CSET English Subtest 2

phonology

sound patterns of words or phrases

syntax

composition of sentences

semantics

meaning of words

pragmatics

language usage in context

Old English

Anglo-Saxon language circa 500CE. Combo of runes and Latin letters from Catholic church

Middle English

Post-Norman Conquest of 1066. Simplified noun usage. Minor French influence.

Modern English

1500-1800. Renaissance influence = Greek and Latin words. Great Vowel Shift.

Great Vowel Shift

Began late Middle English, cont. to Renaissance. Changes in long vowel sounds, tongue higher in the mouth, e's at the end of sentences dropped. Suddenly, words' spelling do not match their corresponding sounds.

Late Modern English

1800 to present. New words to accommodate scientific advancements, tech, world cultures via tradeships.

American English

Includes Native American words such as canoe, barbecue and Spanish such as stampede, canyon.

Pidgin/Creole

Languages made up of two or more languages often developed by necessity through work/trade.

morphology

context of words

phonetics

actual properties of speech sounds and non speech sounds

sociolingusitics

language and society

generative grammar

Noam Chomsky's theory that people share innate universal set of linguistic structure, which accounts for why kids learn lang so easily

Universal Grammar

Chomsky's set of principles that apply to all languages and are unconsciously accessible to every human lang user. (i.e. need for the word "water")

transformational grammar

Chomsky's theory that languages have shared deep structure and a variable surface structure

phoneme

smallest unit of speech sound. Nick = /n/ /i/ /ck/ Tray = /t/ /r/ /ay/ (NOT SYLLABLES)

morphemes

smallest unit of meaning. Includes root words, prefixes, suffixes, affixes)

word family

category of words built around the same word part (i.e. anachronism, chronicle, chronology)

compound words

two smaller words combined. sailboat, racecar, spaceship

borrowed words

words imported from other languages

inflectional affixes

word endings that serve grammatical purposes but don't change the meaning of the word (i.e. -s, -'s, -ing, -ed, -er, -est)

derivational affixes

alter meaning of word by building on a base (i.e. anti-, ex-, -ly, -tion, -ness, -ment)

coordinator

word that joins two independent clauses in a compound sentence (i.e. but, yet, or)

subordinator

word that joins an independent clause with a dependent clause to form a complex sentence (i.e. when, because, after)

pragmatic competence

when one understands the true meaning of passage or utterance (understanding sarcasm/subtext)

orthography

spelling rules, made unpredictable in English due to Great Vowel Shift

language acquisition

process by which people acquire ability to understand and use words

Genetic Predisposition

AKA Innate Capacity. Chomsky's theory that Universal Grammar is programmed into every human brain and facilitates language development.

social interaction

Social environment is crucial to child lang development. Children surrounded by more vocab/complex sentences develop lang skills more quickly.

sociocultural factors

Social class has major effect on children and language, with different classes employing diff language codes.

affective factors

personal qualities (self esteem, empathy, lack of inhibition, etc) that positively affect acquisition of lang skills

transfer

when a speaker uses his or her second lang in a way that is semantically or syntactically appropriate for the first or native lang, but not for the second

negative transfer

when speaker uses skills from a previously learned behavior or topic but applies them to incorrectly to a new topic. (i.e. student thinks past tense of take is taked because of fake/faked)

hypercorrection

person who has ben corrected for a mistake in lang makes further mistakes in trying to avoid initial error.

borrowing

when speaker switches to first lang or borrows words or phrases with no equivalent in second language (Spanglish)

sight words

smaller words such as I, is, that, there, that can be decoded on sight, give context to sentence

metacognition

self-awareness during the reading process that ensures a student's mind is engaged and ready to unlock meaning of text.

prereading strategies

tactic to help prepare readers' comprehension by accessing prior knowledge or seeking information that gives context

predicting

a skill in which the reader makes predictions about the text before or during reading (what it may be about based on the title, etc)

questioning

when a reader asks and answers questions about text throughout the reading process

word analysis

decoding unfamiliar words using context clues, syntactic clues, word structure, word families, etc.

concept formation

used during and after reading to connect and categorize ideas and reflect on material's overall meaning and effect

literal comprehension

ability to obtain the basic facts an details of the story

inferential comprehension

ability to make inferences and draw conclusions about the story

applied comprehension

ability to move beyond the story to think critically and creatively about its implications and larger meaning

coordinating conjunctions

combining sentences with words such as and, or, but, nor, for, yet, and so.

subordinating conjunctions

to make a complex sentence with a dependent clause using after, although, as, because, before, even, though, since, whenever, etc.

clausal modifier

a clause that acts like an adverb or adjective and adds detail to a sentence

adverb clause

phrase that begins with subordinating conjunction and modifies a verb, adjective, or other adverb

adjective clause

clause that modifies noun, pronoun, or other adjective

phrasal modifier

phrase that functions as an adjective or adverb in a sentence (sweet potatoes IN THE BIN)

appositional phrase

identifies or describes a nearby noun (Nick, a future teacher, also loves to bake.)

count nouns

things that cannot be counted because they are regarded as wholes that are not divisible into parts, as a concept or substance (furniture, weather, progress)

determiner system

made up of modifying words called determiners that are always followed by a noun (i.e. a, an, the, possessives like Martina's, possessive pronouns like your, numbers, indefinite pronouns like few, more, every, each)

modals

set of English verbs that are used with other verbs to express capability, possibility, willingness, suggestion, or something similar (i.e. can, could, may, might, shall, ought, should, will, would)