Midterms Lcs Reviewer PDF

LANGUAGE, CULTURE, AND SOCIETY 6. Which of the following is/are TRUE about viewing skills? I. They allow students to pause and reflect and think about the MID...

LANGUAGE, CULTURE, AND SOCIETY 6. Which of the following is/are TRUE about viewing skills? I. They allow students to pause and reflect and think about the MIDTERMS REVIEWER images they are seeing and analyze or evaluate further these visuals for better use. REVIEW EXERCISE II. It includes giving meaning to the images or visuals and even 1. The word "language" comes from the Latin term with computer programs and websites which have printed and _____________. spoken words. - lingua III. Viewing gives an avenue for students to understand things 2. Language is associated with human __________ and and gain knowledge through information. __________________ means of expressing ideas and IV. Viewing skills are not essential in this age of technology. feelings. - I, II and III only - vocal; auditory 7. Which of the following does/do NOT pertain to critical viewing? 3. Which of the following is/are true about learning a language? I. This is the ability to understand and evaluate information I. Macro language skills are all interconnected. from visuals. II. When one learns a new language, the best effort to do is by II. This is the ability to analyze the composition of a picture. engaging all these skills in a balance. III. This is the skill to decipher the meaning from visuals. III. The micro skills that are not in use and practiced well will IV. This is the skill to create visuals to effectively convey the eventually become the weaker skill of the individual. ideas in mind. IV. Macro language skills are not interconnected. - III and IV only - I, II and III only 8. All of the following pertain to the elements of Canale and 4. Which of the following pertains to "sociality, relationship and Swaine's Communicative Competence Theory EXCEPT - affect" in speaking? I. Grammatical Competence - slang II. Sociolinguistic Competence 5. What is/are the benefit/s of reading aloud? III. Discourse Competence I. This can be a technique to improve poor readers' word IV. Poetic Competence identification in context. - IV only II. A person learns to correct and detect errors that the reader 9. Which of the following is/are TRUE about first language? produced. I. Whatever the language used and learned by a person from III. It improves proper pronunciation and enunciation. birth until the critical period IV. It limits the opportunity to understand vocabulary words. II. Whatever the language used and learned by a person from - I, II and III only birth until the person's last breath III. It may be the language used in the house. 1  IV. The language that individuals learned first and speak best; LANGUAGE used especially when someone speaks more than one language. - I, III and IV only 10. All of the following are TRUE about macro linguistics Etymology of Language EXCEPT - I. Looks at linguistic with broader view Comes from the Latin term “lingua” which means tongue and the French II. looks at linguistics with a narrower view term “langue” which means the term itself. III. the focus is more on the structures of the language system in Primarily a human and non-instinctive method of communicating ideas, itself and for itself emotions, and desires through a system of voluntarily produced symbolic IV. the focus is on the way languages are acquired and stored in symbols. (Sapir) the brain Goes beyond just describing real situations, for it primarily aims to form the - I and III only components of culture (Sapir-Whorf Hypothesis) 11. This is the field of study that looks at how linguistics can help In its widest sense, it means the total of such signs of our thoughts and understand real life problems in areas of psychology, sociology feelings as are capable of external perception and as could be produced and and education. repeated at will (A. H. Gardiner) - Applied Linguistics 12.This is a term referring to the emerging Englishes which are The expression of thought utilizing speech-sounds. (Henry Sweet) products of influences by the United Kingdom or the United A system of communication by sound i.e., through the organs of speech and States. hearing, among human beings of a certain group or community, using vocal - World Englishes symbols possessing arbitrary conventional meanings. (Mario A. Pei & 13.This model refers to the parent countries of English. Frank Gaynor) - Inner Circle Associated with human vocal and auditory means of expressing ideas and 14.This is another term for a multilingual. feelings - Polyglot Entire multifaceted phenomenon 15.Which of the following is/are categories of discourse analysis? I. socio-cultural analysis 5 MACRO SKILLS II. synthetic analysis 1. Listen III. structural analysis 2. Speak IV. non-cognitive analysis 3. Read - I, II and III only 4. Write 5. View 2 Are these skills interrelated? Yes. 5) Don’t speak while the person is speaking. 6) When the speaker pauses, you may ask clarifying questions. 