Ling Ch 5

1. 1What is the role of phonology in the [blank_start]learning[blank_end] view methods?
   
   [blank_start]Grammar translation[blank_end]
   Essentially no role since you don't do speaking with this
   
   [blank_start]Direct Method[blank_end]
   Has speaking but the emphasis is not so much on the phonemes as it is on comprehending messages.
   
   [blank_start]Audio-lingual[blank_end]
   This one has drills, role plays, and stuff aimed at making your pronunciation better.
   
   [blank_start]Notational Functional[blank_end]
   Emphasis is on communication in real-life-like situations and not so much on pronunciation in and of itself.
   
   [blank_start]Suggestopedia[blank_end]
   Emphasis is on making the learner feel relaxed and having them role-play to get good pronunciation.
   

   1. Alearning
   2. Bacquisition
   3. CGrammar translation
   4. DDirect Method
   5. EAudio-lingual
   6. FNotational Functional
   7. GSuggestopedia
   8. HSilent Way
   9. INatural Approach
2. 2Indicate which of these are steps a linguist takes when performing contrastive analysis of the phonological systems of two languages.

   1. AFind all the phonemes in each language
   2. BFind all the allophones of each phoneme
   3. CDetermine which phonemes have a similar counterpart in the opposite language and which do not
   4. DWith the phonemees having a similar counterpart, compare and contrast the allophones
   5. EFind all the morphemes in each language
   6. FDetermine which morphemes are used lexically and which are used grammatically
3. 3Contrastive analysis is what the [blank_start]Audio Lingual Method[blank_end] is based on. It finds the [blank_start]similarities and differences[blank_end] between the L1 and the L2. What is assumed is that a learner will have more trouble learning things in the L2 that [blank_start]differ[blank_end] from their L1. Students will be given things like [blank_start]worksheets[blank_end] to help them focus special attention on the things that differ for them.

   1. AAudio Lingual Method
   2. BGrammar Translation Method
   3. Csimilarities and differences
   4. Dsimilarities
   5. Edifferences
   6. Fdiffer
   7. Gare the same as
   8. Hworksheets
   9. Iconstructive criticism
4. 4What are the problems with using contrastive analysis to decide what pronunciation-related things you teach to students?

   1. AYou could get the student to put unnecessary focus on areas of the L2 that are easy for them
   2. BYou could get the student to not focus enough on areas of the L2 that are harder for them
   3. CYou would probably have your students to exercises that have them consciously focus on differences between phonemes which would confuse them a lot more than if they just had to use those phonemes to distinguish meanings
   4. DYou would spend too much time trying to have your students acquire pronunciation and not enough on just showing them what the pronunciations are
   5. EYou would have your students practice dialogues too much and not drill them enough
5. 5These are examples of language learning exercises that are actually helpful for learning pronunciation.

   1. ATongue twisters
   2. BSongs
   3. CPoems
   4. DMinimal pair exercises
   5. EDrills
6. 6[blank_start]Tongue twisters[blank_end] work because the brain is good at picking up patterns and it gets confused by how the patterns in these either keep changing or use really complex combinations of voicing, articulation, etc.

   1. ATongue twisters
   2. BChants
   3. CMinimal pair exercises
7. 7What is the role of phonology in these [blank_start]acquisition[blank_end] view methods?
   
   [blank_start]Silent Way[blank_end]
   Teacher says things only once. Attempting to replicate it is the only practice students get.
   
   [blank_start]Community Language Learning[blank_end]
   Teacher translates what student wants to say and them repeating it is the only practice with phonology they get.
   
   [blank_start]Problem Posing[blank_end]
   The students get a little practice with phonology when trying to talk about and solve problems.
   
   [blank_start]Total Physical Response[blank_end]
   In the beginning stages the only phonology practice is from listening to what they're being told to do.
   
   [blank_start]Natural Approach[blank_end]
   Students learn phonology by first just listening to it and then speaking in really simple sentences that gradually become more complex.
   
   [blank_start]CALLA & SIOP[blank_end]
   The pronunciation practice comes from trying to learn content knowledge through the language.

   1. Aacquisition
   2. Blearning
   3. CSilent Way
   4. DCommunity Language Learning
   5. EProblem Posing
   6. FTotal Physical Response
   7. GNatural Approach
   8. HCALLA & SIOP
   9. ISuggestopedia
8. 8Pronunciation is never taught directly by teachers who hold an acquisition view.

