TELUS EXAM 2024-2025: Linguistics Terminology and Concepts, Exams of Marketing

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TELUS EXAM 2024-

type: ANSWER only count the term in use once.

Tokens - ANSWER counts every time a word occurs.

phonological - Answer Each phoneme is regarded to consist of a set of these features and differs in at least one feature from the other phonemes.

/i:/ +high, -low, back, -round

/u:/ +high, -low, +back, and +round

where the attributes + or - high, = or _ low, + or - back refer to the position of the tongue in the mouth and + or - round to whether the lips are rounded or not.

Also interested in:

a) the study of word-to-word relations in sentences, that is, how the combination of words affects sound patterns.

c) The study of intonation patterns

ANSWER (1) Orthography is the practice or study of accurate spelling per established usage.

(2) The study of letters and how they are used to express sounds and construct words. Adjective: orthographic, orthographical.

'The science of spelling with the eyes rather than the ears. - Ambrose Bierce, The Devil's Dictionary (1911).

lexical unit - ANSWER form pointing to or referring to

Something from the outside world

Two kinds of words: ANSWER content and function.

See typologies in Granger for more reading.

Homonymy is a relationship between words with the same form (sound or spelling) but different meanings that cannot be connected.

*Unlike polysemy, meanings cannot be related.

Tail & Tale

Bow your head and tie a bow.

Lay down and don't lie.

polysemy - answer one word has two or more closely related meanings.

Foot of the bed, wounded his foot (both signify lower section).

Morphology is the study of how the forms of words change.

A morpheme is the smallest meaningful unit in a language or the smallest part of a word with independent meaning.

cannot be split without affecting or diminishing their meaning.

Example: kind.

ANSWER is a free morpheme; it cannot be broken into smaller components.

tied morpheme: ANSWER Cannot stand alone as a word.

-s

infix—within a word

Phraseology is the study of the structure, meaning, and use of word combinations.

-Cowie 1994.

composed of at least two words.

non-compositional - ANSWER A lexical item is considered to be non-compositional if its global meaning is different than the sum of its component parts- Svensson

Three sorts of phraseological units. - ANSWER referencing phrases.

Textual Phrasemes

Communicative phrasemes

See page 42 of Granger for types.

ANSWER: The basic role of semantic prosody is to express the speaker's or writer's attitude toward a pragmatic situation.

Lowe from Granger

Semantics, in whatever sense that is defined. A semantic feature is a feature that distinguishes a word's meaning from that of others; a semantic component of a

generative grammar is a distinct set of semantic rules that assign representations of meaning to sentences; semantic criteria in linguistic analysis are criteria that make reference to meaning, as opposed to 'formal criteria', which do not; a semantic definition, e.g. of a word class, will refer to types of meaning that characterize

Prosody is derived from the Ancient Greek word meaning a song with accompaniment. As a result, traditionally, the study of meters in verse; and, in linguistics, of rhythm and intonation in speech; for example, an intonational contour, such as falling, rising, etc., is a prosodic contour, or a type of prosodic unit.

In prosodic phonology, a prosody is an abstract unit that is realized or has the capacity to be realized at two or more points in a linear structure. In some Spanish dialects, a final [h] is connected with a relative lowering of an unstressed back vowel. For example, [ˈliβrɔh] (libros) 'books' vs. [ˈliβrʊ] (libro) 'book'. As a result, both traits can be regarded to represent a single prosodic contrast, such as a 'H' prosody in libros vs a 'non-H' prosody in libro.

Two distributional categories. - ANSWER 1. N-grams are continuous sequences of two or more words.

2. Co-occurance- a discontinuous conjunction of two words.

see chart in Granger, p.39.

There are two types of phrasemes: semi-phrasemes or collocations, quasi-phrasemes or quasi-idioms, and full phrasemes or idioms.

2. pragmatic phrasemes (pragmatemes)

2. Extent phrase- vs. sentence-level

3. degree of semantic (or non-)compositionality

4. Level of syntactic flexibility and collocability

5. Discourse Function

procedure syllabus - ANSWER Prabhu proposed the procedural syllabus in 1980. Prabhu's 'Bangalore Project' was founded on the belief that structure is best learned when attention is focused on meaning. The emphasis changes from the language to the educational aspect, which focuses on learning or the learner. The tasks and activities are preplanned, but the linguistic content is not. In this syllabus, tasks are scored conceptually and classified based on similarities. Within such a system, the syllabus designer's responsibility for content selection, organization, and grading is reduced. Arranging the course around problems like information- and opinion-gap activities allows the learner to perceive the language instinctively while consciously focusing on solving the meaning of the challenges.

