..
A
Concordance
4
Q
Pronunciation of spoken language when analysed as a continuous sentence, this involving consideration of features such as INTRUSION, ELISION, WEAK FORMS, SENTENCE STRESS, etc
A
Connective Speech
5
Q
A test has this if it reflects an accepted theory of the competence being tested.
Eg. a dictation read slowly with marks given for spelling would not have…………………
A
Construct validity
6
Q
A sound in which the vocal tract is partially closed, but not enough to cause friction -eg /w/
A
An approximant
7
Q
Texts (spoken or written) which can be used in the classroom but which were originally prepared fo native speakers without use in language teaching in mind.
A
Authentic materials
8
Q
A psychological theory which claimed that learning was a matter of repeating actions until they became authomatic habits.
A
Behaviourism
9
Q
A test given at the end of a course to check if learners have learnt the specific items taught during the course.
A
An achievment test
10
Q
A sequence of two related utterances spoken by two different partecipants in a conversation, where the second utterance is predictable response to the first, e.g. <thanks a lot - No problem
A
Adjecency pair
11
Q
The current state of a learner’s competence, which will show some similarity to NS competence but also some differences.
A
Interlanguage
12
Q
The way a boundary is formed between phonemes. Eg: listeners will be able to distinguish “Why trust” from “White rust” because of the boundary formation, despite the fact that the phonemes are identical.
A
Juncture
13
Q
TWo wowrds which differ only in one sound
- eg put/pat
A
Minimal pair
14
Q
Processing examples and information at a level of cognitive depth sufficient to bring about learning.
A
Noticing
15
Q
The first auxiliary verb in a verb phrase, which can be used -
eg. to form questions and negatives, to carry contrastive stress etc.
Eg - “can” in it can’t have been him.
A
Operator
16
Q
A test in which there are “right” answers and no judgement is called for on the part of the marker -
eg M/C
A
An Objective Test
17
Q
A combination of a lexical verb and an adverbial particle which forms a single unit of meaning
eg. give up, show off
A
A Phrasal Verb
18
Q
The basic unit of sound from which we build up words and sentences.
Ex. The word CAUGHT has six letters but only three phonemes: /k/, /ɔ:/ and /t/
A
Phoneme
19
Q
The smallest part in a word.
A
Phoneme
20
Q
Speech intended mainly to cement social relationship rather than to convey information accurately - eg small talk.
A
Primarily Interaction Discourse
21
Q
An approach to teaching writing in which the emphasis is not on how “good” the final text is, but the effectiveness of the process (deciding objectives, obtaining ideas, organising idea etc) which occur while the text is being produced.
A
Process writing
22
Q
Running the eye over the text without reading it for meaning, searching for a specific word, phrase etc - eg - looking up a word in the phone directory.
A
Scanning
23
Q
Support provided to help a learner perform a task that he/she would otherwise be unable to do - eg pre-teaching vocabulary before listening.
A
Scaffolding
24
Q
A verb, like OUGHT TO or NEED, which sometimes shows the same formal characteristics as modal verbs and sometimes the same formal characteristics as modal verbs and sometimes the same formal characteristics as full verbs.
A
A semi modal
25
A factual correction or clarification, by a speaker , of something she/he has just said: eg I was there on Monday - not Monday, sorry Tuesday.
Self repair
26
In a tone group, the syllable on which pitch movement begins.
I like chocolate a LOT.
The Tonic Syllable
27
The effect that knowledge of the format/contents etc. that a test will have on a course which precedes it.
eg - a test using M/C items will lead a T. to spend time practising answering these in the C/R.
Washback
28
The tendency of a final /t/ or a /d/ followed by an initial /j/ to blend into an affricate - /ʧ/ or /ʤ/ respectively as in eg "got you" /gɒtju:/
Yod Coalescense
29
The relationship between a general category and the items belonging to that category - eg animal, dog, cat, horse, mouse etc.
Hyponymy
30
Words that are written and pronounced in the same way but have different meaning.
eg Lie in bed
Tell a lie
Homophone
31
A desire to learn a language stemming from a wish to become part of a community of speakers of that language.
Integrative motivation
32
A process which sometimes occurs in second foreign language when incorrect linguistic structures become a permanent part of the way a person speaks or write the language.
Fossilisation / Fossilization
33
An activity used to measure reading comprehension in which words are removed from a reading passage at regular intervals - eg every 7th word, or every 9th word. The reader then has to replace the words.