1. LISTENING 7) Ask relevant questions. - is often confused with hearing. While hearing is a biological process that 8) Put yourself in the speaker’s place. can be scientifically explained, listening is a neurological cognitive process 9) Give feedback. regarding the processing of auditory stimuli received by the auditory 10)Focus as well to nonverbal cues. system. LISTENING SKILLS DEFINITION 2. SPEAKING Receiving - involves expressing ideas and opinions, expressing a wish or desire to do ➔ means hearing or receiving sounds. something, negotiating or solving problems or establishing and maintaining Focusing social relations. ➔ means paying attention to the sounds. Deciphering SPEAKING INVOLVES: ➔ means decoding the words received and focused upon. ❖ Meaning – connotation, denotation, grammar Accepting ❖ Sociality, Relationship, Affect – formal, informal, slang, turn-taking ➔ means interpreting the message as intended by the speaker. ❖ Cultural Issues – class, ethnicity, nationality, religion, gender, dialect Storing ❖ Performance – articulation, projection, pronunciation ➔ means putting the accepted message in mind for future use. ❖ Sound Elements – how volume, pitch, pace and nature of sound complement/contradict/replace words 3 TYPES OF LISTENING 1) Passive Listening FUNCTIONS OF SPEAKING 2) Active Listening Interaction – social conversations 3) Competitive Listening Transaction – happens when someone wants to cut across a message. Performance – when the audience accepts the message spoken. 10 STEP TO EFFECTIVE LISTENING 1) Look at the speaker in the face and eyes. 3. READING 2) Focus and give attention but relax. - A multifaceted process involving word recognition, comprehension, 3) Be open-minded. fluency and motivation 4) Listen and picture what the speaker is saying. - Making meaning from print 3  READING MAY BE: 5. VIEWING A. Oral Reading - allow students to pause and reflect and think about the images they are B. Silent Reading seeing and analyze or evaluate further these visuals for better use. - give an avenue for students to understand things and gain knowledge FOUR DIFFERENT KIND OF READING through information, which is communicated by others especially with the 1) Skimming - moving the eyes quickly over text on a page, to get the main use of technology. idea or "gist" of a selection. - is very important especially in this age of technology. 2) Scanning - looking for a specific item of information in a selection. - Ideas may be presented through pictures, graphics, posters, drawings, 3) Extensive reading - (usually for shorter selections) reading for pleasure or videos, web pages and multimedia. just to get a broad understanding of the material. 4) Intensive reading - (usually for longer selections) extracting specific VISUAL LITERACY information, accurate, in-depth reading for details. Skill to decipher the meaning from visuals (Georgis, 1999) Ability to create visuals to convey effectively the ideas in mind 4. WRITING (Valmont, 2003); Heinish, 1999) - is the process of using symbols (letters of the alphabet, punctuation and spaces) to communicate thoughts and ideas in a readable form. CRITICAL VIEWING Skill to understand and evaluate information from visuals Ability to analyze the composition of the picture. Communicative Competence - Refers to the knowledge one has on morphology, phonology, syntax including how and when to use these appropriately in utterances. - Proper and efficient communication flow and the skill to utilize and acclimate this expertise in different situations. - Dell Hymes & Noah Chomsky - The ability to understand and use language effectively to communicate in a wide variety of contexts and for a variety of purposes. 4  Canale and Swain’s Communicative Competence Theory - cultural references (e.g., idioms, expressions, background knowledge) ❖ DISCOURSE 3 PRINCIPLES: Understanding how ideas are connected through 1) CP – Communication Principle - patterns of organization (e.g., ideas can be organized sequentially, by - Activities that push students to use language in a communicative importance, by comparing and contrasting) context. - conjunctions (and, or, because) 2) TP – Task Principle - transition words (first, next, also, however, for instance, therefore, etc.) - Teachers provide real-life activities. 3) MP – Meaningful Principle First Language vs. Second Language - Must choose carefully authentic and engaging activities that create meaning for students for learning to take place and endure. FIRST LANGUAGE ❖ LINGUISTIC - Language used and learned by a person from birth until the critical period. Understanding and using - Language used in the house. - vocabulary - language conventions (e.g., grammar, punctuation, spelling) The critical period hypothesis says that there is a period of growth in which - syntax (e.g., sentence structure) full native competence is possible when acquiring a language. This period is from early childhood to adolescence. ❖ STRATEGIC Using techniques to CRITICAL PERIOD HYPOTHESIS - overcome language gaps Natural language acquisition - the ages of 2-12 (years old) - plan and assess the effectiveness of communication Brain - achieve conversational and written fluency - before age 2 the brain in not ready; - modify text for audience and purpose - after the age of 12 the brain looses its plasticity; The Critical Period Hypothesis limits