Test
Ling Ch 8
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Preguntas del test (17)
1Just like phonology has a natural so do the grammatical morphemes (some bound, some free.) Morphemes within batches can be learned in [blank_start]varying orders[blank_end] but one batch will be finished before the learner starts acquiring from the next.
Batch 1:
[blank_start]-ing (running)[blank_end]
-[blank_start]s (books)[blank_end]
[blank_start]copular to be[blank_end]
Batch 2:
[blank_start]auxillary w/ progressive (is going)[blank_end]
[blank_start]articles (a, the)[blank_end]
Batch 3:
[blank_start]Irregular past tense (went)[blank_end]
Batch 4:
[blank_start]-ed regular past tense (walked)[blank_end]
[blank_start]-s third-person singular (walks)[blank_end]
[blank_start]'s possessive (he's)[blank_end]- A-ing (running)
- Bpresent participle (has eaten)
- Cs (books)
- D's possessive (he's)
- Ecopular to be
- Fauxillary w/ progressive (is going)
- Gauxillary w/ progressive (is going)
- H-ing running
- Iarticles (a, the)
- Jpast participle (had eaten)
- KIrregular past tense (went)
- L-ed regular past tense (walked)
- M-ed regular past tense (walked)
- Nirregular past tense (walked)
- O-s third-person singular (walks)
- P-s plural (books)
- Q's possessive (he's)
- Rother copular verbs (seem)
- Svarying orders
- Tthe same order
2Regarding morphemes, the only real difference in acquisition order between English natives and emergent bilinguals is it takes them [blank_start]longer[blank_end] to learn how to use the copula as an auxiliary (e.g. is walking.)
- Alonger
- Bless time
3There is a best order for teaching morphemes but because it's dependent on what phonemes and syntax have been acquired, it's hard to say when a learner is ready to learn the next morpheme in the list.
- AVerdadero
- BFalso
4In the learning view, [blank_start]most methods[blank_end] teach morphology indirectly via themed activities where a certain form is repeated over and over or they have to repeatedly use it. In contrast, the [blank_start]Grammar Translation method[blank_end] teaches morphology directly along with direct teaching of other grammar.
- Amost methods
- Bthe Grammar Translation method
- CGrammar Translation method
- Dempricist methods
5Match the method with the role of morphology in it.
[blank_start]CALLA & SIOP[blank_end]
Themed lessons that teach morphology and academic content at the same time.
[blank_start]Silent Way[blank_end]
Cuisenaire rods represent morphemes
[blank_start]Other Rationalist Methods[blank_end]
No explicit attention in these methods.- ACALLA & SIOP
- BSilent Way
- COther Rationalist Methods
- Daudio lingual method
6Match the role of structural analysis with the respective view.
[blank_start]Acquisition-oriented[blank_end]
Identifying the word is just the means to the end of understanding what is being read.
[blank_start]Learning-view[blank_end]
The main goal is to just identify what word we're dealing with.- AAcquisition-oriented
- BLearning-view
7Which of these things are true about structural analysis?
- AIncludes things like looking at a derivational suffix to guess at a word's part of speech.
- BIncludes looking at prefixes and roots to get clues to the meaning.
- CBeing able to use this to quickly pick out common roots, prefixes, etc. can help students memorize new words faster.
- DIt is of limited usefulness and if too much of it is taught you hit the law of diminishing returns.
- EIt is something teachers should spend a ton of time teaching because the more word parts students know, the better.
- FIt helps students pronounce words but never helps guess at their meaning.
8Which of these are tenants from The Vocabulary Book by Graves?
- AExpose your students to lots of great examples of language in a variety of areas applicable to your classroom.
- BTeach the most useful words to know in your discipline.
- CTeach strategies to help students more quickly pick up new words in the discipline when they are encountered.
- DGet the students doing activities that help them be more conscious of how words work and that make them more interested in learning about words.
- EDrill the students hard until they have all the common and uncommon morphemes in their discipline down.
- FStudents learn best by having the teacher read vocab words out loud and then students repeat.
9If a person's L1 is an Asian language, then many words in their languages will be cognates of academic words in English.
- AVerdadero
- BFalso
10Which of these are difficulties students can run into when trying to apply structural analysis to words?
- ASometimes students will break the word into incorrect parts like turning hotel into hot + el.
- BThe pronunciation of an affix might assimilate with a sound next to it (like co- (/koʊ/) in cognate is pronounced /kag/ because of gnate being next to it).
- CA lot of prefixes and suffixes change their spelling depending on the word they find themselves in (e.g. co can be con, col, cor, etc.)
- DSometimes even when you can find all the morphemes and you know their meanings, they may only be metaphorically related to the word's definition
- EMorphemes are almost always impossible to identify in long words.
- FStructural analysis is not useful because it is learned rather than acquired knowledge
11How can a teacher make structural analysis more helpful to students?
- ATeaching them actual morphemes to search for
- BJust telling them, "Find the little words in the big words."