   1. ARichtig
   2. BFalsch
9. 9The Natural Approach draws heavily from Krashen's [blank_start]Natural Order Hypothesis[blank_end] which says that every student's brain will learn the parts of a L2 in the same order so long as they're receiving [blank_start]comprehensible input[blank_end]. The order is [blank_start]almost the same as[blank_end] it would be if the language were an L1.

   1. Aalmost the same as
   2. Bvery different from what
   3. CNatural Order Hypothesis
   4. DLearning/Acquisition Hypothesis
   5. Ecomprehensible input
   6. Flanguage broken up into parts
10. 10In the Natural Approach, these are the stages learners go through on their way to fluency.
    
    1) [blank_start]Silent Period[blank_end]
    The learner begins to comprehend other people's speech but they can't yet produce any of their own.
    
    2) [blank_start]Early Production[blank_end]
    Students can now use a few basic words and short phrases.
    
    3) [blank_start]Speech Emergence[blank_end]
    The students are now producing longer phrases and sentences.
    
    4) [blank_start]Intermediate Fluency[blank_end]
    The students sentences are starting to get fairly complex.

    1. ASilent Period
    2. BEarly Production
    3. CSpeech Emergence
    4. DIntermediate Fluency
    5. EShort Period
    6. FTotal Fluency

11. 11These books are helpful for teaching language:
    
    [blank_start]Language Transfer Issues (2011)[blank_end]
    This one lists the problems that the ELLs from the ten most common L1s in American schools have with learning English and specifies which L1 causes which problems.
    
    [blank_start]Rhymes and Reasons (2000)[blank_end]
    This book explains the difference between phonological and phonemic awareness, lists several books that kids can acquire these things from, and explains how to use the books for this end.
    
    [blank_start]The Disappearing Alphabet Book (1997)[blank_end]
    This one shows kids how when you delete a letter from a word, you sometimes change it into another word (e.g. peel to eel) so they're mindful of this in their own writing,

    1. ALanguage Transfer Issues (2011)
    2. BRhymes and Reasons (2000)
    3. CThe Disappearing Alphabet Book (1997)
    4. DThe Icky Bug Alphabet Book
    5. ECommon L1 to L2 Problems
12. 12[blank_start]Phonological awareness[blank_end] is the ability to find and mess with units of language (morphemes, grammar parts, etc.) while [blank_start]phonemic awareness[blank_end] is specifically the ability to find and manipulate phonemes.

    1. APhonological awareness
    2. Bphonemic awareness
    3. Cphonics
13. 13The five levels of phonological and phonemic awareness are as follows:

    1. Aability to hear rhymes
    2. Bability to do oddity tasks like pick out words that start with a particular phoneme
    3. Cto blend or split syllables
    4. Dto apply phonics rules
    5. Eto make your own phonics rules
    6. Fto identify where phonemes begin and end
    7. Gto manipulate phonemes (add, delete, etc.)
14. 14[blank_start]Stanovich[blank_end] reviewed a bunch of research and noticed how good readers are always making themselves better and how poor readers read less over time and are always falling more behind because of it. He also noticed a correlation between [blank_start]phonemic awareness[blank_end] and the ability to read well but it wasn't clear which caused the other or if they developed by independent forces. He came up with the term [blank_start]reciprocal causation[blank_end] for his idea that the two forces amplify each other.

    1. AStanovich
    2. BClymer
    3. CBerdiansky
    4. Dphonemic awareness
    5. Ephonics knowledge
    6. Freciprocal causation
    7. Gbidirectional correlation
15. 15What sequence are these things taught in, in a learning view of phonology?
    
    1. [blank_start]phonological awareness[blank_end]
    2. [blank_start]phonemic awareness[blank_end]
    3. [blank_start]names and sounds of letters[blank_end]
    4. [blank_start]phonics rules[blank_end]

    1. Aphonological awareness
    2. Bphonemic awareness
    3. Cnames and sounds of letters
    4. Dphonics rules
    5. Egraphophonics
    6. Fmorphology
16. 16In 1962 [blank_start]Berdiansy et. al[blank_end] did the [blank_start]Southwest Regional Laboratory study[blank_end] where they analyzed over 6,000 words from school reading materials designed for [blank_start]elementary school children[blank_end]. They used [blank_start]phonemic transcription[blank_end] on each word to find the relationship between each spelling and phoneme. They then made a chart showing all the [blank_start]letter[blank_end] combinations associated with a particular phoneme. Then they counted how many times each combination was associated with a particular phoneme.
    