both native language learning (L1) ❖ SOCIO-LINGUISTIC and second language learning (L2). Having awareness of - social rules of language (e.g., formality, politeness, directness) - non-verbal behaviors 5 SECOND LANGUAGE 3. MORPHOLOGY - personal choice - the study of word structure, the way words are formed and the way their - Takes effort and a conscious will by familiarizing with vocabulary, form interacts with other aspects of grammar, such as phonology and pronunciation, functions and rules of language. syntax. MICRO AND MACRO LINGUISTIC STUDIES 4. SYNTAX - In linguistics, "syntax" refers to the rules that govern the ways in which words combine to form phrases, clauses, and sentences. MICROLINGUISTIC - The term "syntax" comes from the Greek, meaning "arrange together." - Micro-linguistics focuses on the details of language itself, including its - The term is also used to mean the study of the syntactic properties of a sounds, grammatical structures, syntax, and meanings. language. - Look at linguistics with a narrower view. - Focus is more on the structures of the language system in itself and for 5. SEMANTICS itself. - the study of meaning in language - It can be applied to entire texts or to single words. 1. PHONETICS - For example, "destination" and "last stop" technically mean the same thing, - the study of human sounds in general but students of semantics analyze their subtle shades of meaning. 2. PHONOLOGY - the classification of the sounds within the system of a particular language or 6. PRAGMATICS languages. - the study of how context contributes to meaning - encompasses phenomena including implicature, speech acts, relevance and PHONETICS vs. PHONOLOGY conversation. - Remember, phonetics is the ability to pronounce individual speech sounds. - Phonology is the awareness of the sound patterns and rules by which MACROLINGUISTIC sounds are combined and spoken. - a field of study concerned with language in its broadest sense and including cultural and behavioral features associated with language. 6 1. PSYCHOLINGUISTICS 5. COMPUTATIONAL LINGUISTICS - The discipline that investigates and describes the psychological processes - Computational analysis is often applied to the handling of basic language that make it possible for humans to master and use language. data—e.g., making concordances and counting frequencies of sounds, - Psycholinguists conduct research on speech development and language words, and word elements— although numerous other types of linguistic development and how individuals of all ages comprehend and produce analysis can be performed by computers. language. 6. APPLIED LINGUISTICS 2. SOCIOLINGUISTICS - Applied linguistics is a field of study that looks at how linguistics can help - examines all aspects of the relationship between language and society understand real-life problems in areas such as psychology, sociology and - Sociolinguistic research in multilingual communities encompasses bilingual education. or diglossic communities, where languages are used for distinct functions, code-switching, including the reasons and grammatical constraints on GLOBAL LANGUAGE switches, research on the reasons for language shift and death, as well as on - is no official definition of "global" or "world" language, but it essentially pidgin and creole languages. refers to a language that is learned and spoken internationally, and is characterized not only by the number of its native and second language 3. NEUROLINGUISTICS speakers, but also by its geographical distribution, and its use in international - The study of language in the brain, describes the anatomical structures organizations and in diplomatic relations. (networks of neurons in the brain) and physiological processes (ways for - A global language acts as a "lingua franca", a common language or dialect these networks to be active) that allow humans to learn and use one or more systematically used to make communication possible between people who do languages. not share a native language or dialect, in particular. 4. DISCOURSE ANALYSIS - Discourse analysis, also called discourse studies, was developed during the 1970s as an academic field. - Discourse analysis is a broad term for the study of the ways in which language is used between people, both in written texts and spoken contexts. 7  PLURALITY OF ENGLISH WORLD ENGLISH / ENGLISHES THE POWER OF ENGLISH - Kachru (1986) establishes the authority of the English language by - World English: is the concept of the English language as a global means of looking into its “range” and “depth.” communication in numerous dialects, - The range of English refers to the totality of functions which it has - the movement towards an international standard for the language. acquired as it spreads around the globe. - It is also referred to as Global English,World English, Common English, - Its depth refers to the amount of societal penetration it has achieved. Continental English or General English. Example: Those countries that have moved from the Inner to the other circles. WORLD ENGLISH - Although difficult to assess, depth can be gleaned through pluricentricity of Among the varieties of English, there is a division into English and the development of varieties within an educated variety in the - the "Old Englishes" (usually British, American,Australian, Canadian Outer Circle. and a few others) and; - Putting together the depth and range of English, the following are Kachru’s - the "New Englishes" that have emerged in such nations as India, useful parameters of the power of the language. Nigeria, Singapore, and the Philippines. 