- CTeaching them common spelling variations of the morphemes they are taught
- DTelling them that often the literal meaning of a word's morphemes is only helpful for remembering the word's meaning and not necessarily for deciphering it in the first place
- ESpend a lot of time teaching them many morphemes.
12Sometimes it's hard to break a word up into its morphemes because depending on how you do so, you get different morphemes (e.g. co-gnate vs cog-nate.)
- AVerdadero
- BFalso
13Timeline of the Historical Development of Academic Vocabulary Part 1
43-410 : The Celts were living in what is now [blank_start]England[blank_end] and they spoke [blank_start]Celtic[blank_end]. The [blank_start]Romans[blank_end] occupied the area during this time. They introduced some Latin words like [blank_start]camp[blank_end] and port.
450 : The [blank_start]Angles and Saxons[blank_end] invaded what is now the U.K. They spoke Englisc. This language has words we still use like [blank_start]foot[blank_end], child, mother, and sun. The Celts were driven out of England into the [blank_start]North and West of the islands[blank_end]. Some Celtic words were adopted into [blank_start]Englisc[blank_end], including Latin words the Celts originally got from the Romans. These included Britain, London, [blank_start]cradle[blank_end], and babe. Finally, the Anglo-Saxons [blank_start]traded[blank_end] with the Romans and they got Latin words from that too.
597 : Missionaries reintroduced [blank_start]Christianity[blank_end] to Britain. They brought the Roman alphabet. They introduced religious Latin words like angel, [blank_start]disciple[blank_end], hymn, and priest.- ACeltic
- BGermanic
- CRomans
- DGreeks
- EEngland
- FNorway
- Gcamp
- Hfiasco
- IAngles and Saxons
- JGermans and Poles
- Kfoot
- Linvestigation
- MNorth and West of the islands
- Nmainland
- OEnglisc
- PGermanic
- Qcradle
- Rgeezer
- Straded
- Tfought
- UChristianity
- VIslam
- Wdisciple
- Xmohawk
14Timeline of the Historical Development of Academic Language - Part 2
787-1050 : The [blank_start]Vikings[blank_end] invaded Britain. They introduced [blank_start]demonstrative pronouns[blank_end] like they, their, and them. They also contributed some common nouns like husband, low, [blank_start]ugly[blank_end], and window.
1066 - 1350 : The [blank_start]Norman-French[blank_end] invaded England. Their language was the main language but English [blank_start]endured[blank_end]. They contributed around [blank_start]10,000[blank_end] words, most of them Latin but some that were originally French. Many [blank_start]Old English[blank_end] words were lost. Others co-existed with what was there before and either [blank_start]limited[blank_end] it's scope (e.g. pig became just the live animal) or was simply a [blank_start]synonym[blank_end] (e.g. fear vs trepidation.)
1400 : English became the [blank_start]main[blank_end] language again.
1500 - 1688 : The Renaissance happened and tons of new words poured in. For once words not only come from Latin but also [blank_start]Greek[blank_end]. These new words included democracy, [blank_start]education[blank_end], pneumonia, and atmosphere. They were the most [blank_start]complex[blank_end] words the language had had.- AVikings
- BGermans
- Cdemonstrative pronouns
- Dreflexive pronouns
- Eugly
- Fcontinuum
- GNorman-French
- HSwedes
- I10,000
- J5 million
- KOld English
- LOld Norse
- Mlimited
- Nwidened
- Osynonym
- Phomonym
- Qmain
- Rsecondary
- Sendured
- Tdied out
- UGreek
- VFrench
- Weducation
- Xpolicy
- Ycomplex
- Zsimple
15Getting so many different words at different times from different languages is why English has so many synonyms.
- AVerdadero
- BFalso
16[blank_start]WordSift[blank_end] is a website where you can drop in an excerpt from a text and it will go through and find the most common [blank_start]words[blank_end]. You can customize the way it searchers like to tell it which words in your text are also in a particular [blank_start]word list[blank_end]. You can use WordSift to identify what words to teach a class before they do their [blank_start]reading[blank_end] assignment. And it can give you lots of stats about your text like what the [blank_start]lexical density[blank_end] is.
- AWordSift
- BWikiHow
- Cwords
- Dphrases
- Eword list
- Fblack list
- Greading
- Hspeaking
- Ilexical density
- Jmass and density
17Spanish and English have a lot of cognates like [blank_start]historia[blank_end] and history and [blank_start]-mente[blank_end] and -ly but Spanish speakers who are learning English often don't realize this until [blank_start]the teacher[blank_end] points it out to them. Once they realize the [blank_start]similarities[blank_end] they're able to transfer some of their knowledge from the L1 into the L2.
However, cognates do not necessarily have the exact same [blank_start]semantic field[blank_end], so Spanish speakers can't assume that everything is the same.- Ahistoria
- B-mente
- C-uela
- Dthe teacher
- Etheir LAD
- Fsimilarities
- Gdifferences
- Hsemantic field
- Ispelling
Información
- Descripción
- Linguistics Test sobre Ling Ch 8, creado por Starry . el 19/12/2018.
- Autor
- Starry .
- Idioma
- English
- Visitas
- 10
- Etiquetas
- Valoración
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