Words sets or word families
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This technique groups many words that are related in the same topic for example parts of house or parts of body.
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Adverb Phrase
An adverb phrase is a group of words that functions like an adverb to describe when, where, why or how an event occurred. An adverb phrase can be a prepositional phrase that modifies a verb, adjective or other adverb. An adverb phrase tells how, when, where or to what degree something is done and may include pre-modifiers and post-modifiers around an adverb as the headword. Common adverb phrases use prepositions like "in", "after" or "behind" to indicate time, place or manner.
phonemes
Phonemes are the smallest units of sound that distinguish one word from another in a language. There are 44 phonemes in English represented by letters alone or letter combinations. Phonemes can be segmented from words by breaking words into their individual sound units. The English language has a complex phonetic code where one phoneme can be represented by 1 to 4 letters. Minimal pairs are word pairs that differ by one phoneme, like "fan" and "van", helping learners distinguish similar sounds.
Homonyms Slidecast
This document provides examples of common homonyms and their definitions through pictures and examples. It discusses word pairs such as their/there/they're, too/to/two, its/it's, you're/your, hear/here, right/write, peace/piece. The purpose is to help the reader learn about homonyms and correctly use them in sentences through examples and exercises including writing a poem using multiple homonym pairs.
Types of Morphemes
This document discusses types of morphemes including free morphemes, bound morphemes, and zero morphemes.
Free morphemes can stand alone as words and have meaning on their own. They include lexical morphemes like nouns, verbs, adjectives and adverbs. Grammatical free morphemes include articles, prepositions and pronouns.
Bound morphemes cannot stand alone and are affixes that attach to free morphemes, changing the word's meaning. Common bound morphemes are prefixes, infixes, and suffixes. Inflectional suffixes do not change a word's grammatical category while derivational suffixes do change the category. Some words have zero
Linguistics -Syntax
This document discusses syntax and sentence structure. It defines syntax as the rules of sentence formation and the component of grammar that represents a speaker's knowledge of phrase and sentence structure. It discusses constituents, phrase structure rules, syntactic categories, and phrase structure trees. Phrase structure trees are used to represent the hierarchical structure of sentences and show constituent structures and syntactic categories. The document notes that language has an infinite quality, as sentences can always be lengthened through the addition of modifiers. It provides examples of phrase structure trees and tests to identify verbs phrases and noun phrases.
Minimal pairs
The document discusses minimal pairs, which are pairs of words that differ by only one sound. Minimal pairs are useful for distinguishing between similar sounds. Some examples of minimal pairs provided are thin/thing, alive/arrive, sea/she, fan/van, fat/hat, free/three, sink/think, with/whizz, and page/pays. A minimal pair consists of two words or phrases that differ in only one phonological element, such as the onset, nucleus, or coda of a syllable.
Word formation process
The document discusses various word formation processes including compounding, blending, back formation, affixation, and meaning change. It provides examples for each process. Compounding involves combining two or more free morphemes to form a new word like blackbird. Blending joins parts of different words like smog from smoke and fog. Back formation removes what is mistakenly considered an affix like peddle from peddler. Affixation adds a bound morpheme through prefixation, suffixation, or infixation. Meaning change alters a word's semantic meaning through processes like generalization or metaphorical extension.
Affixes
Here are some words that can be formed from each root:
act - action, active, activate, actor, actual, react
love - loving, loved, lover, beloved, loveable, loveless
talk - talking, talkative, talker, talk, untalkative
dark - darken, darker, darkness, darkly
comfort - comfortable, comforting, discomfort, uncomfortable
excite - exciting, excitement, excited, excitation
station - stationary, stationery, destation, restation
suit - suitable, suitability, unsuitable, suitcase, lawsuit
decide - decision, decisive, indecisive, undecided
mix - mixture, mixed, mixing, remix
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Adverb Phrase
An adverb phrase is a group of words that functions like an adverb to describe when, where, why or how an event occurred. An adverb phrase can be a prepositional phrase that modifies a verb, adjective or other adverb. An adverb phrase tells how, when, where or to what degree something is done and may include pre-modifiers and post-modifiers around an adverb as the headword. Common adverb phrases use prepositions like "in", "after" or "behind" to indicate time, place or manner.
phonemes
Phonemes are the smallest units of sound that distinguish one word from another in a language. There are 44 phonemes in English represented by letters alone or letter combinations. Phonemes can be segmented from words by breaking words into their individual sound units. The English language has a complex phonetic code where one phoneme can be represented by 1 to 4 letters. Minimal pairs are word pairs that differ by one phoneme, like "fan" and "van", helping learners distinguish similar sounds.
