Delta Module 1

Sounds are produced by placing the tip of the tongue between the teeth (th, eth)

interdental

The desire to learn an L2, not to join the community of L2-users, but to achieve some other goal (travel to a country or pass a test)

instrumental motivation

Need to learn to fully integrate into a community that uses the language.

integrative motivation

reading shorter texts to extract specific information

intensive reading

reader uses both bottom-up and top-down processes

interactive processing

errors that result from negative transfer of L1 to L2. Contrast with intralingual errors.

interlingual error

a type of learner who cannot stay in uncertainty (e.g. he/she wants to understand every word)

intolerant of ambiguity

the knowledge of the topic

topic schema

Robert Lado and BF Skinner, 1960s (1957): The main idea of this theory is that L1 rules can either help or hinder the learning and acqusition of L2

contrastive analysis hypothesis

Def.: a method in which language teaching is based on giving commands to elicit physical activity from students Example: T says "run" and Ss run

TPR

Def.: a test employing tasks which replicate real-life activities Example: role-playing a job interview, writing a letter of complaint, or reading and completing an application form

a direct test

Def.: a test which compares test takers to each other rather than against external criteria

a norm-referenced test (a normative test/ NRT)

a type of learner who approaches unfamiliar situations and uncertainty with courage and forethought

a risk taker

prefixes and suffixes added to existing words e.g. DIShonestY

affixation

air blocked totally then partially /ʧ,ʤ/

affricates

Def: A phonetic variation of a single phoneme. Further info: it does not create a change in the meaning. Example: the pronunciation of 'l' in 'light' and 'hill' (light 'l' and dark 'l')

allophone

Sounds formed with the front part of the tongue on the alveolar ridge (t, s, d, z, n)

alveolar

sound formed with the tongue on the hard palate [ʃ], [ʒ], [tʃ], [dʒ]

alveopalatal

Def.: a word which the opposite in meaning to another one Example: adjectives such as big-small or verbs such as arrive-leave

antonym

Def::a feature of connected speech when a sound changes to another sound because of a neighbouring sound Example: in ten boys /n/ followed by /b/ changes to /m/ as in /tembɔiz/

assimilation

Def.: verbs which are used to support another verb in a sentence and have a grammatical function such as showing tense, aspect, person, voice or mood Example: be, do, have, will, may, can

auxiliary verbs

Sound formed by using both lips (p, b, m)

bilabial

when meanings overlap, e.g. table -desk

borders of meaning

-reading involves decoding written symbols -each letter is processed -deriving meaning is the endof this process

bottom-up processing

Def.: It's a type of morpheme, and as such, it is the smallest unit of grammar. It can only occur as an affix. Example: prefixes such as dis-, un- or suffixes such as -ly, -ness

bound morpheme

Def.: the use of grammatical and lexical means to achieve connected text, either spoken or written These include reference words, e.g. this, the, it, linkers and topic-related lexis

cohesion

VOCABULARY Words that frequently occur together. Can be grammatical (collocate with specific prepositions: "account for") or lexical: "narrow escape."

collocation

Def.: words which are created through the combination of two or more words Example: there are compound adjectives (e.g. cold-blooded) or compound nouns (e.g. jellyfish)

compound words

when some words have similar meanings but they are used in different contexts e.g. skinny-thin-slim-emaciated

connotation

Def.: a word which joins phrases or clauses of equal importance Each clause joined by a coordinating conjunction can stand alone. It's different from a subordinate conjunction (e.g. unless) which joins a subordinate clause to a main clause, and a subordinate clause cannot stand alone Example: but, and

coordinating conjunction

a preposition whose meaning can not be worked out in isolation; it must be learned with the preceding adjective or verb e.g. interested in, fond of

dependent preposition

Def.: a method in which only the target language is used in class and therefore translation is avoided. Grammar rules are not taught to the learners. It emerged in the 19th century as a reaction against the grammar translation method. Example: Berlitz Method

direct method

Def.: elision is when sounds are omitted, usually from the beginning or end of a word, in order to make pronunciation of the utterance easier for the speaker Example: She sat next to the wall. The t of next is elided into the t of to so that it becomes /nekstə/

elision

the L2 learner does not master the language area concerned. we talk about performance error and competence error

error

reading longer texts, usually for pleasure

extensive reading

The external drive to do something because you are receiving something or given a reason to do so

extrinsic motivation

a field-dependent learning style is defined by a relative inability to distinguish detail from other information around it.

