11995809
Description
Flashcards by Paula Gabriel, updated more than 1 year ago
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Created by Paula Gabriel
about 6 years ago
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| Question | Answer |
| definition of language | human ability to acquire and use complex systems of communication |
| Definition of Dialect | regional variety of a language, sub forms that are still comprehensible |
| categories of dialects | british isles dialects, dialects of north america, dialects of australia |
| definition of accent | distinctive way of pronouncing, associated with particular country, area or social class |
| RP | =received pronunciation accent of standard english in the UK, comes from accepted |
| Estuary English | -southeast of England non rhoticity - ca: intrusive r - draw´r´ing southern vowel splits - t glottalisation - better |
| Cockney | nickname for working class people non-rhoticity - ha:d h-dropping th-fronting - free/three t-glottalisation - water |
| Speech act theory | John Austin --> John Searle a) locutionary act - Äußerung b) illocutionary act - Absicht c) perlocutionary act - Reaktion EFL: language function --> realisation patterns |
| linguistic Levels and TEFL | phonetics/phonology --> pronunciation Morphology/Syntax --> Grammar Semantics --> words and their meaning pragmatics --> language functions discourse --> authentic texts |
| Methodology | study of pedagogical practices, theoretical issues and research |
| Approach | beliefs about the nature of language, applicability of both to pedagogical settings |
| Method | how a language is taught Grammar translation method |
| Syllabus | content of a language , how it is organized notional, functional |
| procedure | ordered sequence of technique PPP, TTT |
| technique | activities in classroom for realising lessons objective |
| views on the nature of language | structural view - language as a linguistic system made of subsystems functional view - learners lern language in order to do things with it interactional view - language as a communicative tool |
| precommunicative methods | grammar translation method, audio visual method, reform method, direct method |
| competence/performance | Noam Chomsky competence: knowing the language performance: doing sth with the language |
| communicative competence | Dell Hymes combination of competence and performance, incorporating communication and culture |
| dimensions of communicative competence | linguistic competence - knowledge of the language code sociolinguistic competence - awareness of culture-specific aspects of a language discourse competence - how to combine grammatical forms and meaning strategic competence - verbal/non-verbal communication strategies |
| communicative language teaching | -born in the 1970s - fluency before accuracy -adress learners needs and interests |
| features of CLT | Nunan 1. information gap ( one has information the other one doesnt have) 2. choice (what and how to say) 3. feedback |
| Key features of CLT | -focus on meaning - contextualisation - negotiating meaning through interaction |
| Humboldtian education ideal | -education for everyone(status, profession, wealth) -training of the mind (latin) |
| Grammar translation method | -foreign language is learned in order to read/intellectual development -focus on reading and writing -focus on accuracy, deductive, instructions in native language -terms to describe english grammar from latin and greek |
| vietor reform movement | -oral based methodology -phonetics as part of teaching -hear language first -avoid translation |
| audio lingual method | -create oral competence -learn automatically -responses should be automatic and habitual |
| Definitions of skills | learned capacity to carry out an activity, can be trained by practicing |
| Definition of ability | quality of being able to do something |
| definition of competences | ability to do something well, knowledge |
| definition of cempetencies | sum of knowledge, skills, behaviour |
| the four skills | listening comprehension (receptive, oral) speaking comprehension (productive, oral) reading comprehension (receptive, written) writing comprehension ( productive, written) |
| mikro skills | -speaking (recognize clear pronunciation, use stress, use correct forms of words, word order) -listening (recognize stress, reduced forms of words, ...) -reading (decode the alphabetic system, recognize words or multi-word units) -writing (use orthography correctly, use correct lexical items) |
| other skills | -viewing (understand images and connect them, interpreting images and visual information) -mediation (summary for a third party, occupy an important place in real life) |
| phoneme-grapheme relationship in english | notice that there are differences in spelling 1 grapheme-->several phonemes responsible: great vowel shift 1350-1600 major changes no devoicing of final consonants |
| the great vowel shift | man -->maen name-->neim |
| stress timed languages | syllables have a different amount of time vowel reduction eg: vowel ENGLISH |
| syllable timed language | lack of reduced language every syllable has nearly same amount of time hola SPANISH |
| Definition of Derivation | change of word class through suffixes, prefixes |
| Definition of inflection | grammatic change -->no new word |
| mental lexicon | -stores information about words meaning, pronunciation, syntactic characteristics -refers to individual speakers lexical representations |
| paradigmatic relations | relationship a linguistic unit has with other units -synonyms/antonyms, hyponyms/hypernyms |
| syntagmatic relations | refers to the sequential characteristics, certain order in arranging the individual items |
| definition of acquisition | non-conscious and natural process of internalizing the rules of language |
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