texes EC-6: competency 001 (oral language)
Order by
43 terms
Terms | Definitions |
|---|---|
 imitation | learning strategy that young children use to replicate someone's behaviors, actions, phrases, etc |
| phonology | study of the sound system of a language |
| phonemes | basic units of sound |
| morphology | set of rules for combining sounds into meaningful units |
| syntax | the structure of a phrase or sentence; entails the way in which words are organized and arranged in a language |
| semantics | the meanings of words and phrases |
| pragmatics | consists of rules for effective communication in different contexts; describes how context can affect the interpretation of communication. |
| connotation | the implied meaning of words and ideas |
| denotation | the literal meaning of words and ideas |
| communication disorders | Voice Disorders, Fluency Disorders, Articulation Problems, Language Processing Disorders |
| phonation | voice disorder; describes any kind of abnormality in the vibration. ex: hoarseness or extreme breathlessness |
| resonance | voice disorder; abnormalities created when sound passes through the vocal tract. ex: hyper-nasal sounds. |
| stuttering | fluency disorder; false starts or inability to produce intended sounds |
| cluttering | fluency disorder; occurs when children try to communicate in an excessively fast mode that makes comprehension difficult. |
| lisping | articulation problem; when children produce the /s/, /sh/, /z/, and /ch/ with their tongue between the upper and lower teeth |
| language processing disorders | generally caused by brain-based disturbance called aphasia |
| receptive aphasia | creates problems with listening comprehension and retrieval of words from memory. ex: repeating formulaic phrases and producing unintelligible sequences of words or sounds. |
| expressive aphasia | damage affects the speaking ability and causes specific problems with articulation and fluency. ex: speech produce is very slow. the sentences produced are generally very short and contain only necessary features to convey message. |
| global aphasia | brain bases disorder that affects both the receptive and expressive features of language. ex: produce minimal speech and comprehension is very limited. |
| language processing disorders | receptive, expressive, and global aphasia. |
| activities to promotes oral communication | dramatic play, language play, show and tell, puppet show, pair interview , presenting, reading to students, songs, rhymes, games, thinking out loud. |
| formal assessments of oral language development | peabody picture vocabulary test (PPVT) and test of oral language development (TOLD) |
| receptive language | ability to understand a message ex: sensitivity to phonemic distinctions in words, comprehension of word meanings, and awareness of pragmatic conventions. |
| expressive language | the ability to express oneself in language--to produce words, to choose correct vocabulary and grammar, and to follow pragmatic conventions. |
| scaffolding | refers to the adults help children learn complex skills such as language; providing a structure in which the children can develop his/her language skills. |
| english language learner | children whose native language is not english and whose oral language skills are less advanced than their classmates. |
| bilingual education | academic content is provided in the student's native language at the same time that English language instruction is given |
| english-as-a-second-language (ESL) | placed in an English class with other English learners who speak a variety of different languages |
| language experience approach (LEA) | instructional method that integrates oral and written language skills. ex: often focuses on shared experiences, such as a field trip or special event. |
| textless books/wordless books | help students connect spoken and printed language consist of sequences of pictures but no print. |
| Asking young children to read textless books allows them to practice...what? | vocabulary and to apply merging appreciation of narrative. |
| dialogic reading | conversations between a teacher a teacher and students about a story that has just been read. |
| word walls | lists of words that students are currently learning in places that the entire class can see |
| help students connect spoken and printed language by? | textless books, dialogic reading, and word walls. |
| critical listening | understand and evaluate he content of what someone is saying |
| listening for appreciation | used to appreciate and enjoy the message |
| active listening | focusing attention on a speaker through participation in activities relevant to the message ex: helping students retell simple stories, paraphrase important instructions, and ask appropriate questions when teacher/ other student is making a presentation. |
| ways to develop listening skills | critical listening, listening for appreciation, active listening. |
| metacognition | ability to reflect on and evaluate one's own thought process. ex: understanding that taking notes can help one remember, people draw different conclusions from same evidence |
| metalinguistic knowledge | from of metacognition that pertains to the ability to reflect on and evaluate language. ex: evaluate a spoken message on dimensions such as clarity, relevance, and effectiveness. |
| basal reader | collection of stories and other materials that is appropriate for students of a particular grade level. |
| thematic units | designed to teach several subjects through a sustained focus on a particular topic. |
| morphemes | smallest representation of meaning ex: cars is made up of two morphemes: basic root word and the plural morpheme "s" |
First Time Here?
Welcome to Quizlet, a fun, free place to study. Try these flashcards, find others to study, or make your own.