Cultural syllabus - ANSWER Stern (1992) offers a 'cultural syllabus' to be used in second/foreign language instruction. There are numerous obstacles in defining the concept of culture. Seelye (1984:26) declined to define culture, describing it as 'a wide notion that covers all aspects of man's life,' while Brown (1994) refers to it as the "glue" that holds a community of people together. To have a better understanding of the term culture, Stern (1992:208) recommends that writers "have tried to reduce the vast and amorphous nature of the culture concept to manageable proportions by preparing lists of items or indicating a few broad categories." Stern goes on to say that lists like Brooks and Chastain's provide merely 'culture titbits'. Stern praises Nostrand's (1978) emergent model as an attempt to solve this, as well as Seelye's insight that all of humanity has the same requirements, but that different groups will meet these needs in different ways, since this provides a perspective for analyzing culture. However, Stern also argues that, while Nostrand's and Seelye's work provide a perspective, they are difficult to put into reality. Hammerly (1982) proposes a combination of anthropological and classical culture. He identifies three areas: information culture, behavioural culture, and achievement culture. Stern

agrees this is helpful, but claims that it does not address the issue of the diversity of cultural issues.

Stern (1992) suggests that aims should be:

A research-oriented perspective

The learner's home country

Knowledge of the target culture.

Affective goals include interest, intellectual curiosity, and empathy.

Awareness of its qualities and differences with the target culture

Emphasis on comprehending.

Situational syllabus - ANSWER The scenario is a non-linguistic category that is fundamental to the organization of this form of curriculum. The underlying idea is that language is linked to the situational settings in which it appears. The creator of a situational syllabus attempts to foresee the settings in which the learner will find himself/herself and uses these events, such as going to the dentist, going to the movies, and meeting a new student, as a foundation for selecting and delivering linguistic information. The content of language instruction is a collection of real or imagined events in which language occurs or is used. A circumstance usually consists of multiple persons who are engaged in some activity in a specific setting. The language utilized in the scenario combines a variety of functions into a reasonable component of available discourse. The fundamental idea behind a situational language education curriculum is to teach the language that occurs in the scenarios.

This curriculum prioritizes situational needs over linguistic units. The main organizational feature is a list of circumstances that represent how language and

will result in a syllabus design that is more flexible, less restrictive, and responsive to the diverse linguistic demands of students.

Task-based syllabus - ANSWER A task-based syllabus encourages learners to use language communicatively to attain a goal by assigning tasks and activities. It suggests that speaking a language is best honed via interaction and practice. The most crucial issue is that the assignments be relevant to the learner's real-world language demands. It should be a purposeful assignment designed to improve learning. The instructional content consists of a succession of multifaceted and focused tasks that students wish or are required to complete using the language they are learning. Tasks combine language and other skills in specific language-use circumstances.

Language learning is considered subordinate to task performance, and language teaching occurs only as needed during the performance of a specific task, hence tasks are best characterized as activities with a purpose other than language learning in order to acquire second language skills.

Process Syllabus - Answer The actual syllabus is created as the teaching and learning process continues. Breen (1984a:1984b) supported this sort of syllabus, which provides a framework within which a pre-made content syllabus can be openly discussed and assessed by the classroom group, or a developing content syllabus can be produced on an ongoing basis. It provides a framework for making decisions and alternative procedures, activities, and tasks for the classroom group. It specifically addresses teaching and learning, with a focus on the potential interrelationships between subject matter, learning, and classroom contributions.

Student-led syllabuses - ANSWER Breen and Candlin (1984) were the first to offer the idea of basing an approach on how students learn. The emphasis is on the student, who is expected to participate in the implementation of the syllabus design to the greatest extent practicable. The learners' awareness of the course they are studying increases their interest and motivation, which has the added benefit of developing the necessary learning skills.