    If an association happened more than 10 times, it was called a [blank_start]rule[blank_end] and if it happened less than 10 it was called an [blank_start]exception[blank_end]. As a result of this, they found 211 relationships, 166 that qualified as [blank_start]rules[blank_end] and 45 that qualified as [blank_start]exceptions[blank_end].
    
    These are way too many rules for elementary children to learn and apply.

    1. ABerdiansy et. al
    2. BClumer et. al
    3. CSouthwest Regional Laboratory study
    4. DChymer Study
    5. Eelementary school children
    6. Fmiddle school children
    7. Gphonemic transcription
    8. Hphonetic transcription
    9. Iletter
    10. Jmorpheme
    11. Krule
    12. Lexception
    13. Mexception
    14. Nrule
    15. Orules
    16. Pexceptions
    17. Qexceptions
    18. Rrules
17. 17Phonics rules are generalizations of the correspondence rules thought to cover many situations with one rule (e.g. "When two vowels go a walking, the first one does the talking.")

    1. ARichtig
    2. BFalsch
18. 18In 1963 [blank_start]Chymer[blank_end] investigated the question of how often phonics rules apply and he gathered four widely used sets of [blank_start]elementary[blank_end] readers. He saw how each reader introduced [blank_start]different[blank_end] sets or rules and introduced them in [blank_start]differing[blank_end] orders. Some rules were found in all readers while other ones were unique to one or a couple readers. There was [blank_start]no[blank_end] standardization.
    
    He arbitrarily picked [blank_start]45[blank_end] of these rules to test. Then he got [blank_start]2,600[blank_end] words that elementary children were often expected to know. He gave them all phonetic spellings and then tested each word against the rules.
    
    His results showed that phonics rules [blank_start]vary widely[blank_end] in their usefulness from ones that work 98% of the time to ones that work no better than guessing (around 50/50).

    1. AChymer
    2. BMoustafa
    3. Celementary
    4. Dmiddle school
    5. Edifferent
    6. Fthe same
    7. Gdiffering
    8. Hthe same
    9. Ino
    10. Jgood
    11. K45
    12. L150
    13. Mvary widely
    14. Nare similar
    15. O2,600
    16. P10,350
19. 19Eye movement research has shown that people don't scan lines of text from left to right, even though it feels like we do. Rather, our fovea [blank_start]jumps[blank_end] from fixation point to fixation point, taking snap shots as it goes. Around each fixation point is what is called the [blank_start]foveal area[blank_end]. It is about [blank_start]6[blank_end] characters wide. Everything in this is seen clearly.
    
    On either side of it is the [blank_start]parafoveal area[blank_end] which fits [blank_start]15[blank_end] or so characters on either side. This stuff is never clearly seen. The brain just infers what is there and puts it together with the [blank_start]snap shots[blank_end] to create the illusion of continuous eye movement. This is basically the same as how we look at anything else and it's the reason the frames of a movie look to us to be continuous.
    
    Well, since we [blank_start]don't[blank_end] parse text in a linear fashion, we can't be merely applying phonics to make sense of what we're reading.

    1. Afoveal area
    2. Bfoveal disc
    3. C6
    4. D29
    5. E15
    6. F100
    7. Gparafoveal area
    8. Hparafoveal plate
    9. Ijumps
    10. Jparses continuously
    11. Kdon't
    12. Loften
    13. Msnap shots
    14. Ncurrent foveal fixation
20. 20Which of these are differences between phonics and graphophonics?

    1. APhonics is conscious while graphophonics is not
    2. BPhonics is seen as the most important cue while graphophonics is just one of three cue systems
    3. CPhonics is seen as a prerequisite for reading while graphophonics is the result of it
    4. DPhonics is seen as something you can test independently of reading while graphophonics can only be assessed in context
    5. EPhonics comes from active reading while graphophonics comes from active
    6. FPhonics is very useful for decoding words while graphophonics doesn't help at all
21. 21A reading [blank_start]miscue[blank_end] is when there is a difference between what is on the page and what students say during [blank_start]oral[blank_end] reading. Readers who make a lot of these usually rely [blank_start]too much[blank_end] on graphophonic information while proficient readers are also making ample use of context, [blank_start]semantics[blank_end], and syntax.
    
    When proficient readers make an oral reading mistake, it usually [blank_start]makes[blank_end] sense in the context of the story. In many cases the word they say [blank_start]doesn't even look or sound[blank_end] like what is actually on the page.
    
    So, this is evidence [blank_start]against[blank_end] the idea of graphophonics being the source of most reading errors.

