FTCE ESOL Test Questions with Correct Answers
Universal Grammar
Chomsky-no dialect or language is more complex or sophisticated than the other. We are all
born with the capacity to learn any language w/o formal instruction
LAD
Language Aquisition Device
Generative Grammar
set of rules that could be used to produce language
Deep Structure
our ideas, what we mean-derive meaning from social context
Surface Structure
what we say or write-literal meaning of words
Natural Order Hypothesis
Krashen- grammatical structures aquired in a predictable order, independent of the order
grammar is taught
Stages of SLA
Krashen-Pre-production (silent period), early production, speech emergence, intermediate
fluency, advanced fluency
Monitor Hypothesis
Krashen-learning is a concious process and used to monitor spoken or written output
,Input Hypothesis/Comprehensible Input
Krashen-i+1, language input slightly above current level yields optimal growth
Affective Filter
Krashen-mental block can be produced by negative factors such as anxiety, low motivation,
self confidence
Zone of Proximal Development (ZPD)
Vygotsky-distance between developmental level and level of potential development. Area
between independent performance and assisted performance
Communicative Competence
learner's abiity to apply and use grammatical uses, form correct utterances and know how and
when to use them appropriately
Language Interference
effect of L1 on production of L2
Negative Transfer
interference of previous learning inprocess of learning something new
Interlanguage
language system "inbetween" L1 & L2 that student develops while learning the L2 but is
neither L1 or L2
SUP
Social underlying proficiency (conversational language)
CUP
, Common underlying proficiency - commonalities between L1 & L2, skills, ideas, concepts
that students learn in L1 transfer to L2
BICS
Cummins-Basic Interpersonal Communication Skills - social setting language skills
CALP
Cummins-Cognitive Academic Language Proficiency - languatge needed to acquire academic
skills and concepts
Cummins Quadrant
A-cognitively undemanding/context embedded; B-cognitively demanding/context embedded;
C-cognitively undemanding/context reduced; D-cognitively demanding/context reduced
Phoneme
class of speech sounds, ie. /t/
Allophone
one of a phones that make up a phoneme, ie. /t/ -> [t], [th], [ſ]
Monothong
one part vowel
Diphthong
two part vowels consisting of a vowel and a glide in same syllable
Reduced Vowel
occurs in unstressed word or syllable -schwa most common
Universal Grammar
Chomsky-no dialect or language is more complex or sophisticated than the other. We are all
born with the capacity to learn any language w/o formal instruction
LAD
Language Aquisition Device
Generative Grammar
set of rules that could be used to produce language
Deep Structure
our ideas, what we mean-derive meaning from social context
Surface Structure
what we say or write-literal meaning of words
Natural Order Hypothesis
Krashen- grammatical structures aquired in a predictable order, independent of the order
grammar is taught
Stages of SLA
Krashen-Pre-production (silent period), early production, speech emergence, intermediate
fluency, advanced fluency
Monitor Hypothesis
Krashen-learning is a concious process and used to monitor spoken or written output
,Input Hypothesis/Comprehensible Input
Krashen-i+1, language input slightly above current level yields optimal growth
Affective Filter
Krashen-mental block can be produced by negative factors such as anxiety, low motivation,
self confidence
Zone of Proximal Development (ZPD)
Vygotsky-distance between developmental level and level of potential development. Area
between independent performance and assisted performance
Communicative Competence
learner's abiity to apply and use grammatical uses, form correct utterances and know how and
when to use them appropriately
Language Interference
effect of L1 on production of L2
Negative Transfer
interference of previous learning inprocess of learning something new
Interlanguage
language system "inbetween" L1 & L2 that student develops while learning the L2 but is
neither L1 or L2
SUP
Social underlying proficiency (conversational language)
CUP
, Common underlying proficiency - commonalities between L1 & L2, skills, ideas, concepts
that students learn in L1 transfer to L2
BICS
Cummins-Basic Interpersonal Communication Skills - social setting language skills
CALP
Cummins-Cognitive Academic Language Proficiency - languatge needed to acquire academic
skills and concepts
Cummins Quadrant
A-cognitively undemanding/context embedded; B-cognitively demanding/context embedded;
C-cognitively undemanding/context reduced; D-cognitively demanding/context reduced
Phoneme
class of speech sounds, ie. /t/
Allophone
one of a phones that make up a phoneme, ie. /t/ -> [t], [th], [ſ]
Monothong
one part vowel
Diphthong
two part vowels consisting of a vowel and a glide in same syllable
Reduced Vowel
occurs in unstressed word or syllable -schwa most common