Homonyms Slidecast
This document provides examples of common homonyms and their definitions through pictures and examples. It discusses word pairs such as their/there/they're, too/to/two, its/it's, you're/your, hear/here, right/write, peace/piece. The purpose is to help the reader learn about homonyms and correctly use them in sentences through examples and exercises including writing a poem using multiple homonym pairs.
Types of Morphemes
This document discusses types of morphemes including free morphemes, bound morphemes, and zero morphemes.
Free morphemes can stand alone as words and have meaning on their own. They include lexical morphemes like nouns, verbs, adjectives and adverbs. Grammatical free morphemes include articles, prepositions and pronouns.
Bound morphemes cannot stand alone and are affixes that attach to free morphemes, changing the word's meaning. Common bound morphemes are prefixes, infixes, and suffixes. Inflectional suffixes do not change a word's grammatical category while derivational suffixes do change the category. Some words have zero
Linguistics -Syntax
This document discusses syntax and sentence structure. It defines syntax as the rules of sentence formation and the component of grammar that represents a speaker's knowledge of phrase and sentence structure. It discusses constituents, phrase structure rules, syntactic categories, and phrase structure trees. Phrase structure trees are used to represent the hierarchical structure of sentences and show constituent structures and syntactic categories. The document notes that language has an infinite quality, as sentences can always be lengthened through the addition of modifiers. It provides examples of phrase structure trees and tests to identify verbs phrases and noun phrases.
Minimal pairs
The document discusses minimal pairs, which are pairs of words that differ by only one sound. Minimal pairs are useful for distinguishing between similar sounds. Some examples of minimal pairs provided are thin/thing, alive/arrive, sea/she, fan/van, fat/hat, free/three, sink/think, with/whizz, and page/pays. A minimal pair consists of two words or phrases that differ in only one phonological element, such as the onset, nucleus, or coda of a syllable.
Word formation process
The document discusses various word formation processes including compounding, blending, back formation, affixation, and meaning change. It provides examples for each process. Compounding involves combining two or more free morphemes to form a new word like blackbird. Blending joins parts of different words like smog from smoke and fog. Back formation removes what is mistakenly considered an affix like peddle from peddler. Affixation adds a bound morpheme through prefixation, suffixation, or infixation. Meaning change alters a word's semantic meaning through processes like generalization or metaphorical extension.
Affixes
Here are some words that can be formed from each root:
act - action, active, activate, actor, actual, react
love - loving, loved, lover, beloved, loveable, loveless
talk - talking, talkative, talker, talk, untalkative
dark - darken, darker, darkness, darkly
comfort - comfortable, comforting, discomfort, uncomfortable
excite - exciting, excitement, excited, excitation
station - stationary, stationery, destation, restation
suit - suitable, suitability, unsuitable, suitcase, lawsuit
decide - decision, decisive, indecisive, undecided
mix - mixture, mixed, mixing, remix
Participle and participial phrase
This document provides instruction on identifying and using participles and participial phrases in sentences. It includes examples and activities for students to practice identifying present and past participles, distinguishing verbs from participles, recognizing participial phrases, and using participial phrases to combine sentences. The goal is to emphasize feelings, actions, thoughts and observations through proper use of participles and participial phrases in writing.
Noun-concrete noun and abstract noun
This document discusses concrete and abstract nouns. It provides examples of each type of noun to illustrate the difference. Concrete nouns name things that can be seen or touched, like "friend" or "camera." Abstract nouns name things that cannot be seen or touched, such as ideas, qualities, or conditions like "friendship", "love", or "ruling." The document contrasts concrete and abstract nouns in a table and provides two additional lists of examples of each type of noun.
Adjective phrases
Adjective phrases modify nouns and consist of an adjective and other optional elements like determiners or modifiers. They can function as attributive modifiers before nouns or after linking verbs. Adjective phrases can also be modified by adverbs or other determiners. Common examples include "a very slow voice", "heavy rain", and "a cup of hot chocolate". The adjective is the head of the phrase and additional words provide context about the adjective.
