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Online Teaching > Module 4 > Flashcards

Module 4 Flashcards

1
Q

The study of sound features used in a language to communicate meaning

A

Phonology

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2
Q

Features in English include

A

Pronunciation, word stress, sentence stress, and intonation

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3
Q

In English language teaching phonology is more broadly referred to as

A

Pronunciation

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4
Q

English is not a _____________ language

A

Phonetic

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5
Q

English has _____ vowels and ____ consonants

A

5 vowel and 21 consonants

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6
Q

Pronunciation of any one learner might be affected by a combination of factors:

A

Age, native language, interference learner, motivation, aptitude, prior pronunciation practice

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7
Q

Vowel sounds are made with the mouth _______ and the airway unobstructed

A

Open

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8
Q

__________ the flow or air is briefly obstructed in some way.

A

Consonant

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9
Q

In speech the exact number of vowels depends on

A

Regional accent

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10
Q

There are more then ___ English vowel sounds

A

20

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11
Q

_____________ are an important element of pronunciation

A

Diphthongs

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12
Q

A vowel sound that is composed of a sequence of two vowels

A

Diphthong

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13
Q

A unit of pronunciation having one vowel sound, with or without surrounding consonants, forming the whole or a part of the word.

A

A syllable

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14
Q

Word stress is where we say part of a _________ with greater energy

A

Word

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15
Q

A sound that is made by blocking the flow of air while speaking

A

Consonants

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16
Q

Stress can influence how sentences and incomplete sentences are

A

Pronounced

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17
Q

Two ways to show the class stress on a word or sentence

A

write the word on a board and using a symbol or hand gesture

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18
Q

Key word stress rules:

A
  • one word has only one stress, one word cannot have two stresses. If you hear two stresses you are hearing two words. Secondary stress in much smaller than the main (primary) stress, and is only used in long words
  • we can only stress vowels, not consonants
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19
Q

Sentence stress rules

A
  • content words are stressed, content words carry meaning (ex: main verbs, nouns, adjectives, adverbs, and negative auxiliaries) don’t can’t aren’t
  • structure words are unstressed grammar. Ex: pronouns, prepositions, articles, conjunctions and auxiliary verbs. Do, be, can, have, must
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20
Q

Word phrases, collocation, chunks and formulaic expressions is

A

Lexis

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21
Q

Phrasal verb

A

Verb plus a preposition or adverb

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22
Q

Added emphasis given to a specific word in a sentence due to the importance of that word in conveying meaning or due to the speakers intent.

A

Sentence stress

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23
Q

Words, phrases, collocations, chunks and formulaic expressions.

A

Lexis

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24
Q

A group of words or phrases that are about the same content topic or subject (ex: Storm, to rain, wind, cloudy)

A

Lexical

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25
Q

A common, often used expression that doesn’t make sense if you take it literally

A

Idiom

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26
Q

Connecting word sounds

A

Words that end with consonant followed by a word starting with vowel

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27
Q

Linking word stress

A

When we accentuate one syllable, stress is always on the vowel

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28
Q

Words, chunks, patterns

A

Lexical items

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29
Q

Actual language we use to express a function

A

Exponent

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30
Q

A speech sound that consists of either two vowels or a vowel and a semivowel contained in a single syllable

A

Diphthong

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31
Q

In language the smallest unit that carries meaning

A

Morpheme

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32
Q

Actual language we use to express a function

A

Exponent

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33
Q

Dictionary definition of a word

A

Literal meaning- denotation

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34
Q

Hyponyms

A

More specific word that constitute a subclass of a more general word

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35
Q

Rhythm

A

Sentence stress is what gives English its rhythm we change the speed of the small structure words so there’s still the same amount of time between content words

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36
Q

Movement of the level of the voice, rise and fall of the voice

A

Intonation

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37
Q

______ word in a sentence will have a main stress

A

One

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38
Q

Other words can be secondary stress which are

A

Not as strong as main stress and falls on words not as important

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39
Q

We use intonation to express

A

Emotions and attitude and to emphasize or make less important things we are saying less important

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40
Q

Intonation another important part of pronunciation. It is the

A

Movement of the level of the voice

41
Q

How to practice intonation

A
  • as a statement
  • with surprise
  • with happiness
  • as a question
  • to emphasize a specific word
42
Q

Different intonation patterns can show many different

A

Meaning

43
Q

Sentence stress is what gives English its

A

Rhythm or beat

44
Q

The end of the end of one word connecting to the beginning of the next word is

A

Linking

45
Q

Linking is a

A

Naturally occurring phenomenon in speech of every native speaker of English

46
Q

Major feature of linking is when

A

A word ending in a consonant sound precedes a word beginning with a vowel sound (don’t eat apples)

47
Q

Minimal pairs

A

Pair of words that differ in only one phoneme (ex: ship, sheep, hut, hat)

48
Q

Teacher establishes the context/setting and presents key vocabulary

A

Contextualized minimal pairs

49
Q

Ways to teach

A 
Visual aids 
Tongue twisters 
Rhymes and jingles 
Linking 
The phonemic alphabet 
Same or different 
Stop me 
Listen 
Pictures
50
Q

The phonemic chart

A

Provides a set of symbols, each on intended to represent an individual sound of the language irrespective of the way it appears in the standard written script.