A predefined and prearranged syllabus offers assistance and guidance to the educator and should not be rejected so easily. Opponents of this viewpoint argue that a learner-led syllabus appears far-reaching, radical, and utopian in that it will be difficult to implement because the direction of the syllabus will be mostly the responsibility of the students. Furthermore, without the help of a course book, a lack of goals may arise.

proportionate syllabus - ANSWER This syllabus is primarily practical, with a focus on flexibility and the spiral technique of language sequencing, which leads to language recycling. The proportionate syllabus aims to develop an overall competence. It appears reasonable and applicable for students who have limited exposure to the target language outside of the classroom.

This syllabus, in particular, consists of a number of aspects, with the topic serving as a link between the units. The learners chose this theme. At initially, form is important, but eventually the emphasis shifts to interactional features. The transition from form to interaction can happen at any time and is not limited to a certain level of learning ability. The dominant position in constructing a proportional syllabus is based on the concept that a syllabus must plainly state what will be taught rather than what will be learnt. Finally, the motivation for developing such a syllabus is to create a dynamic curriculum with plenty of feedback and adaptability.

Content-based syllabus - ANSWER This syllabus is intended to provide a style of instruction in which the primary purpose is to teach specific information and material in the language that the students are also learning. Although the subject matter is of fundamental and critical importance, language acquisition takes place concurrently with topic learning. The learners are both language students and learners of the material and information being taught. In contrast to the task-based approach to language instruction, which is linked to communicative and cognitive processes, content-based language teaching focuses on information. This syllabus can be shown by imagining a chemistry class in which chemistry is taught in the

Willis' lexical curriculum is firmly based on genuine language. It is based on the COBUILD research, which analyzes a corpus of natural language including twenty million words. The COBUILD corpus contains the lexical syllabus's material, including the most often used words and phrases in English, as well as their meanings. It also provides some insights into the content that influences and shapes how syllabus designers approach language in course books. As a result, the image of the language created when constructing such a curriculum differs significantly from what is presented naturally. In fact, intuition alone cannot detect or recognize the most frequently used words and phrases in the language. Previously, the course writer's reliance on intuition led to misrepresentations of the language. The proposed lexical curriculum is based on natural language research rather than pedagogic grammars. As a result, we can present a more thorough and balanced pedagogical presentation of the language.

One of the most significant

Task - Long - Answer A piece of work done for oneself or others, either freely or for a reward. Thus, examples of tasks are painting a fence and clothing a child. If you ask people who are not applied linguists what they do, they will tell you that they do "tasks."

Task - Prabhu - Answer An activity that required students to arrive at a conclusion from supplied material through a cognitive process, while allowing teachers to manage and govern the process.

Task: Candlin - ANSWER One of a series of differentiated, sequential problem-posing activities in which learners and teachers select from a variety of cognitive and communicative procedures applied to existing and new knowledge in the collective exploration and pursuit of predetermined or emergent goals within a social milieu.

Task-Nunan: ANSWER A piece of classroom work in which students comprehend, manipulate, produce, or engage in the target language while their primary focus is on meaning rather than structure.

Task-Skehan: ANSWER An activity in which: meaning is primary; there is a communication problem to address; there is a connection to analogous real-world activities; task completion is prioritized; and the task is evaluated in terms of outcome.

Task Ellis - ANSWER 1. A task is a work plan.

2. A task requires a major focus on meaning.
3. A task requires real-world language processes.
4. A task may require any of the four linguistic skills.
5. A task activates cognitive processes.
6. A task has a well-defined communicative outcome.

Task: Samuda and Bygate - ANSWER A task is a comprehensive action that involves language use in order to attain some non-linguistic end while addressing a linguistic issue, with the overall goal of enhancing language learning through process, product, or both. ('Holistic': 'the establishment of opportunities for learners to correlate the target language with action and the need to attain some objective, and through this, thought about how to accomplish it and reflection on the outcomes', p. 36.)

intensive

analyzed

Framework - Nation - Answer The Four Strands

1. Learning with meaning-focused input.

-listening and reading where the student focuses on the concepts and message of the language.

2. Learning with meaning-focused output

-speaking and writing in which the student focuses on communicating thoughts and messages to another individual.

3. Learning through purposeful attention to language objects and features.

• vocabulary, spelling, grammar, sounds, discourse, and methods.

4. Developing fluency in the language

That is listening, speaking, reading, and writing.