Cloze
34
Inaccuracy in speech or writing due to a lack of knowledge of the language item needed.
Error
35
A sentence (always the initial sentence) in a text or paragraph which introduces and/or summarises the main idea or argument of the text/paragraph.
A topic sentence
36
The study of phonemes
Phonology
37
A sound produced in the glottis, or vocal cords -/h/ in English
Glottal
38
A speech sound used to distinguish meaning in a specific language
Phoneme
39
Vibration of the vocal cords as a sound is made - eg /b/, /g/, /v/, and all vowel sounds
Voicing
40
A sound produced by allowing air to pass out from the lungs without obstruction
Vowel
41
A sound made by placing the top teeth on the lower lip - /f/ and /v/ in English
Labiodental
42
A speech sound
Phone
43
The study of the precise specifications of speech sounds
Phonetics
44
A sound made by raising the back of the tongue to the soft palte - /k/, /g/, and ....in ENglissh
Velar
45
A sound made by releasing air through the nose rather than through the mouth. /m/, /n/, and /n/.
Nasal
46
A sound made by forcing air through a narrow space, causing friction eg /s/, /f/, /h/
Fricative
47
A sound formed by blocking air somewhere and then releasing it eg /p/ or /k/
Plosive
48
This hypothesis states that there is a period in childhood when language acquisition can take effortlessly and naturally, but after adolescence the brain is no longer able to process language in this way.
Critical period hypothesis
49
In teaching, a situation in which all students in a class are engaged in the same activity at the same time, all progressing through tasks at the same rate.
Lockstep teaching
50
It's the effect that the first language has on another. It can occur at all levels: pronunciation, vocabulary, grammar and discourse.
L1 interference
51
The way learners get round the fact that may not know how to say something.
Codeswitching/communication strategy
52
It's the order in which grammar items are thought to be acquired.
Natural order hypothesis/order of acquisition/SLA second language acquisition
53
When the learner has a functional objective, such as passing an exam or getting a job.
Instrumental motivation
54
When the learner wants to be identified with the target language community
Integrative motivation
55
The pleasure of doing a task for its own sake
Intrinsic motivation
56
The 'carrot and stick' approach"
Extrinsic Motivation
57
Success raises motivation and it's a cause of learning.
Resultative motivation
58
External and internal characteristics affect the way in which language is acquired by the brain.
Motivation, opportunity, environment, personality.
Affective variables
59
According to Krashen there are two independent systems of second language performance: 'the acquired system' and 'the learned system'. The 'acquired system' or 'acquisition' is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language - natural communication - in which speakers are concentrated not in the form of their utterances, but in the communicative act.
Acquisition
60
It's the effect that one language - particularly the first language - has on another. transfer can occur at all levels: pronunciation, vocabulary, grammar and diiscourse.
Language transfer
61
A technique used in giving feedback on erroneous/inappropriate/unnatural etc language, involving the teacher repeating the learner's utterance in the way that it might actually be said by a native speaker.
Example
L : And we goed in London.
T : You went to London? When?
Reformulation
62
What is the term describing the place of articulation involved when the top teeth are brought into contact with the lower lip - eg /f/
Labiodental
63
This term indicates in a verb phrase how the speaker or writer sees an event (representing, for example, degree of completeness or duration) regardless of the time of the event itself.
Aspect
64
The attidudinal meaning of a word, which may be culturally detrmined, such as whether it conveys a positive or negative attitude Eg: pig-heade (negative) vs strong-willed (positive)
Connotation
65
A listening activity where students listen to different recordings, then pool the information they got from them to complete a task.
jigsaw activity
66
The use of adverbials such as "absolutely", "incredibly", "very" or "really" to modify a following adjective - eg: It wa incredibly hot".
Intensification
67
A process, common in both L1 acquisition and L2 acquisition/learning in which a learner extends the use of a linguistic rule or item beyond its accepted uses. Eg the use of the 3rd person singular "s" in "He cans go".
over-generalisation
68
In a tone group, the syllable on which pitch movement begins.
Nucleus/tonic/Tonic syllable
69
In testing, whether a test gives a result which is a true reflection of the compence of the candidates.
Reliability
70
A speech sound made by raising the back of the tongue to touch the velum (sof palte) and momentarily blocking off the airflow. Moving the tongue away then releases the air which has built up, creating the sounds /k/ (unvoiced) as in kill or /g/ (voiced) as in gate.