field-dependent

Learners with a cognitive style that allows them to solve problems without much outside assistance and to focus on the specific steps of a task without being distracted by the full external environment, or "the field" (p. 376).

field-independent

Def.: language used by speakers to avoid frequent, long or silent pauses, to hold the floor, gain thinking time Example: er, um, well, you know

fillers (pause fillers/ hesitation devices/hesitators/hesitation strategies/filler expressions/discourse fillers/conversation fillers)

Def: Assessment which checks students' progress during a course, it tells the students and teacher how well the learners are doing Further info: • Feedback can be used to decide what needs to be reviewed/focused on next • Only tests what has been taught on the course / does not test students' overall ability • informal • it gives info on the efficiency of the program Example • Progress test

formative assessment

SLA When an error becomes a permanent feature of a learner's interlanguage. In theory such errors are resistant to correction. It has been hypothesized that the lack of instruction (and therefore the lack of a focus on form) is the main cause. May also be due to a lack of negative feedback on errors or the lack of a push to make learners' output more accurate. Some learners also have no social motivation to improve their interlanguage.

fossilization

air partially blocked /f/,/v/, /ð/,/θ/, /ʃ/ /ʒ/ /s/ /z/

fricatives

Def.: any type of spoken or written discourse which is distinguished by specific features (e.g. a conventionalised structure and/or a characteristic vocab/grammar) Example: business report, review, conference presentation

genre

the reader's knowledge of features of the genre (layout, textual organisation, typical linguistic features)

genre/formal schema

an error which impedes communication and requires intervention to 'repair' it

global error

words that represent two ends of a spectrum e.g. hot-cold

gradable antonyms

................. refers to the situation where two or more words have the same form but differ in their meanings. e.g. a table; to table a motion

homonymy

two words with different meanings have the same pronunciation e.g. blue vs blew

homophony

Def.: a term for an 'umbrella' item of lexis which supsumes a range of more specific items Example: fruit in relation to apple, orange, pear

hypernym (superordinate)

bus, car, taxi, motorbike, plane, ferry

hyponym/(co)-hyponym

Def.: an expression whose meaning is not to be interpreted literally. It's normally colloquial, but it can appear in both spoken and written language e.g. let the cat out of the bag

idiom

Impulsive learners take risks with the language. They are more concerned with speaking fluently than speaking accurately, and so make more mistakes.

impulsive learner

errors in L2 that are not due to interference from L1. These are also sometimes termed developmental errors, meaning that they represent incomplete learning of L2 rules or overgeneralization of them. Contrast with interlingual errors. e.g. Do you can sing?

intralingual error

a desire to perform a behavior effectively for its own sake

intrinsic motivation

Def.: intrusion is when a sound is added in order to allow the speaker to link two words more easily Example: He doesn't have an original idea in his head. Speakers of BrE often add an intrusive r between idea and in /aidiərin/

intrusion

Sounds formed with the upper teeth and lower lip (f, v)

labiodental

air blocked in the middle, not at sides /l/

lateral

The topic that most of the words are based on e.g. things you find in a kitchen, clothes

lexical /semantic field

a group of words which belong to the same category e.g. apple, banana, pineapple

lexical set

an error that does not prevent a message from being understood, usually

local error

Def.: two words which differ fro each other in pronunciation by only one phoneme Example: met-mat; pin-bin

minimal pairs

the L2 learner masters the language are but he makes a slip

mistake

Def.: an auxiliary verb which modifies the meaning of the main verb Modal auxiliary verbs express functions such as obligation, ability, possibility, offer or prediction Example: might, must, can, should

