Advanced Language Concepts and Structures

Modal Verbs

• Auxiliary verbs that provide information about following verbs.

Four Language Systems

• Grammar
• Vocabulary
• Phonology
• Discourse

Free Morpheme

• A morpheme that can stand alone as a word.

Bound Morpheme

• A morpheme that cannot stand alone as a word.

Affix

• A bound morpheme that precedes, follows, or is within a root morpheme.

Discontinuous Morphemes (Circumfix)

• Bound morphemes attached to a root morpheme at both the beginning and end.

Advanced Language Proficiency Stage

• 5-7 years to acquire; full participation in grade-level classes; native-like grammar and vocabulary.

Five Variation Categories

• Phonetic variation
• Phonological variation
• Morphological variation
• Syntactic variation
• Semantic variation

Allophones

• Variations of a phoneme, such as aspirated /k/ and unaspirated /k/, representing the same sound in different phonetic contexts.

Automatic Translation

• A broad application of "applied linguistics," especially in the context of language acquisition and teaching, to include "automatic translation" relating to the scientific approach to teaching foreign languages.

Fricative Consonants

• Consonants produced by airflow impediment, creating friction, such as /f/, /θ/.

Direct Method of Second Language Acquisition

• Mimics child's first language acquisition; uses target language, avoiding native language explanations of grammar.

Allomorph

• Variations of a morpheme without changing meaning. Plural forms (e.g., /s/, /z/) are examples.

Complementary Distribution of Phones/Allomorphs

• Distinct phonetic environments where allophones can be observed and predicted; they are variants of the same phoneme.

Phonetic Alphabet

• System of symbols representing speech sounds.

Word Translation

• No specific information provided regarding this word.

Passive Voice

• Subject receives the action of the verb; the agent may be explicitly stated or omitted.

Polysemy

• Multiple meanings for a single word or phrase.

Suggestopedia

• Language teaching method using relaxation and suggestion to improve learning. Classical music and large quantities of information are used during lessons.

Series Method

• Language learning method mimicking children's first language acquisition; teachers demonstrate and verbalize actions while students mimic.

Authentic Use

• No specific information is provided.

Restricted Use

• No specific information is provided.

Clarification and Focus

• No specific information is provided.

Controlled Practice

• Limited use of the target language; learners practice language structures in contained settings and contexts.

Free Practice

• Unrestricted use of the target language; learners spontaneously use new language with diverse content.

Test-Teach-Test

• Assessment followed by instruction and practice; a learner-led activity followed by target-language introduction and practice.

CALLA (Cognitive Academic Language Learning Approach)

• Language learning through scaffolding; declarative, procedural, and metacognitive knowledge are grouped into learning.

Atomistic Approach

• Focus on individual components of a subject rather than the whole.

Content-Based Instruction (CBI)

• Language learning within subject matter context; learning language through academic subjects.

Language Across the Curriculum (LAC)

• Enhancing language skills by using them in other subjects, such as math or science.

Psycholinguistics

• Study of the relationship between linguistic behavior and psychological processes, including language acquisition.

Peer Correction

• Learners correct each other's work; a peer-led classroom activity.

Task-Based Situation

• No pre-determined language; the lesson depends on tasks completed; stages include pre-task, task, planning, report, analysis, and practice.

Task-Based Language

• Focus on authentic language use in meaningful tasks; examples include medical visits, interviews, or customer service interactions.

Metacommunicative Task

• Language manipulation and generalization exercises.

TEKS Guidelines

• Texas Essential Knowledge and Skills; state standards for student knowledge and abilities.

Push-in Instruction

• ESL teacher supports ELLs within general education classrooms during instruction.

Total Physical Response (TPR)

• Language-teaching method involving physical actions to correspond to target language commands.

Sheltered Instruction

• Engaging ELLs in grade-level content-area learning by using scaffolding and clear, direct language; supports mainstreaming of ESL students.

Concordance

• Linguistic analysis tool; arranging authentic language samples, highlighting a specific word or phrase within its context.

Classroom Assessment Techniques (CATS)

• Classroom tool to learn more about learners and enhance rapport/understanding in a teaching-learning setting. Activities use learners' understanding levels to shape instruction/discussion.

Chain Notes

• Note-taking activity where one group answers a question and then the notes are passed to the next to revise/ comment on/ or correct. Activity encourages collaboration and revisions.

Whilest-Use Method

• No specific information is provided.

Top-Down Processing

• Cognitive process starting with thoughts and moving to lower-level information.

Whole-Language Method

• Reading instruction emphasizing meaning and whole words over phonics.

Sociocognitive Approach

• Language acquisition as a social and interactive phenomenon incorporating cognitive aspects.