Velar plosive
71
Feeling towards a language or the learning of that language which may effect learning success. May be positive or negative. Eg motivation, feelings of "belonging", or otherwise, to the learning group, fear of looking silly in class etc etc
affective variables
72
Where a speakers starts a sentence, abandons it and goes on with a continuation which is not a "grammatical completion: We saw a lot of people who-they were really quite strange. A common feature of spoken language.
Anacoluthon
73
A reading strategy. Running the eyes over a text looking for a word or phrase etc known or expected to be contained in the text. Eg looking at the index of a cookery book for the word MACKEREL: the reader first scans for the section with words beginning with "m", then runs the eyes down the column to find the exact word.
Scanning
74
Using information from outside the text - eg knowledge of the world - to interpret the text. Eg: a reader will interpret the word "family" differently in Jane is 42 and lives with her family in Leeds AND Jane is 14 and lives with her family in Leeds. EFL learners may fail to use top-down processing strategies and be over-reliant on bottom-up decoding.
top-down processing
75
This method arose in reaction to the way EFL had become over-dependent on published materials. It suggests that learning will be more effective when based on authentic communication between the teacher and the students in the classroom. Any materials which are used (eg magazine articles) are brought in by the students because they are genuinely interested in them. The teacher's role is that of a facilitator - working with the students to decide on the tasks they will do, and then focusing on the language which "emerges" from those tasks.
Dogme
76
This method first arose to meet the needs of immigrants in the United States. it was based on the idea of learning the language as a child learns its mother tongue - without the mediation of another language and without grammatical analysis. The main technique was the use of question-answer sequences between the teacher and the students.
Direct Method
77
This method teaches the L2 at the same time as teaching a content subject. The content subject (often an academic subject) is taught in the L2 and the language that the learners need is introduced as and when it is necessary.
Clil
78
This method was based on a structural view of language and the psychological theory of behaviourism. Key principles were : the exclusion of the L1; the use of repetition,substitution and other types of drill, and the careful control of ss' production in order to avoid error. Skills development was seen as a natural consequence of increased knowledge of the language.
Audiolingualism
79
This method emphasised the need for the learners to understand how the language was used, and to be able to exploit the language they had at their disposal, however limited that might be, to understand and interact with others. It was initially based on a functional/notional view of language, used activities such as information gap activities and roleplay, and emphasised that skills needed to be taught actively. Later it developed to include a number of approaches including eg Task Based Learning.
The Communicative Approach
80
This method was developed by Krashen and Terrel and is based on Krashen's five hypotheses of language acquisition.
The Natural Approach
81
This is another method based on Krashen's ideas. It is intended for the first 60 hours of a beginner's course and emphasises the need to provide a silent period. A typical (though not the only) technique is to insert a target structure or lexical area into an "if" clause and then add a command. Eg : If you're wearing trousers, stand up/ If you're wearing socks, walk to the door. Learners show that they understand by performing the actions, but are not forced to speak until they are ready.
Total Physical Response
82
In this method the teacher says very little. One model of a word/structure may be given, but the learner then uses visual aids (such as sound charts, cuisinaire rods and gesture) to guide the learners to formulate the target language. The aim is to reduce teacher dependence and to develop the learners' ability to take responsibility for their own learning. The method was developed by Gattegno.
The Silent Way
83
This method was developed by Lozanov and attempts to replace negative beliefs (eg "language learning is difficult") with positive ones (such as trust in the teacher), and to harness unconscious learning. The lessons are initially based on a text, read by the teacher rhythmically, and at times with baroque music playing. Practise emphasises games and enjoyment, and the achievement of a "childlike" attitude.
Suggestopedia
84
In this method it is the learners who decide what they want to talk about. They build up a recorded conversation sitting in a circle. Each learner decides what s/he wants to say and then records it on the tape. If s/he needs help, she whispers the sentence to the teacher in the L1, and the teacher provides the L2 version. The learner practises it until s/he is confident enough to record it. The conversation which builds up is then transcribed, and the learners have the chance to ask any questions they want to about the language. At the end the teacher facilitates a discussion on the effectiveness of the activity, helping the learners to decide how they could maximise its effectiveness.
Community language learning
85
Behaviourism : the idea that all learning (including language learning) is a matter of forming habits by repeating the target behaviour until becomes automatic.
Skinner
86
Constructivism : the idea that knowledge is not simply "transmitted" from teacher to student, but that the learner actively constructs meaning by incorporating the new knowledge with the old.
Vygotsky
87
Cognitive code theory: the idea that learning a language involves the brain assimilating the rules of the language.