Syntax powerpoint
Syntax is the study of sentence structure. It examines the categories of words like lexical categories of nouns, verbs, adjectives, and functional categories. Phrases are syntactic units formed by combining words headed by a specific category. There are noun phrases, verb phrases, adjective phrases, and prepositional phrases. Clauses include a verb and accompanying elements. A sentence is the largest independent syntactic unit. Sentences can be coordinated or subordinated and have different structures.
Verb Phrase
A verb phrase consists of a main verb combined with a helping verb, also known as an auxiliary verb. Some examples of verb phrases include "was preparing", "could speak", "may have been sleeping", and "must pay" which all contain a helping verb and main verb. A verb phrase is a group of words that together function as the verb, usually containing both a helping verb and main action verb like "are chasing" while a single verb like "chase" is not itself a verb phrase.
Complements
The document discusses different types of complements in sentences, including subject complements, object complements, direct objects, and indirect objects. It provides examples of each type of complement and explains how to identify them. Subject complements include predicate nominatives and predicate adjectives, and follow linking verbs. Objects receive the action of verbs and can be direct objects or indirect objects. A flowchart is also included to help identify different types of complements.
Phoneme
Phonology is the study of how sounds are organized and used in a language to convey meaning. A phoneme is the smallest unit of sound in a language that can distinguish meaning. English has 24 consonant and 20 vowel phonemes. Phonemes are language specific and each language selects a set of sounds to form patterns. Allophones are different phonetic realizations of the same phoneme that do not change meaning, such as the aspirated and unaspirated versions of /p/, /t/, and /k/ in English. A minimal pair is a pair of words that differ in only one phoneme.
Differences between British English and American English
The document outlines some of the key differences between American and British English, including differences in spelling, pronunciation, grammar, and vocabulary. It provides many examples of words that are spelled or pronounced differently, or have different meanings, between the two dialects. Different rules and conventions for grammar, such as collective nouns, verb forms, and tense usage are also described.
Teaching Intonation
This document discusses intonation in language and provides examples of how intonation can change the meaning of what is said. It notes that intonation exists in all languages and is used to indicate emotional meaning and the feelings of the speaker. It emphasizes that awareness of intonation aids communication and that wrong intonation can cause misunderstandings. The document then provides various exercises and examples to demonstrate how intonation works in practice.
/t/, /d/ and "th" sound
This document provides instruction on pronouncing the sounds [t], [d], and "th" in English. It explains that the tongue should be placed behind the top teeth and released with air to produce the [t] sound. Common pronunciation problems with [t] are discussed. Examples of words containing [t] are provided. The same format is followed to explain the production and examples of the [d] sound. For "th", the document distinguishes the voiced [ð] sound from the voiceless [θ] sound and provides example words for each. Listeners are encouraged to practice the sounds and common mispronunciations are noted. References for further information are included at the end.
Preposition and prepositional phrases
The document discusses prepositions and prepositional phrases. It defines prepositions as words that show relationships between other words in a sentence, such as direction, place, time, cause, and manner. It also discusses postpositions, circumpositions, and adpositions. Additionally, it covers the properties, types of complements, and functions of prepositions and prepositional phrases, including as heads of phrases, modifiers, complements, adjuncts, adverbials, and particles.
Inflectional morphemes
Inflectional morphemes are affixes that change the grammatical function of words without having independent meaning. There are inflectional morphemes for nouns, verbs, and adjectives. For nouns, these include plural -s, possessive -'s, and rules for pronunciation depending on the final sound of the noun. Verb inflections mark present -s, past -ed/-d, progressive -ing, and participle -en. Adjectives have comparative -er and superlative -est inflections.
Pronouns
Pronouns are used in place of nouns and include subject pronouns like I, you, he, she, it, we, you, and they. Pronouns are used at the beginning of sentences and can replace nouns, for example replacing names with he, she, we, or they. Some examples of pronouns being used are "I am a teacher", "you are a good friend", and "they have a new car".
Processes of word formation
The document discusses various processes of word formation in languages. It identifies 10 main processes: coinage, borrowing, compounding, blending, clipping, backformation, conversion, acronyms, affixation, and reduplication. Each process is explained with examples to illustrate how new words are created in a language through these different morphological processes.
