Praxis Prep

Alveolar fricative:•Sound produced with the tip of the tongue on or near the tooth ridgeExample: /s/ in sit

Manner of articulation:•Describes how the tongue, lips, jaw, & other speech organs are involved in making a sound make contact Typically, refers to consonants

Palato-alveolar fricative:•Sound produced with the tongue farther back in the mouth Example: [S] as in she

Circumlocution:•Indirect way of saying something; use of wordiness to avoid getting to the point Example: it’s not you; it’s me. You’re great! Anyone would be lucky to have a boyfriend like you. One day, I’ll regret this decision.

Minimal pair:•Two words that differ in one sound only Example: bit/pit, bet/set, lap/lab

Palatalization:•Pronounce a consonant with the tongue against the roof of the mouth

Redundancy reduction:•Redundancy is providing more information than is needed for communication; reduction is reducing the occurrence of this

When using more than one adjective in a sentence, use the following order:

1st 2nd 3rd 4th

Opinion & general description

Dimension, size, & weight

Age Shape

Example: nice, funny

Example: big, small

Example: old, new

Example: round, square

5th 6th 7th 8th

Color Country of Origin

Material Purpose & Power

Example: green, red

Example: English, Italian

Example: wooden, cotton

Example: tennis (shoes), walking (stick)

What is the difference between the following forms of assessment:•Achievement (measures what a person

knows or can do)•Proficiency (measures performance

according to a set goal)•Diagnostic (reveals strengths/weaknesses)•Placement (used to determine accurate

instructional needs)•Performance-based assessment (measures

application of skills, etc. through meaningful 7 engaging tasks)

Linguistic approach

Language experienc

e approach

Basel-reader

approach

Sight-word recognitio

n

Explores teaching based on ABCs, grammar, spelling, etc.

Makes use of students’ experiences and emphasizes meaning

Based on commercialized series of books; scope & sequence

Focuses on the learner’s ability to recognize high-functional or basic sight words instantly; automaticity

Use English to communicate in social settings•Social language

Use English to achieve academically•Academic language

Use English in socially & cultural appropriate ways•Socio-cultural knowledge

Community language learning approach:• Students work together to determine what aspect

of language is to be learned Communicative language teaching

approach:• Emphasizes skills used in real communication

rather than in academic situations Audio- lingual (ism) approach:

• Focuses on drill & kill; believes that language learning is a matter of habit formation

Fossilization: • Point past which language learners can not

progress w/o exceptional effort or motivation Negative transfer:

• Relating prior experience in a detrimental manner to a new task

Semiotics:• Study of signs and their meanings based on

semantics (relation to referents), syntactic (relation among formal structures) & pragmatics (relation to the effect they have on people)

Theorist Basic Premise

Key Elements

Georgi Lozanov Learning is a Matter of attitude, not aptitude.

Presentation (prep stage where students are helped to relax & form a positive attitude)

First Concert/Active Concert (active presentation of material to be learned)

Second Concert/Passive Concert (students are told to relax & listen)

Practice (the use of games, puzzles, etc. to consolidate the learning)

Transitional bilingual program:• Makes use of the idea that students will

progress in L2 faster if proficient in their L1 Involves bilingual teaching in core subject areas

with the learner transitioning to English only Maintenance bilingual program:

• Builds on L1 while learning L2 Believes that L1 should be enhanced & preserved Enrichment model that builds both L1 & L2 in a

continual model

Cognitive Affective (Behavioral)

Psychomotor

Thought or knowledge•Measureable •What the student is able to do•Observable

•Example: TLW know the difference between the types of objectives.

Feelings or choices•How the student chooses to behave or act

•Example: TLW will demonstrate a positive attitude toward others of different cultures and language registers.

Physical skills•What the student can perform

•Example: TLW complete jumping jacks as illustrated in class.

Paralinguistic features of communication:• Aspects of language that are encoded separately

from words (using vocal cues. . . Changing our speech patterns based on questions, punctuation, purpose, etc.)

Meta-linguistic knowledge: • Awareness of the features & rules of a given

language, beyond simply being able to use them; interaction between language and a written text

Scaffolding: actions that build or increase comprehension• What are some scaffolding strategies?

Pedagogical approach:• An approach that looks at how we teach,

particularly on the strategies we choose and how we present information

Silent way of teaching method:• Avoids the use of vernacular; teacher is in

control and is able to listen to L2s descriptions of actions performed and gestures used