Chomsky
88
THe idea that motivation is affected by a hierarchy of needs, with basic physiological needs such as oxygen and food at the bottom, and self-realisation at the top. Motivation towards each level becomes important when, and only when, the needs of the previous level have been satisfied.
Maslow
89
Scaffolding : the need for the teacher to provide support for the learners in order for them to be able to succeed at an activity
Bruner
90
The distinction between acquisition and learning
Krashen
91
If you teach a content subject (eg physics) in a second language, you are teaching CLIL.
False. CLIL involves teaching both the content and the language at the same time. the language needed to do the tasks in the lesson is explicitly scaffolded. The learners aren't expected to know it all already
92
In the Audiolingual method, every new word/structure was first heard by the student, and then pronounced before they were allowed to see the written form and then write it down. Therefore no unknown language was ever included in reading texts.
True. The texts used were all graded to include only the words and structures which had been taught so far. Exposure to unknown, and therefore half understood language was seen as increasing the risk of error, which would work against the establishment of the correct "habit". Eg if they saw a new word in its written form first, learners might get the wrong idea of how it was pronounced.
93
PPP is an example of a process approach to language learning.
False. The basis of PPP was the idea of teaching the language systematically bit by bit. The "bits" were the "product" of learning - to be taken in an assimilated during the PPP cycle. PPP is therefore a product approach - the emphasis was on what the learner learnt. In a process approach, on the other hand, the emphasis is on providing opportunities for acquisition. What exactly the learner learns is less important, and may differ from learner to learner.
94
Authentic texts were first seen as having an important part to play from the early stages of language learning in the Communicative Approach
True. It was no longer considered necessary to "protect" learners from the language in order to prevent error. On the contrary, encouraging learners to cope with and hypothesise about unknown language was seen as important in order to maximise their autonomy as learners and their ability to perform in the real situation, even when still at a low level.
95
- The repetition of a sentence structure or phrase within a piece of text, which helps to give cohesion to the text. it may be used for dramatic or rhetoricall effect.
- Ex. He didn't do it for love; he didnt't do it for fame; he did it for money.
- Political speeches will often use parallel syntax as a persuasive, rhetorical device. It's often found in advertisements for the same reason.
Parallel syntax
96
The Input - Hypothesis: Acquisition is dependent on the acquirer receiving comprehensible input. The input will contain language which is currently known ("i") but also some unknown language - which, if made comprehensible by the use of "i" - level language, and/or non verbal means such as gesture or demonstration, will become available for acquisition.
Krashen's view of language acquisition
97
The Output - Hypothesis: Comprehensible input is not enough. The acquirer also needs the chance to use the language and, when communication breakdowns occur, to negotiate meaning, so that s/he finds out what works and what doesn't.
Swain's view of language acquisition
98
What methodology? 1990 onwards
CLIL
99
What methodology? 1970 onwards
Communicative Approach
100
What methodology? 1940 onwards
Audiolingualism
101
What methodology? Early 20th century onwards
Direct Method
102
What methodology? In the 19th century
Grammar Translation
103
It is an approach to language teaching in which all decisions as to content and method are based on the teacher's reason for learning.
ESP
104
Communicative Syllabus Design - 1978
Munby
105
1. ...... is defined to meet specific needs of the learners.
2. ..... makes use of underlying methodology and activities of the discipline it serves.
3. ...... is centered on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse and genre.
ESP by Dudley-Evans
106
Types of ESP
- English for Business
- English for Occupational Purposes
- English for Academic Purposes
- Legal English and many others
107
ESP - Need Analysis usually involves...
- Questionnaire / Interview
| - Language Audit
108
ESP - Needs Analysis Interviews (wh-qu)
- Who should you ask?
- What should you ask?
- When should you ask?
- How should you ask?
- What are the problems?
109
Are ESP interviews enough?
| Needs Analysis can also involve.....
- Job shadowing
- Text analysis
- Research
110
ESP What do you want to know?
- What specific tasks must the learner perform in English?
- HOW? Speech or writing? Phone or F2F?
- WHAT will the content areas be?
- WHO will the learners use the language with, and WHERE?
- WHEN will the tasks be performed and HOW OFTEN?
HOW well can they already perform them?
WHAT are the priorities?
111
ESP - Task Analysis
Tasks must be analysed to determine what skills and language abilities they require:
- genre type and register
- key functions/notions and their linguistic realisation (structures/lexis)
- skills and microskills