Prefixes and suffixes
Prefixes and suffixes are word parts that are added to root words to change their meaning. Prefixes are added to the beginning of words while suffixes are added to the end. Some common prefixes are im-, in-, bi-, non-, and dis- which mean not, two, not, and opposite. Common suffixes include -er, -or, -less, -able and -ible which denote one who, without, and can be. Randy's bike had a flat tire and he couldn't find the pump because the garage was in disorder.
Parts Of Speech
The document discusses the eight parts of speech in English: nouns, verbs, adjectives, adverbs, pronouns, prepositions, interjections, and conjunctions. It provides definitions and examples for each part of speech. The document encourages learning parts of speech and provides links to online games and resources for practicing parts of speech.
AFFIXATION
This document discusses different types of affixes in grammar:
1. Prefixes and suffixes are bound inflectional or derivational elements added to word stems to form new words or alter word meanings. Examples of common English prefixes and suffixes and their meanings are provided.
2. Infixes are affixes inserted within the base of a word, such as the expletive infix in "fan-bloody-tastic." Confixes are composed of a prefix and suffix added to a root.
3. Other types of affixes discussed include superfixes, circumfixes, and expletive infixes. Various examples from English and other languages are used to illustrate each affix type.
Noun phrase
This document provides an overview of noun phrases and their structure. It discusses that a noun phrase contains a head word, which is usually a noun or pronoun, and can include pre-modifiers before the head and post-modifiers after the head. The key parts of a noun phrase are identified as the determiner, pre-modifier, head, and post-modifier. Common types of pre-modifiers include adjectives and nouns, while post-modifiers often include prepositional phrases and clauses. The document also notes that occasionally adjectives, determiners, and nouns can function as the head of a noun phrase.
Consonant Clusters
This document discusses consonant clusters in English phonology and phonetics. It defines consonant clusters as groups of two or more consonants that can appear at the beginning, middle, or end of words. It provides examples of initial clusters like "string" and categorizes them. It also discusses medial clusters within and between syllables. Finally, it analyzes final clusters of 2-4 consonants and provides production details and more examples.
Introduction to syntax
This document discusses syntax, which is the study of sentence structure and grammatical rules in language. It defines key syntactic terms like phrases, clauses, subjects, verbs, and word order. It explains that the goal of syntax is to understand the rules common across languages. Common phrase types are defined like noun, verb, adjective, and prepositional phrases. Sentence structure and the relationships between subjects, verbs, and objects are also covered. The document concludes by defining additional syntactic concepts like constituents, construction, and immediate constituent analysis.
Word Families
This document provides a series of word families for sounding out and reading. It contains 3 main sections - words ending in consonant blends like "st" and "bl", words ending in vowel digraphs like "ack" and "ake", and words ending in consonant digraphs like "op". The learner is prompted to sound out each set of words and then read a list combining words from the set to check their understanding.
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Participle and participial phrase
This document provides instruction on identifying and using participles and participial phrases in sentences. It includes examples and activities for students to practice identifying present and past participles, distinguishing verbs from participles, recognizing participial phrases, and using participial phrases to combine sentences. The goal is to emphasize feelings, actions, thoughts and observations through proper use of participles and participial phrases in writing.
Noun-concrete noun and abstract noun
This document discusses concrete and abstract nouns. It provides examples of each type of noun to illustrate the difference. Concrete nouns name things that can be seen or touched, like "friend" or "camera." Abstract nouns name things that cannot be seen or touched, such as ideas, qualities, or conditions like "friendship", "love", or "ruling." The document contrasts concrete and abstract nouns in a table and provides two additional lists of examples of each type of noun.
Adjective phrases
Adjective phrases modify nouns and consist of an adjective and other optional elements like determiners or modifiers. They can function as attributive modifiers before nouns or after linking verbs. Adjective phrases can also be modified by adverbs or other determiners. Common examples include "a very slow voice", "heavy rain", and "a cup of hot chocolate". The adjective is the head of the phrase and additional words provide context about the adjective.
