ESL 154 EXAM 2025 COMPLETE EXAM QUESTIONS AND VERIFIED
ESL 154
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1. Phonology the study of speech sounds in language; how sounds are orga-
nized and used in natural languages
2. Morphology Units of meaning involved in word formation
3. Syntax Rules for combining words into grammatically sensible sentences
4. Semantics Set of rules by which we derive meaning from morphemes,
words, and sentences in a given language; also, the study of
meaning
5. Pragmatics Appropriate use of language in different contexts; social use of
language
6. What are two examples of Oral language development and phonological/phonemic aware-
critical components for the ness
second language learner?
7. ELLs need Phonology
____________________ of L2
before they can make
connections between letter
and sound.
8. ___________________ aware- Phonological
ness instruction focuses on
the sounds in spoken lan-
guage. It is auditory and
does not involve print.
9. Target Sound Sound to be transcribed
10. An English language learn- The associated target sound
er is experiencing difficul-
, ESL 154
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ty with an aspect of English
phonology. In order to ad-
dress a difficulty in this area,
the student's teacher should
initially focus instruction on
what?
11. Phoneme The smallest distinctive sound unit
12. What are some best prac- Teach phonics in context
tices strategies to promote Use hands on activities to help teach letter-sound relationships
literacy development for Have students write for sound
ELLs? Help students make a connection between their L1 and English.
13. The approach of teachers Write for sound - they learn to represent words phonetically in
making students see them their writing
writing down their exact
words to reinforce their un-
derstanding of the relation-
ship between written and
oral language trains stu-
dents to...?
14. Content Based Instruction + CBI: requires students to practice language skills in a highly
3 Models integrated, communicative way while learning content
3 Models:
1) theme-based - language skills are integrated in the study of
themes or broad topics
2) adjunct - language and content courses are taught separately
but closely coordinated
3) sheltered - English is simplified to ELL's level of proficiency
while teaching content
, ESL 154
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15. Why is combining sentences Most of the sentences used in writing or in continuous speech
to make complex sentences are complex.
an important exercise to
help ESL students advance
in their writing abilities?
16. Literal comprehension Understanding of the basic facts that the student has read; grasp-
ing and interpreting text
17. Inferential comprehension Understanding of information that isn't explicitly given, but rather
implied in a written passage. (make predictions); make infer-
ences
18. What are sentence stems Sentence starters followed by blank lines.
and why are they used? Provide scaffolding to help students get started in speaking or
writing without the added pressure of thinking about how to
correctly formulate a response.
Academic language and sentence structure is difficult for ELLs.
Stems help with proper sentence structure. They help build an
understanding of syntactic structure
19. Decoding Reader's ability to use knowledge of the relationships between
letters in print and the speech sounds they represent in order to
identify an unfamiliar word.
20. Word roots Main words or parts to which prefixes and suffixes can be added
21. Affixes Parts added to the beginning (prefix) or end (suffix) of a root
word to create new words.
22. Alphabetic Principle Understanding that letters and letter patterns represent the
sounds of spoken words.
23. Phonemic Awareness
, ESL 154
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Being able to identify speech sounds
Example: student able to tell the difference between /b/ and /t/.
NOT related to the printed symbols representing those sounds
24. Structural Analysis Breaking a word down by isolating its prefixes and suffixes to
better identify the word
25. Phonics Matching the sound of letters to the printed symbols for those
letters.
Example: student sees the letter /t/ and knows the sound that
letter makes;
26. Non-Tonal Languages Tone, not grammar, is used to distinguish words which would
otherwise be homonyms. Pitch is used to distinguish word mean-
ing
27. Graphophonemic Knowl- Recognition of letters and the understanding of sound-symbol
edge relationships and spelling patterns; often referred to as phonics
28. Coordinating Conjunctions Join grammatically similar elements (2 nouns, 2 verbs, 2 modi-
(FANBOYS) fiers, 2 independent clauses); for, and, nor, but, or, yet, so;
29. Infinitive phrase Phrases that begin with an infinitive. (to + simple form of the verb)
30. Subordinate clause Subject + Verb - cannot stand alone as a sentence because it does
not provide a complete thought.
31. Independent clause Expresses a complete thought and can stand alone as a sentence.
Has both a subject and a verb.
32. One of the most obvi- Forward cue transfer
ous types of ______________
cue ____________ by Spanish
speakers acquiring English
ESL 154
ANSWERS |RECENTLY TESTING REAL EXAM QUESTIONS| 100%
Study online at https://quizlet.com/_6ioyhb
SOLVED!!
