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Delta 1 Flashcards
Delta 1 Flashcards
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dialogue
Example:
watching TV, listening to the radio
8- Antonym Def.:
a word which is the opposite in meaning to another
one
Example:
adjectives such as big-small or verbs such as arrive-
leave
11- Auxiliary Def.: verbs which are used to support another verb in a
verbs sentence and have a grammatical function such as
showing tense, aspect, person, voice or mood
Example:
be, do, have, will, may, can
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Example:
In English the basic order of sentence elements is
Subject-Verb-Object
14- Bound morpheme 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
15- Compound words 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)
17- Tonic syllable 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
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20- Proficiency test Def.: A test that assesses candidates' language ability
regardless of any course of study taken
Example: IELTS, TOEFL
23- A direct test 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
24- Minimal pairs Def.: two words which differ fro each other in
pronunciation by only one phoneme
Example: met-mat; pin-bin
29- Modal auxiliary Def.: an auxiliary verb which modifies the meaning of
verb the main verb
Modal auxiliary verbs express functions such as
obligation, ability, possibility, offer or prediction
Example: might, must, can, should
30- Direct method 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 (the most natural way to
learn a language)
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whether the text is suitable for a given purpose
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41- Intralingual error Def.: 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.
E.g.: Do you can sing?
42- Interlingual error Errors that result from negative transfer of L1 to L2.
44- Error The L2 learner does not master the language area
concerned. There are performance errors and
competence errors
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49- Contrastive Robert Lado and BF Skinner (1957) say the main idea
analysis hypothesis of this theory is that L1 rules can either help or hinder
the learning and acqusition of L2
51- Local error An error that does not prevent a message from being
understood
55- Instrumental The desire to learn an L2, not to join the community of
motivation L2-users, but to achieve some other goal (travel to a
country or pass a test)
64- Reflective learner 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.
65- Impulsive learner Impulsive learners take risks with the language. They
are more concerned with speaking fluently than
speaking accurately, and so make more mistakes.
67- Labiodental formed with the upper teeth and lower lip (f, v)
Sounds
68- Interdental Sounds are produced by placing the tip of the tongue between
the teeth (th, eth)
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69- Alveolar Sounds formed with the front part of the tongue on the
alveolar ridge (t, s, d, z, n)
70- Alveopalatal sound formed with the tongue on the hard palate [ʃ], [ʒ], [tʃ],
[dʒ]
71- Velar sound formed with the tongue on soft palate [k], [g], [ŋ]
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e.g. apple, banana, pineapple
82- Lexical /semantic The topic that most of the words are based on
field E.g. things you find in a kitchen, clothes
84- Homonymy 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
85- Homophony two words with different meanings have the same
pronunciation
E.g. blue vs. blew
86- Partial synonymy words have the same denotation, but tend to differ in
connotations
e.g. ashamed-embarrassed; motorway-highway
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e.g. skinny-thin-slim-emaciated
97- Predicative or Adjectives in the first position - before the noun - are
attributive position called ATTRIBUTIVE adjectives. Those in the
second position - after the noun - are called
PREDICATIVE adjectives. Notice that predicative
adjectives do not occur immediately after the noun.
Instead, they follow a verb.
He's calm. He's a calm person.
He's asleep. The asleep man??
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98- Affixation prefixes and suffixes added to existing words
e.g. DIShonestY
99- Root the main part of a word which cannot be divided into
further elements, e.g. rain
100- Derivative A word that comes from another word, e.g. rainy
101- Stress shift Changing the stress from one syllable to another
changes the meaning and the pronunciation, as in
"reCORD" (verb) and "REcord" (noun)
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108- Use getting learners to use the words in some sort of
engaging, meaningful way
109- Cognitive depth learners make decisions about words. the more
demanding the decision, the better for memory
112- Imaging visualising a mental pic that goes with the word, the
image doesn't need to be creative, but rather generated
by the learner. Easily visualised words are more
memorable and therefore applying this to more
abstract words may help.
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the modal verb
-cannot be preceded by other aux
-there's no past form
121- Ellipsis the omission from a clause of one or more words that
are nevertheless understood in the context of the
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remaining elements
nominal ellipsis: the teacher went to the board and
wrote on it
(been there, done that)
verbal ellipsis: I could tell you but I won't
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referencing back to other ideas in the text for its meaning. It can be
compared with cataphoric reference, which means a
word refers to ideas later in the text.
Example
(1) ‘I went out with Jo on Sunday. She looked awful.'
´She` clearly refers to Jo, there is no need to repeat her
name.
(2) ‘John? Yes, I just saw him.’
130- Lexical cohesion refers to the ties created between lexical elements,
such as words, groups and phrases
E.g.: using
- repetition
-lexical substituition: the general was a man
-lexical chains: i'm a total petrol-head...cars are my
passion
-signalling: the problem...the answer..
-register
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131- Rhetorical question / answer
cohesion -parallelism:
a) grammatical we shall fight...we shall fight...
b) sound - rhythm
c) semantic - 2 sentences are linked
132- Sociocultural The knowledge of the topic and the other culture,
knowledge including familiarity with the speakers
136- Parataxis Def.:It is when phrases and clauses are placed one
after another independently, without coordinating or
subordinating them through the use of conjunctions.
Further point:
It is the opposite of ‘hypotaxis’
E.g.:“
I came, I saw, I conquered.”
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138- Formulaic Def.: Phrases acquired as unanalyzed wholes by
Expressions second language learners.
For example: an ELL may not know for some time
that "How do you do?" is not a single word but four
separate words.
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"Yeah, but..."
142- Giving up a turn / Def.: The manner in which the speaker invites the
inviting other people to listener(s) to speak while the former listens for
speak different purposes (obtaining information, asking for
opinion, etc.)
Further point:
To know when it is acceptable to take or give up a turn
in conversation is essential as it leads to the
cooperative development of discourse
E.g.:
Speaker: “So how are you, people?”
Listeners: “We are fine, but …”
Or
Speaker: “Do you agree?”
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144- Circumlocution Def.: It's a communication strategy that uses many
words where fewer ones would do, especially in a
deliberate attempt to be vague or evasive.
Circumlocution means “talking around” or “talking in
circles.” It’s when you want to discuss something, but
don’t want to make any direct reference to it, so you
create a way to get around the subject.
The key to the definition of circumlocution is that the
statement has to be unnecessarily long and
complicated
E.g.:
“the vehicle that I use to drive to work in the
mornings” is a circumlocution for “my car.”
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148- Diagnostic test Def.: A test which identifies areas to work on
E.g.: English diagnostic tests, medical diagnostic tests,
etc.
149- Prognostic test Def.: A test which tries to predict a learner's ability to
complete a course or take an exam.
E.g.: placement tests
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