154 ESL Supplemental: Domain I
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25 terms
Terms | Definitions |
|---|---|
 Phonetics | articulation and perception of speech sounds |
| Phonology | the sound system of a language |
| Morphology | the study of the structure and formation of words |
| Syntax | the grammatical arrangement of words in sentences |
| Lexicon | a language user's knowledge of words |
| Semantics | the study of language meaning |
| Suprasegmentals | stress, intonation, loudness, pitch level, juncture, speaking rate |
| Pragmatics | the use of language in a social context |
| phoneme | in a language, the smallest distinctive sound unit |
| allophone | a variant of a phoneme that does not change meaning |
| code switching | Shifting back and forth between languages in the same conversation. |
| Homophone | two words which are pronounced the same way but differ in meaning or spelling or both (e.g. bare and bear) |
| Aquisition Learning Hypothesis | Acquisition by subconscious process and learning through instruction are two separate processes and learners do both to acquire language. |
| Natural Order Hypothesis | Grammatical structures are acquired in a predictable order, irrespective of the language being learned. |
| Monitor Hypothesis | an internal editing device which comes into play when there is sufficient time and conscious knowledge to communicate correctly. |
| Input Hypothesis | Language acquisition is the result of comprehensible language input and not of language production. |
| Affective Filter Hypothesis | Filter that determines how much a person learns in a formal or informal language setting. Comprises affective elements that may block the acquisition process. |
| Silent Stage Period | Students new to acquiring language are silent until comfortable speaking. May last up to one year. |
| Common Underlying Proficiency of Languages (CUP) | Explains that in surface languages appear to be different. In deep structures, languages are interdependent. |
| Basic Interpersonal Communication Skills (BICS) | Social/conversational language which learners develop approximately within the first two years after initial exposure to new language. |
| Cognitive Academic Language Proficiency (CALP) | Academic language which learners develop within five to seven years without ESL methods. |
| Context-Embedded | Provides many cues for the learner to access information (realia, video, plays, illustrations). |
| Context-Reduced | Learner must rely on language to access information (lecture, reading a text, worksheets). |
| Cognitively Demanding | Learner must have enough background knowledge to scaffold new ideas that are academically challenging. |
| Cognitively Undemanding | Language required is social and not specialized. |
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