Syntax powerpoint
Syntax is the study of sentence structure. It examines the categories of words like lexical categories of nouns, verbs, adjectives, and functional categories. Phrases are syntactic units formed by combining words headed by a specific category. There are noun phrases, verb phrases, adjective phrases, and prepositional phrases. Clauses include a verb and accompanying elements. A sentence is the largest independent syntactic unit. Sentences can be coordinated or subordinated and have different structures.
Verb Phrase
A verb phrase consists of a main verb combined with a helping verb, also known as an auxiliary verb. Some examples of verb phrases include "was preparing", "could speak", "may have been sleeping", and "must pay" which all contain a helping verb and main verb. A verb phrase is a group of words that together function as the verb, usually containing both a helping verb and main action verb like "are chasing" while a single verb like "chase" is not itself a verb phrase.
Complements
The document discusses different types of complements in sentences, including subject complements, object complements, direct objects, and indirect objects. It provides examples of each type of complement and explains how to identify them. Subject complements include predicate nominatives and predicate adjectives, and follow linking verbs. Objects receive the action of verbs and can be direct objects or indirect objects. A flowchart is also included to help identify different types of complements.
Phoneme
Phonology is the study of how sounds are organized and used in a language to convey meaning. A phoneme is the smallest unit of sound in a language that can distinguish meaning. English has 24 consonant and 20 vowel phonemes. Phonemes are language specific and each language selects a set of sounds to form patterns. Allophones are different phonetic realizations of the same phoneme that do not change meaning, such as the aspirated and unaspirated versions of /p/, /t/, and /k/ in English. A minimal pair is a pair of words that differ in only one phoneme.
Differences between British English and American English
The document outlines some of the key differences between American and British English, including differences in spelling, pronunciation, grammar, and vocabulary. It provides many examples of words that are spelled or pronounced differently, or have different meanings, between the two dialects. Different rules and conventions for grammar, such as collective nouns, verb forms, and tense usage are also described.
Teaching Intonation
This document discusses intonation in language and provides examples of how intonation can change the meaning of what is said. It notes that intonation exists in all languages and is used to indicate emotional meaning and the feelings of the speaker. It emphasizes that awareness of intonation aids communication and that wrong intonation can cause misunderstandings. The document then provides various exercises and examples to demonstrate how intonation works in practice.
/t/, /d/ and "th" sound
This document provides instruction on pronouncing the sounds [t], [d], and "th" in English. It explains that the tongue should be placed behind the top teeth and released with air to produce the [t] sound. Common pronunciation problems with [t] are discussed. Examples of words containing [t] are provided. The same format is followed to explain the production and examples of the [d] sound. For "th", the document distinguishes the voiced [ð] sound from the voiceless [θ] sound and provides example words for each. Listeners are encouraged to practice the sounds and common mispronunciations are noted. References for further information are included at the end.
Preposition and prepositional phrases
The document discusses prepositions and prepositional phrases. It defines prepositions as words that show relationships between other words in a sentence, such as direction, place, time, cause, and manner. It also discusses postpositions, circumpositions, and adpositions. Additionally, it covers the properties, types of complements, and functions of prepositions and prepositional phrases, including as heads of phrases, modifiers, complements, adjuncts, adverbials, and particles.
Inflectional morphemes
Inflectional morphemes are affixes that change the grammatical function of words without having independent meaning. There are inflectional morphemes for nouns, verbs, and adjectives. For nouns, these include plural -s, possessive -'s, and rules for pronunciation depending on the final sound of the noun. Verb inflections mark present -s, past -ed/-d, progressive -ing, and participle -en. Adjectives have comparative -er and superlative -est inflections.
Pronouns
Pronouns are used in place of nouns and include subject pronouns like I, you, he, she, it, we, you, and they. Pronouns are used at the beginning of sentences and can replace nouns, for example replacing names with he, she, we, or they. Some examples of pronouns being used are "I am a teacher", "you are a good friend", and "they have a new car".
Processes of word formation
The document discusses various processes of word formation in languages. It identifies 10 main processes: coinage, borrowing, compounding, blending, clipping, backformation, conversion, acronyms, affixation, and reduplication. Each process is explained with examples to illustrate how new words are created in a language through these different morphological processes.
Prefixes and suffixes
Prefixes and suffixes are word parts that are added to root words to change their meaning. Prefixes are added to the beginning of words while suffixes are added to the end. Some common prefixes are im-, in-, bi-, non-, and dis- which mean not, two, not, and opposite. Common suffixes include -er, -or, -less, -able and -ible which denote one who, without, and can be. Randy's bike had a flat tire and he couldn't find the pump because the garage was in disorder.