1. Phonology the study of speech sounds in language; how sounds are orga-
nized and used in natural languages
2. Morphology Units of meaning involved in word formation
3. Syntax Rules for combining words into grammatically sensible sentences
4. Semantics Set of rules by which we derive meaning from morphemes,
words, and sentences in a given language; also, the study of
meaning
5. Pragmatics Appropriate use of language in different contexts; social use of
language
6. What are two examples of Oral language development and phonological/phonemic aware-
critical components for the ness
second language learner?
7. ELLs need Phonology
____________________ of L2
before they can make
connections between letter
and sound.
8. ___________________ aware- Phonological
ness instruction focuses on
the sounds in spoken lan-
guage. It is auditory and
does not involve print.
9. Target Sound Sound to be transcribed
10. An English language learn- The associated target sound
er is experiencing difficul-
, ESL 154
Study online at https://quizlet.com/_6ioyhb
ty with an aspect of English
phonology. In order to ad-
dress a difficulty in this area,
the student's teacher should
initially focus instruction on
what?
11. Phoneme The smallest distinctive sound unit
12. What are some best prac- Teach phonics in context
tices strategies to promote Use hands on activities to help teach letter-sound relationships
literacy development for Have students write for sound
ELLs? Help students make a connection between their L1 and English.
13. The approach of teachers Write for sound - they learn to represent words phonetically in
making students see them their writing
writing down their exact
words to reinforce their un-
derstanding of the relation-
ship between written and
oral language trains stu-
dents to...?
14. Content Based Instruction + CBI: requires students to practice language skills in a highly
3 Models integrated, communicative way while learning content
3 Models:
1) theme-based - language skills are integrated in the study of
themes or broad topics
2) adjunct - language and content courses are taught separately
but closely coordinated
3) sheltered - English is simplified to ELL's level of proficiency
while teaching content
, ESL 154
Study online at https://quizlet.com/_6ioyhb
15. Why is combining sentences Most of the sentences used in writing or in continuous speech
to make complex sentences are complex.
an important exercise to
help ESL students advance
in their writing abilities?
16. Literal comprehension Understanding of the basic facts that the student has read; grasp-
ing and interpreting text
17. Inferential comprehension Understanding of information that isn't explicitly given, but rather
implied in a written passage. (make predictions); make infer-
ences
18. What are sentence stems Sentence starters followed by blank lines.
and why are they used? Provide scaffolding to help students get started in speaking or
writing without the added pressure of thinking about how to
correctly formulate a response.
Academic language and sentence structure is difficult for ELLs.
Stems help with proper sentence structure. They help build an
understanding of syntactic structure
19. Decoding Reader's ability to use knowledge of the relationships between
letters in print and the speech sounds they represent in order to
identify an unfamiliar word.
20. Word roots Main words or parts to which prefixes and suffixes can be added
21. Affixes Parts added to the beginning (prefix) or end (suffix) of a root
word to create new words.
22. Alphabetic Principle Understanding that letters and letter patterns represent the
sounds of spoken words.
23. Phonemic Awareness
, ESL 154
Study online at https://quizlet.com/_6ioyhb
Being able to identify speech sounds
Example: student able to tell the difference between /b/ and /t/.
NOT related to the printed symbols representing those sounds
24. Structural Analysis Breaking a word down by isolating its prefixes and suffixes to
better identify the word
25. Phonics Matching the sound of letters to the printed symbols for those
letters.
Example: student sees the letter /t/ and knows the sound that
letter makes;
26. Non-Tonal Languages Tone, not grammar, is used to distinguish words which would
otherwise be homonyms. Pitch is used to distinguish word mean-
ing
27. Graphophonemic Knowl- Recognition of letters and the understanding of sound-symbol
edge relationships and spelling patterns; often referred to as phonics
28. Coordinating Conjunctions Join grammatically similar elements (2 nouns, 2 verbs, 2 modi-
(FANBOYS) fiers, 2 independent clauses); for, and, nor, but, or, yet, so;
29. Infinitive phrase Phrases that begin with an infinitive. (to + simple form of the verb)
30. Subordinate clause Subject + Verb - cannot stand alone as a sentence because it does
not provide a complete thought.
31. Independent clause Expresses a complete thought and can stand alone as a sentence.
Has both a subject and a verb.
32. One of the most obvi- Forward cue transfer
ous types of ______________
cue ____________ by Spanish
speakers acquiring English
