ESL 154 MIDTERM EXAMS ANSWERS AND
QUESTIONS SET A+
✔✔Bound Morpheme - ✔✔A morpheme that must be "bound" with another morpheme
to form a word. Ex: un, ish, es, ed, pre
✔✔BICS - ✔✔Basic Interpersonal Communication Skills
✔✔CALP - ✔✔Cognitive Academic Language Proficiency
✔✔Receptive Language - ✔✔Listening and reading
✔✔Expressive/Productive language - ✔✔Speaking and writing
✔✔Language Instruction Steps - ✔✔1) Integrate listening, speaking, reading, and
writing - the skills reinforce one another
2) Content-based instruction, opportunities for meaningful communication, concurrent
social and cognitive development
3) Task-based instruction, real-life tasks combine languages with non-linguistic function,
focus on meaning, requires info gathering, interaction, comprehension, language
production
✔✔Metacognition - ✔✔Awareness and understanding of one's own thought processes.
✔✔Holophrastic speech - ✔✔The young child's use of single words to convey complete
thoughts during the early stages of language acquisition.
✔✔Behaviorism and Language Development - ✔✔Child is socially reinforced to say the
right words. You associated a certain subject with the right word for it. Feedback from
the parent facilitates proper language development.
✔✔Constructivism Theory of Language - ✔✔Learning results of social interaction;
children construct understanding in context of their activities; early language is
, egocentric; brain learns when ready; progress from concrete to more abstract, from
figurative to operative; exploratory, discovery learning (in classroom)
✔✔Communicative Approach - ✔✔2 separate processes in development of language -
acquisition and learning;
✔✔Krashen's Model - ✔✔Comprehensible input, Affective filter, Natural Order,
Motivation, Monitor
✔✔Affective Filter - ✔✔The psych barrier that allows input to be filtered through to a
language processing mechanism.Students must have a risk-free environment; needs
and emotional states of students will affect whether or not input will be readily available
and comprehensible to them
✔✔Affective Variables Inside the Classroom - ✔✔Teacher expectations, grouping
practices, opportunities
✔✔Affective Variables Outside the Classroom - ✔✔peer interaction, grouping practices,
community characteristics
✔✔Natural Order - ✔✔Students acquire the rules of language in predictable patterns
✔✔Communicative Approach: Monitor - ✔✔Grammatical structures acquired in a
natural order; conscious knowledge of rules comes later; with conscious knowledge
comes ability to edit (monitor) oral and written language; must have sufficient time
✔✔Explicit Teaching - ✔✔Modeling how to use the strategy, naming the strategy, telling
students how the strategy will assist them in learning the material, describing when,
how, and for what kinds of tasks the strategy can be used
✔✔ELPS - ✔✔English Language Proficiency Standards
✔✔SWBAT - ✔✔An acronym that stands for "students will be able to..." and used to
write objectives.
✔✔Zone of Proximal Development (ZPD) - ✔✔Learning occurs within the interpersonal
space of teacher-student interactions. Temporary support (scaffolding) is essential.
✔✔Scaffolding Stages - ✔✔1) Teacher does, student watches
2) Teacher does, student helps
3) student does, teacher helps
4) student does, teacher watches and is ready to step in w/ support if needed
QUESTIONS SET A+
✔✔Bound Morpheme - ✔✔A morpheme that must be "bound" with another morpheme
to form a word. Ex: un, ish, es, ed, pre
✔✔BICS - ✔✔Basic Interpersonal Communication Skills
✔✔CALP - ✔✔Cognitive Academic Language Proficiency
✔✔Receptive Language - ✔✔Listening and reading
✔✔Expressive/Productive language - ✔✔Speaking and writing
✔✔Language Instruction Steps - ✔✔1) Integrate listening, speaking, reading, and
writing - the skills reinforce one another
2) Content-based instruction, opportunities for meaningful communication, concurrent
social and cognitive development
3) Task-based instruction, real-life tasks combine languages with non-linguistic function,
focus on meaning, requires info gathering, interaction, comprehension, language
production
✔✔Metacognition - ✔✔Awareness and understanding of one's own thought processes.
✔✔Holophrastic speech - ✔✔The young child's use of single words to convey complete
thoughts during the early stages of language acquisition.
✔✔Behaviorism and Language Development - ✔✔Child is socially reinforced to say the
right words. You associated a certain subject with the right word for it. Feedback from
the parent facilitates proper language development.
✔✔Constructivism Theory of Language - ✔✔Learning results of social interaction;
children construct understanding in context of their activities; early language is
, egocentric; brain learns when ready; progress from concrete to more abstract, from
figurative to operative; exploratory, discovery learning (in classroom)
✔✔Communicative Approach - ✔✔2 separate processes in development of language -
acquisition and learning;
✔✔Krashen's Model - ✔✔Comprehensible input, Affective filter, Natural Order,
Motivation, Monitor
✔✔Affective Filter - ✔✔The psych barrier that allows input to be filtered through to a
language processing mechanism.Students must have a risk-free environment; needs
and emotional states of students will affect whether or not input will be readily available
and comprehensible to them
✔✔Affective Variables Inside the Classroom - ✔✔Teacher expectations, grouping
practices, opportunities
✔✔Affective Variables Outside the Classroom - ✔✔peer interaction, grouping practices,
community characteristics
✔✔Natural Order - ✔✔Students acquire the rules of language in predictable patterns
✔✔Communicative Approach: Monitor - ✔✔Grammatical structures acquired in a
natural order; conscious knowledge of rules comes later; with conscious knowledge
comes ability to edit (monitor) oral and written language; must have sufficient time
✔✔Explicit Teaching - ✔✔Modeling how to use the strategy, naming the strategy, telling
students how the strategy will assist them in learning the material, describing when,
how, and for what kinds of tasks the strategy can be used
✔✔ELPS - ✔✔English Language Proficiency Standards
✔✔SWBAT - ✔✔An acronym that stands for "students will be able to..." and used to
write objectives.
✔✔Zone of Proximal Development (ZPD) - ✔✔Learning occurs within the interpersonal
space of teacher-student interactions. Temporary support (scaffolding) is essential.
✔✔Scaffolding Stages - ✔✔1) Teacher does, student watches
2) Teacher does, student helps
3) student does, teacher helps
4) student does, teacher watches and is ready to step in w/ support if needed