Parts Of Speech
The document discusses the eight parts of speech in English: nouns, verbs, adjectives, adverbs, pronouns, prepositions, interjections, and conjunctions. It provides definitions and examples for each part of speech. The document encourages learning parts of speech and provides links to online games and resources for practicing parts of speech.
AFFIXATION
This document discusses different types of affixes in grammar:
1. Prefixes and suffixes are bound inflectional or derivational elements added to word stems to form new words or alter word meanings. Examples of common English prefixes and suffixes and their meanings are provided.
2. Infixes are affixes inserted within the base of a word, such as the expletive infix in "fan-bloody-tastic." Confixes are composed of a prefix and suffix added to a root.
3. Other types of affixes discussed include superfixes, circumfixes, and expletive infixes. Various examples from English and other languages are used to illustrate each affix type.
Noun phrase
This document provides an overview of noun phrases and their structure. It discusses that a noun phrase contains a head word, which is usually a noun or pronoun, and can include pre-modifiers before the head and post-modifiers after the head. The key parts of a noun phrase are identified as the determiner, pre-modifier, head, and post-modifier. Common types of pre-modifiers include adjectives and nouns, while post-modifiers often include prepositional phrases and clauses. The document also notes that occasionally adjectives, determiners, and nouns can function as the head of a noun phrase.
Consonant Clusters
This document discusses consonant clusters in English phonology and phonetics. It defines consonant clusters as groups of two or more consonants that can appear at the beginning, middle, or end of words. It provides examples of initial clusters like "string" and categorizes them. It also discusses medial clusters within and between syllables. Finally, it analyzes final clusters of 2-4 consonants and provides production details and more examples.
Introduction to syntax
This document discusses syntax, which is the study of sentence structure and grammatical rules in language. It defines key syntactic terms like phrases, clauses, subjects, verbs, and word order. It explains that the goal of syntax is to understand the rules common across languages. Common phrase types are defined like noun, verb, adjective, and prepositional phrases. Sentence structure and the relationships between subjects, verbs, and objects are also covered. The document concludes by defining additional syntactic concepts like constituents, construction, and immediate constituent analysis.
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Differences between British English and American English
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Word Families
This document provides a series of word families for sounding out and reading. It contains 3 main sections - words ending in consonant blends like "st" and "bl", words ending in vowel digraphs like "ack" and "ake", and words ending in consonant digraphs like "op". The learner is prompted to sound out each set of words and then read a list combining words from the set to check their understanding.
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Word Families
The document provides instructions for sounding out and reading words that follow common phonetic patterns. It includes lists of words containing the following phonetic families: short vowel sounds like "at"; consonant blends like "bl"; vowel digraphs like "ack"; final consonant blends like "op"; and vowel-consonant-e patterns like "ake". The reader is prompted to read down each list aloud to practice their phonics skills.
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Conditionals
The document discusses the four types of conditional sentences in English: zero, first, second, and third conditional. It provides examples and explanations of the tense patterns used in the if-clause and main clause for each type, and how they are used to talk about different hypothetical or possible situations in the present, future or past. Mixed conditionals are also introduced, which refer to the present results of a past action.
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Word Families & Rhyming Words
The document provides a list of common word families and rhyming words organized by their ending sounds. It includes words ending in "-ack", "-ad", "-ail", "-ain", and other common rhyming patterns, listing multiple examples for each ending. The purpose is to teach English language learners about rhyming words and word families.
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Teachers of English to Speakers of Other Languages, Inc. (TESO.docx
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Derivative Word Forms: What Do Learners Know?
Author(s): Norbert Schmitt and Cheryl Boyd Zimmerman
Reviewed work(s):
Source: TESOL Quarterly, Vol. 36, No. 2 (Summer, 2002), pp. 145-171
Published by: Teachers of English to Speakers of Other Languages, Inc. (TESOL)
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Derivative Word Forms:
What Do Learners Know?