Teacher-Learner

• Individual/person who is teaching but is also learning about the teaching and learning process (not solely a beginning teacher.)

No Child Left Behind Act (NCLB)

• Federal legislation concerning how schools report, grant, and support students; specific provisions relate to English-language learners (ELL)

Castaneda v. Pickard

• Court-mandated three-step process for developing high-quality bilingual education: research-based programs, adequate resources, and access to the full curriculum.

Pre-Production (Stage I)

• Silent period; receptive vocabulary exceeding expressive vocabulary and a tendency to parrot.

Source Center ESL Programs

• No specific information is provided.

Submersion Model of Bilingual Education

• Exclusive use of the target language; non-native language not valued.

Heritage Language Program

• Maintenance of the native language; focused on learning and usage of native languages,

Language Exposure Time Model

• Value on first language; use in instruction.

Transitional Bilingualism Model

• Initial instruction in the student's native language transitions to English instruction; knowledge acquisition in native language supports understanding in the new language.

Speech Act

• Utterances with performative functions, reflecting the speaker's intentions and effects on the audience.

Pidginization

• Simplifying a language through contact with another; utilizing common linguistic aspects.

Speech Processing

• Study of speech signals, techniques for signal manipulation (manipulation, storage, and output). Includes speech recognition and synthesis.

Triangulation

• Getting information from multiple sources to assess ELL proficiency (observations, standardized tests, English proficiency tests).

Contrastive Analysis

• Comparing languages to explain target-language acquisition difficulties; links learning with the learner's native language.

Backchaining

• Drilling technique for difficult sounds, words, or phrases beginning with the last sound and moving backward.

Commission of Multicultural Education

• Dedicated to the understanding and appreciation of diversity in the classroom.

Plyler v. Doe

• States cannot deny education to illegal immigrants (amendment 14).

Lau v. Nichols

• Federal mandate for bilingual education or support for English language learners.

Meyer v. State of Nebraska

• U.S. Supreme Court case finding a Nebraska law restricting foreign-language education unconstitutional.

Formal Grammar

• Production rules for formal language strings.

Functional Grammar

• Language theory focusing on pragmatic social interaction.

Functional Load

• Importance of language features in distinguishing meaning; related to minimal pairs, where subtle differences create distinct meanings.

Input vs. Intake

• Input is all encountered language; Intake is the comprehended language used to develop the learner's linguistic system.

Humanistic Approach

• Language-teaching approach including Suggestopedia, TPR, the Silent Way, and Community Language Learning.

Silent Way

• Language teaching method emphasizing learner autonomy and active participation; silence as a means of focus, eliciting responses, and prompting self-correction.

Lexical Set

• Group of words sharing topics, functions, or forms.

Communicative Task

• No specific information is provided.

Task-Based Teaching/Target-Based Teaching

• Student-centered approach using authentic language in meaningful tasks to complete assignments.

Everyday Task

• No specific information is provided.

Minimal Pairs

• Word/phrase pairs differing by one sound, used to demonstrate distinct phonemes.

Early Production (Stage II)

• Short phrases and memorized language chunks; receptive/active vocabulary of approximately 1000 words.

Speech Emergence (Stage III)

• Simple phrases/sentences; receptive vocabulary of roughly 3000 words; simple conversation initiation.

Intermediate Fluency (Stage IV)

• 6000 active words; more complex sentences; expressing opinions, asking clarifying questions; beginning to synthesize and infer.

Advanced Fluent (Stage V)

• Near-native proficiency in content areas; exits ESL support, though continued support in certain subjects is needed.

Three Basic Views of Language

• Communicative, structural, and interactional.

Pragmalinguistic Failure

• No specific information is provided.

Major Tenants of the Series Method

• No specific information is provided.

Phonological Awareness Skill Levels

• Shallow: noticing phrases/sentences, similarities in sound sequences; Intermediate: words, syllables, onsets/rimes; Deep: sounds within, changing sounds to make different words, blending and segmenting sounds.

Target Situation

• Context of language use for Specific Purpose (ESP) students.

Metacommunicative Tasks

• Activities focused on how language works and learners' learning processes; identify sentence structures, verb patterns, and text forms.

Student Talking Time (STT)

• Time students spend speaking; contrasted with teacher talking time.

Types of ESL Programs

• Stand-alone ESL (language-focused): and ESL-plus (content area-focused)

Types of Language Variation Categories

• Phonetic, phonological, morphological, syntactic, and semantic.

This quiz covers advanced concepts in linguistics, focusing on modal verbs, morphemes, and their variations. It also explores the four essential language systems and the stages of language proficiency. Test your knowledge on the intricate details of grammar, vocabulary, phonology, and discourse.