modal auxiliary verb

air flows through nasal passage /m/,/n/,[ŋ]

nasals

Words which are direct opposites (e.g. alive-dead)

non-gradable antonyms

Def.: a type of listening which describes a situation in which the listener has no opportunity to contribute to a dialogue Example: watching TV, listening to the radio

nonreciprocal listening

words have the same denotation, but tend to differ in connotations e.g. ashamed-embarrassed; motorway-highway

partial synonymy

A multi-word verb which consists of a verb and a preposition or adverb that modifies or changes the meaning can be separable or non-separable e.g. turn the light on, walk away, stand up

phrasal verb

A word that has 2 or more related messages: branch...of a tree, of a company

polysemy

a slip

post-systematic error

an error made because the learner is unaware of the rule

pre-systematic error

He's calm. He's a calm person. He's asleep. The asleep man???

predicative or attributive position

A multi-word verb which consists of a verb and a preposition and the two parts cannot be separated e.g. apply for a job

prepositional verb

the reader's knowledge of how language works in discourse, e.g. relationships between words on a syntactic level

procedural/linguistic schema

Def.: a procedure in which students create a text by planning, drafting, revising, editing and then publishing or sharing with others

process writing (a process approach)

Def.: an approach of developing learners' writing skills that is informed by the belief that creating a written text is purely a matter of imitating elements that are provided in a model

product writing

Def.: A test taken to assess candidates' language ability regardless of any course of study Example: IELTS, TOEFL

proficiency test

Def.: a type of listening which involves interaction between two or more people Example: business meeting

reciprocal listening

Reflective learners like to think about language and how to convey their message accurately. They tend not to make so many mistakes because they take time in formulating what they want to say.

reflective learner

A form of language appropriate to a particular situation. e.g. bad tummy ache vs acute gastroenteritis

register

Def.: a way of eliciting response in a conversation Example: Okay? See?

response elicitator

backward movement of tongue blocks air /r/

retroflex

a type of learner who is unable to approach unfamiliar situations and uncertainty with courage and forethought

risk averse

glancing rapidly through a text to search for a specific piece of information, or to get an initial impression of whether the text is suitable for a given purpose

scanning

almost no air blockage /j/ /w/

semi-vowels

glancing rapidly through a text to determine its gist, e.g. to keep ourselves superficially informed about matters not of great import to us (newspaper story)

skimming

Def.: a verb which can be used to describe a condition/state/belief/emotion/possession/sense Example: I KNOW it's true/ I HAVE a house

stative verb

air fully blocked p, b, t, d, k, g, glottal stop

stops

A basic and distinctive mode of expression. e.g. Get lost! vs Could you go away please?

style

vehicle is the super-ordinate of car, bus...etc

super-ordinate

A learner who needs the 'packaging' and presentation of data which the teacher, syllabus or course provides

syllabus-bound

A learner who can learn from general elements in a learning context and outside the classrooom

syllabus-free

Def.: the study of the ways in which words combine into larger units, such as phrases, clauses and sentences. It describes the basic order of clause elements Example: In English the basic order of sentence elements is Subject-Verb-Object

syntax

An error which occurs due to a consistent problem.

systematic error

Def.: a grammatical category which is used to indicate the time at which an action happens by changing the form of the finite verb. English has two: past and present, e.g. he walked and he walks

tense

a type of learner who can stay in uncertainty, despite the discomfort of not knowing the answer

tolerant of ambiguity

Def.: the most important part of a tone unit, it carries the main stress and that's where the change of pitch begins Example: I live in LONdon

tonic syllable

-meaning is reconstructed rather than form decoded -the reader brings to the text their knowledge of the topic, the text type, how language works, as well as their individual motivation -the reader forms mental hypotheses concerning elements of the text, and then read to confirm or refute these hypotheses -the reader does not decode symbols individually

top-down processing

sound formed with the tongue on soft palate [k], [g], [ŋ]

velar

Def.: a way of addressing someone, it's seen infrequently in writing e.g. Mum, mate

vocative