NORBERT SCHMITT
University of Nottingham
University Park, Nottingham, England
CHERYL BOYD ZIMMERMAN
California State University, Fullerton
Fullerton, California, United States
Some teachers and researchers may assume that when a learner knows
one member of a word family (e.g., stimulate), the other members (e.g.,
stimulant, stimulative) are relatively easy to learn. Although knowing one
member of a word family undoubtedly facilitates receptive mastery of
the other members, the small amount of previous research has sug-
gested that L2 learners often have problems producing the various
derivative forms within a word family. This study examined the ability of
106 graduate and undergraduate nonnative-English-speaking students
to produce appropriate derivatives in the four major word classes (i.e.,
noun, verb, adjective, and adverb) for 16 prompt words. The results
indicated that it was relatively uncommon for subjects to know either all
of the four word forms or none of them. Subjects usually had partial
knowledge of the derivatives, with productive knowledge of two or three
forms being typical. In a comparison of derivational mastery and
knowledge of the prompt words on a four-stage developmental scale,
the subjects showed increasing knowledge of noun and verb derivatives
at each stage, but adjective and adverb forms appeared to be more
difficult for them. The results may imply a need for more direct
attention to the teaching of derivative forms.
The ability to use the appro ...
What is word work?
Working with Words involves teaching the alphabetic principle/phonics, sight words, and spelling. It aims to help students understand relationships between letters and sounds, recognize words quickly to aid comprehension, and blend/segment sounds for reading and spelling. Systematic phonics instruction improves word recognition, spelling, and reading comprehension, increasing understanding of language conventions. When students recognize words easily, they can focus on meaning and are more motivated to read. Children lacking skills in working with words experience less rewarding early reading and become less involved with reading over time.
Tesl session 7-teaching reading
This document discusses the importance of oral language and phonological awareness for developing reading skills. It identifies six key components of teaching reading: oral language, phonological awareness, phonics, fluency, vocabulary and comprehension. For phonological awareness, it explains the hierarchy of skills from rhythm and rhyme to phoneme manipulation. It also discusses principles for teaching phonics systematically using a synthetic approach with explicit instruction of letter-sounds and blending. Developing oral language skills from an early age helps provide the foundation for learning to read.
Vocabulary
This document discusses different aspects of vocabulary, including definitions, ways of counting words, word families, multi-word units, and purposes of vocabulary tests. It notes that counting words depends on the reason for counting, such as for measuring length or speed of speech, and discusses counting by tokens or word families. Word families include closely related forms that language users see as the same word. A major challenge is deciding what constitutes a word family. The document also mentions that native speakers speak fluently due to large numbers of stored multi-word units, and lists purposes of vocabulary tests such as measuring size, recent learning, learning from a course, and diagnosing strengths and weaknesses.
Approaches to language teaching
This document discusses various language teaching approaches including:
- Grammar Translation focuses on grammar rules and translation between languages.
- Audio-Lingual Method teaches grammar through repetition and drills to reinforce correct forms.
- Natural Approach immerses learners in the target language and emphasizes comprehension over speaking.
- Total Physical Response uses physical actions to reinforce comprehension before speaking.
- Suggestopedia creates a relaxed environment using music and role-playing to make students more suggestible.
- Pleasure reading allows learning vocabulary through context and connecting word meanings in sentences.
- Content-Based Instruction uses content as a vehicle for language teaching and develops cognitive skills in two languages.
Presentation-for-Literacy.pptx
This document discusses several theories and concepts related to beginning reading instruction. It describes the bottom-up theory which emphasizes mastering basic phonics and phonemic awareness skills before reading words. The whole language/psycholinguistic theory takes a top-down approach and focuses on authentic texts. Schema theory builds on background knowledge to aid reading. Metacognitive theory teaches reading strategies to increase awareness. Finally, it identifies five key early literacy skills that affect reading performance: phonemic awareness, alphabetic principle, fluency, vocabulary, and comprehension.
Primary Word Work Training
This document provides information and recommendations for phonics and sight word instruction including effective instructional strategies from research. It describes techniques like Making Words, word sorts, word walls, spelling patterns/word families, and assessments to help students gain reading and spelling automaticity. The goal is for students to decode and spell new words. Suggestions incorporate multi-sensory and developmental approaches.