51
Q

The individual sounds of English are called

A

Phonemes

52
Q

A set of symbols representing the sounds of phonemes is called the

A

Phonemic alphabet

53
Q

Lexis is both the teaching of vocabulary and certain areas of

A

Grammar together

54
Q

Words, phrases, collocations, chucks, and formulaic expressions

A

Lexis

55
Q

Lexical items

A

Chunk and patterns

56
Q

Lexis umbrella

A

Grammar and vocabulary sections

57
Q

A lexical set is a

A

Group of words with the same topic, function or form.
Ex: cat, dog, tortoise, goldfish (topic lexical set pets)
Happily, completely, dramatically (part of the lexical set of adverbs

58
Q

Connotation refers to the

A

Association or positive or negative feelings, which a lexical evokes. It is an idea or feeling which a word invokes for a person in addition to its literal or primary meaning

59
Q

Denotation is generally defined as the

A

Literal meaning or dictionary meanings of a word in contrast to its connotative or associated meaning.

60
Q

A speech act is measured against sociocultural norms

A

Appropriateness

61
Q

The smallest linguistic unit that has meaning.

A

Morpheme

62
Q

Unapproachable has ________ morphemes

A

3

Un-approach-able

63
Q

Part of the word that comes before the base

A

Prefix

64
Q

Word or part of the word to which prefixes and suffixes are attached to new forms

A

Base or stem

65
Q

Part of the word that comes after the base.

A

Suffix

66
Q

Adding prefixes and suffixes comes under the umbrella heading of

A

Affixation

67
Q

Affixation means

A

The linguistic process speakers use to form different words by adding morphemes

68
Q

Compound words are formed by

A

Combining two items. These items can be two nouns, or a noun and a verb or a gerund and a noun

69
Q

Gerund is the

A

-ing form of a verb used as a noun

70
Q

Compounding can be in a single word or out of two separate words. Examples:

A

Bookcase, lifeguard or following-up, white-collar, paper-clip

71
Q

Synonyms can be any part of speech as long as both words

A

Belong to the same part of speech

72
Q

Synonyms Ex:

A

Verb: buy and purchase
Adjective: big and large
Adverb: quickly and speedily
Preposition: on and upon

73
Q

Items that mean opposite

A

Antonyms

Ex: rich and poor

74
Q

Hyponyms

A

Serve a specific example of general concepts

Ex: dog, cat, donkey are hyponyms of animals

75
Q

Phrasal verbs, idioms and collections present a huge challenge to

A

L2 learners

76
Q

Phrasal verbs consist of

A

A verb plus an adverb

Ex: look up, look for, look forward

77
Q

Idioms

A

Series of fixed lexical items that have their own figurative meaning different from their literal component elements.
Ex: that’s a given or he is going cap in hand

78
Q

An arrangement of two or more words or other elements

A

Collocation

79
Q

Deduction

A

Students see the text that contains vocabulary items and deduce the meaning of the item based on the surrounding language

80
Q

Miming or gesturing

A

Students guess the meaning of a vocabulary item based on actions of the teacher doing the miming

81
Q

Function is a

A

Communicative act

82
Q

Function is the use of

A

Language to achieve a purpose.

Ex: advising, requesting, apologizing, complaining, inviting

83
Q

Communicative functions are a big part of CLT since they promote

A

Authentic communication

84
Q

CLT

A

Communicate Language Teaching

85
Q

Exponents

A

The actual language we use to express a function. It’s the words we use within the function.
Ex: making a suggestion (why don’t you come over?)
Agreeing (I’d go along with that)

86
Q

Exponents express different levels of

A

Formality

87
Q

When teaching functions and exponents you need to:

A
  • establish the relationship between the speaker in example and practice activities
  • make the context clear to students
  • highlight the grammatical form
  • ensure the meaning is understood
  • provide students with plenty of controlled oral practice
88
Q

Functions in communicative language teaching

A
  • students need to understand the meaning and the communicative function of a language in order to learn the language.
  • basic communication gnosis can be expressed in terms of situations, functions and topics
  • these functions represent the basic units underlying a communicative system more realistically than the categories of lexis (vocabulary) and grammar, which may be taught detached from particular communication context.
89
Q

Teachers should strive to balance

A

Form, meaning, and use

90
Q

Form

A

The visible and audible parts of vocabulary, functional expressions and grammar units: the spelling, phonemes, syllable stress, word in a phrase, prefixes or suffixes, syntax (word order), choice of noun or verb etc. for a particular place in a sentence and or punctuation. Mechanics of a language

91
Q

Two parts of meaning:

A

1) what is literal or essential meaning of the word, phrase, functional expression or grammar structure.
2) what does it mean in the context it’s being used in

92
Q

Meaning is the mental image/comprehension that is generated by the

A

Grammar or vocabulary

93
Q

Use:

A

The words, functional expressions, grammar structures we choose to use are determined by the situation we are in and or what we want to communicate to our listeners

94
Q

The form and meaning of structure need to be integrated into the lesson through

A

Topics, situations and functions for them to be learned effectively and be used

95
Q

Analysis durning your lesson planning stage consider questions like these:

A
  • what is the form
  • is this a “rule”
  • are there exception to the rule
  • do I need to introduce new (grammar) terminology or not
  • how can I take them from the past to the past perfect tense?
  • is the form static
  • are there any irregularities in form?
  • how can I best explain the meaning?
  • how can it be used? How does the context affect it.
96
Q

When correcting your student verbally provide

A

Quick feedback that explains why an error is wrong

97
Q

Not all errors should be corrected immediately, especially when

A

Working on fluency

98
Q

Correcting multiple errors at once should generally be

A

Avoided so students can focus on one primary idea to improve.

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