1) Demographical and numerical 2) Functional 3) Attitudinal 4) Accessibility 5) Pluricentricity 6) Material PHILIPPINE ENGLISH Loan words and loan blends such as the following form part of the everyday vocabulary of Philippine English: 8 - balikbayan box, n. (1984) – a carton shipped or brought to the Philippines Aside from direct borrowing, Filipinos employ a range of other methods to from another country by a Filipino who has been living overseas, typically create new words, such as adding derivational affixes, creating new containing items such as food, clothing, toys, and household products. compounds, - barangay, n. (1840) – a village, suburb, or other demarcated neighbourhood; shortening and blending of words, inventing new initialisms: a small territorial and administrative district forming the most local level of - batchmate, n. (1918) – a member of the same graduation class as another; a government; from Tagalog. classmate; formed by combining batch, n. with mate, n. - barkada, n. (1965) – a group of friends; from Tagalog, ultimately from - KKB, int. (and adj.) (1987) – ‘Kaniya-kaniyang bayad’, lit. ‘each one pays Spanish barcada ‘boat-load’. their own’, used esp. to indicate that the cost of a meal is to be shared. - despedida party, n. (1929) – a social event honouring someone who is about - mani-pedi, n. (1972) – a beauty treatment comprising both a manicure and a to depart on a journey or leave an organization; a going-away party; a blend of pedicure; formed by clipping and blending the words manicure, n. and Spanish and English. pedicure, n. - estafa, n. (1903) – criminal deception, fraud; dishonest dealing; from - presidentiable, n. (1840) – a person who is a likely or confirmed candidate Spanish. for president; formed by adding the –able suffix to president, n. - kikay kit, n. (2002) – a soft case in which a woman’s toiletries and cosmetics are stored; blend of Tagalog and English. MULTILINGUALISM - pan de sal, n. (1910) – a yeast-raised bread roll made of flour, eggs, sugar and salt, widely consumed in the Philippines, especially for breakfast; partly from - is generally understood to mean knowledge of more languages than a native Tagalog, partly from Spanish. language. - pasalubong, n. (1933) – a gift or souvenir given to a friend or relative by a - It is a language term that moves from monolingualism (knowing one person who has returned from a trip or arrived for a visit; from Tagalog. language) beyond bilingualism (knowing two languages) into the realm of - sari-sari store, n. (1925) – a small neighbourhood store selling a variety of knowing many, or multiple, languages. goods; blend of Tagalog and English. - sisig, n. (1987) – a dish consisting of chopped pork, onions, and chillies; from MAXIMAL versus MINIMAL Kapampangan. A. Maximal - suki, n. (1941) – a buyer or seller involved in an arrangement whereby a - Speakers equally proficient in 2 or more languages. customer regularly purchases products or services from the same provider in B. Minimal exchange for favourable treatment; also the arrangement itself; from Tagalog. - Speakers who can successfully cut across their messages even if they are not fluent in the second or third language. 9  BENEFITS OF MULTILINGUALISM Sociocultural CAUSE OF MULTILINGUALISM - Understanding of other world cultures 1) Globalization - Increased empathy development 2) Migration - Enhanced connection to heritage cultures 3) Intermarriages - Promotes global awareness, reduced discrimination, improved self-esteem, and stronger cross-group relationships MULTILINGUAL CLASSROOM ISSUES Cognitive 1) Cultural differences and background. ➔ Executive function 2) There is no common language. ➔ Attentional control 3) Students are making different mistakes in structure and pronunciation. ➔ Task switching (mental flexibility) 4) Students have different learning styles. - Delays onset of age-related cognitive decline & of Alzheimer's disease 5) Possible pressure from parents in case they pay money for the education of - Increased intellectual flexibility their children. Educational - Comparable or higher academic achievement of students in dual language programs as compared to students in English only programs. - Improved learning outcomes in various subjects - Bilingualism associated with increased high school graduation rates among children of Immigrants - Leads to increased levels of creativity - Promotes higher levels of abstract thought and reasoning - Engenders enhanced metalinguistic awareness to support the learning of other languages in the future. Economic - Greater Job opportunities in multiple public & private sectors. - Greater business opportunities - Bilingualism raises occupational status & earning potential - Language skills are in high demand for employment with Federal & State governments 10