Reading difficulties & disabilities power point
This document provides a summary of a PowerPoint presentation on teaching students with reading difficulties and disabilities. The presentation covers key topics in reading instruction including oral language, phonological awareness, phonics, vocabulary development, comprehension, and fluency. It describes the relationship between these topics and learning to read. Strategies are provided for teaching each area, such as using visuals and linking new vocabulary to prior knowledge. The presentation emphasizes the importance of explicit instruction in all areas of reading. It also outlines a framework for assessment and intervention planning for struggling readers.
How language developed in early childhood 1-
This document discusses language development in early childhood. It covers the key systems that make up language (phonology, morphology, syntax, semantics, pragmatics). It also discusses the biological and environmental influences on language development, outlining major theories including Piaget's stages of cognitive development and Vygotsky's emphasis on social interaction and the zone of proximal development. Theories of language development discussed include the nativist view proposed by Chomsky that posits an innate language acquisition device, as well as the empiricist view that language is learned from the environment. Stages of typical language development from 6 months to 5 years are also outlined.
Tg wtw word_sorting
This document discusses word sorting, which involves grouping words into categories based on sound, spelling pattern, or meaning. It describes two approaches to sorting - teacher-directed and student-centered. There are three types of sorts: alphabet sorts compare words by sound, pattern sorts compare consistent spelling patterns, and meaning sorts categorize words by meaning. The benefits of sorting include promoting higher-level thinking, oral language development, and differentiated instruction. Some common misconceptions are that sorting should be hands-on but voices off, words can only be sorted once, and sorts must have a single specific feature.
The importance of morphology and syntax in the formation as teachers
1) The document discusses the importance of morphology and syntax for language teachers in their everyday classroom practice. It argues that a strong understanding of these linguistic concepts helps teachers develop students' vocabulary, reading, writing, listening and speaking skills.
2) Morphology and syntax are closely interrelated, and both are important for acquiring rules of word and sentence formation. Knowing morphological rules aids vocabulary acquisition, while syntax supports reading comprehension and producing grammatically correct sentences.
3) When teaching grammar, teachers should contextualize concepts and make it engaging for learners, rather than just presenting rules. The goal is for students to use grammar as a tool for meaningful communication.
Text 9 teaching_vocabulary_to_advanced_students
This document discusses strategies for teaching vocabulary to advanced English language learners. It emphasizes helping students broaden their productive vocabulary through activities that encourage independent word learning and use. Key recommendations include grouping vocabulary by topic to facilitate memorization, using dictionaries and context clues to discover word meanings, and providing opportunities for students to practice using new vocabulary in meaningful ways. The goal is to enable lifelong independent vocabulary expansion beyond the classroom.
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Words sets or word families
- 1. UNIVERSIDAD NACIONAL DE CHIMBORAZO FACULTAD DE CIENCIAS DE LA EDUCACION HUMANAS Y TECNOLOGIAS ESCUELA DE IDIOMAS. METHODOLOGY WORDS SETS OR WORD FAMILIES Gisell Lema Mayra Quiroz Patricia Totoy
- 2. Words sets or Word Families are groups of related words that are sufficiently closely related to each other to form a 'family'. Words can be grouped into families in two main ways: they are similar in form. their meanings are related.
- 3. WHY ARE WORD FAMILIES IMPORTANT? Form-based families are important because they reveal sometimes hidden patterns of spelling in words that children already know. Meaning-based families are important because they reveal links and patterns of meaning in words that children already know; for example, many adjectives and nouns are related as in the trio big - little - size.
- 4. FORM-BASED FAMILIES In the form-based word family teach - teacher, similarity of form is most easily explained by recognising two morphemes in teacher: a root word which is also found in teach; and a derivational suffix which is also found in other words such as lecturer, driver, and learner. Morphemes are important for spelling because they tend to have the same spelling across all the words containing them.
- 5. HOW DO YOU APPLY WORD FAMILIES TECHNIQUE? • This technique is a guide for teachers that links phonemic awareness (hearing sounds in words) with phonics (the visual details or print). • The firs step into making this important link need to be made with modeling and coaching. • This hands-on activity privides systematic lessons that improve spelling, reading, phonemic awareness and phonics. • Students manipulate their own letters to make words having high frequency word patterns. • The group letter sorts these for common patterns and reads and write more words using the sounds they have just practiced.
- 11. parts of my body head eyes nose mouth ears arm fingers hand leg foot