    1. Amiscue
    2. Bmishap
    3. Coccurrence
    4. Doral
    5. Esilent
    6. Ftoo much
    7. Gnot enough
    8. Hsemantics
    9. Idiscourse analysis
    10. Jmakes
    11. Kdoes not make
    12. Ldoesn't even look or sound
    13. Mlooks or sounds exactly
    14. Nagainst
    15. Ofor
22. 22When an [blank_start]acquisition-oriented[blank_end] teacher is trying to help their students acquire graphophonic knowledge, they will do things like [blank_start]read aloud to them[blank_end], [blank_start]read along with them[blank_end], guide them as they read by themselves, and then have them [blank_start]read totally independently[blank_end]. This approach is called [blank_start]balanced reading[blank_end] or guided reading.

    1. Aacquisition-oriented
    2. Blearning view
    3. Cread aloud to them
    4. Dread along with them
    5. Eread totally independently
    6. Fbalanced reading
    7. Gbaton-passing reading
23. 23When acquisition teachers are choosing books to use to help ELLs acquire reading, there are several things they have to keep in mind. Select them from the list below.

    1. AAuthentic materials rather than ones written specifically to teach
    2. BThe language in it follows a predictable pattern
    3. CHas pictures and they help illustrate the meaning of the text
    4. DEngages students and gets them interested
    5. EDepicts people or situations that the ELLs can relate to
    6. FDeals with situations the ELLs are familiar with and thus it's easier for them to figure out what is going on
    7. GSystematically introduces new phonemes
    8. HSystematically introduces new grammar
    9. IPersuades the students to be more multi-culturally aware
24. 24When choosing books for the acquisiton of reading and the students are OLDER, what additional things must the teacher keep in mind?

    1. AThe text is limited rather than bombarding the students with whole walls of it
    2. BThe pictures and other graphics are suitable for the age group in question
    3. CIf it's a content book then it uses visuals like icons to help students figure out what is what
    4. DHow advanced the content is matches the level of the students
    5. EThe input is all about +5 since these are generally more proficient readers
    6. FMusic needs to be played to soothe the students because they're older and more likely to be self-conscious
25. 25Acquisition oriented teachers will use alphabet books to help their students learn the associations between letters and their sounds.

    1. ARichtig
    2. BFalsch
26. 26Phonics can be assessed [blank_start]independently[blank_end] because the teacher can have the student try to pronounce [blank_start]nonsense[blank_end] words or ones they probably haven't seen before.
    
    Graphophonics can only be assessed [blank_start]in the context of reading[blank_end] because teachers need to see how often they [blank_start]miscue[blank_end] and it is always evaluated along with their use of semantics and [blank_start]syntax[blank_end].

    1. Aindependently
    2. Bin the context of reading
    3. Cnonsense
    4. Dshort
    5. Emiscue
    6. Fsyntax
27. 27In a syllable, the part from vowel to end is the [blank_start]rime[blank_end] and the part before the vowel is the [blank_start]onset[blank_end]. In poetry, words that rhyme will have [blank_start]different[blank_end] onsets but the [blank_start]same[blank_end] rimes.

    1. Adifferent
    2. Bsame
    3. Crime
    4. Donset
28. 28In 1997 [blank_start]Moustafa[blank_end] looked at a bunch of research involving the learning of graphophonics by children. She noticed that kids intuitively know how to [blank_start]split[blank_end] syllables into onsets and rimes but they have trouble splitting them any other way. She concluded that the reason our brains are [blank_start]hardwired for[blank_end] this is because it helps us compare [blank_start]new words[blank_end] to words we already know and thus pick them up [blank_start]faster[blank_end].
    
    Thus, if children are allowed to pick up vocab from [blank_start]reading[blank_end] as opposed to having it directly taught, they can learn it faster because they get to take advantage of this [blank_start]inherent[blank_end] ability.

    1. AMoustafa
    2. BBerdinsky
    3. Csplit
    4. Dgroup
    5. Ehardwired for
    6. Fbad at
    7. Gnew words
    8. Hwords close in the sentence
    9. Ifaster
    10. Jslower
    11. Kreading
    12. Lspelling lists
    13. Minherent
    14. Nphony

Beschreibung

Linguistics Quiz am Ling Ch 5, erstellt von Starry . am 03/12/2018.

Autor

Starry .

Sprache

English

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4

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Erstellt am 3 Dez 2018 · aktualisiert am 5 Dez 2018

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linguistics

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