Language Structure and Use - California Teacher of English Learners (CTEL)

This question is foundational in nature. In order to teach any of the component elements of language acquisition, you must know the fundamental systems by which languages operate. The fourth fundamental system is discourse, which refers to extended chunks of language that create a unified, cohesive meaning.

The first key to answering this question was to know that "minimal pairs" are a tool for teaching phonology to students. Knowing this, and that "pairs" are sets of two, one simply had to know that the "minimal" aspect of the "pair" for teaching purpose is a phonological DIFFERENCE between the words. One distinct element being different helps to establish that element to students.

Pragmatic competence refers to a learner's ability to communicate effectively in all realms of communication (receptive AND output skills). One key to pragmatic competence is that the learner is able to communicate and understand the nuances of intended meaning in real-time situations. This involves and understanding of "hedging" ("my foot kind of hurts" vs "my foot hurts").

This is a simple definition question. "Syntax" refers to the arrangement of grammatical units into a cohesive sentence, this includes words, phrases, clauses, punctuation. The words chosen in a sentence is called "diction."

Second language learners tend to develop the ability to write grammatically correct sentences far before they develop the ability to write sentences that are syntactically varied, using multi-clause sentences, a variety of introductory phrases, and so on.

This question is foundational in nature. In order to teach any of the component elements of language acquisition, you must know the fundamental systems by which languages operate. The fourth fundamental system is discourse, which refers to extended chunks of language that create a unified, cohesive meaning.

The first key to answering this question was to know that "minimal pairs" are a tool for teaching phonology to students. Knowing this, and that "pairs" are sets of two, one simply had to know that the "minimal" aspect of the "pair" for teaching purpose is a phonological DIFFERENCE between the words. One distinct element being different helps to establish that element to students.

Pragmatic competence refers to a learner's ability to communicate effectively in all realms of communication (receptive AND output skills). One key to pragmatic competence is that the learner is able to communicate and understand the nuances of intended meaning in real-time situations. This involves and understanding of "hedging" ("my foot kind of hurts" vs "my foot hurts").

This is a simple definition question. "Syntax" refers to the arrangement of grammatical units into a cohesive sentence, this includes words, phrases, clauses, punctuation. The words chosen in a sentence is called "diction."

Second language learners tend to develop the ability to write grammatically correct sentences far before they develop the ability to write sentences that are syntactically varied, using multi-clause sentences, a variety of introductory phrases, and so on.

This question is foundational in nature. In order to teach any of the component elements of language acquisition, you must know the fundamental systems by which languages operate. The fourth fundamental system is discourse, which refers to extended chunks of language that create a unified, cohesive meaning.

The first key to answering this question was to know that "minimal pairs" are a tool for teaching phonology to students. Knowing this, and that "pairs" are sets of two, one simply had to know that the "minimal" aspect of the "pair" for teaching purpose is a phonological DIFFERENCE between the words. One distinct element being different helps to establish that element to students.

Pragmatic competence refers to a learner's ability to communicate effectively in all realms of communication (receptive AND output skills). One key to pragmatic competence is that the learner is able to communicate and understand the nuances of intended meaning in real-time situations. This involves and understanding of "hedging" ("my foot kind of hurts" vs "my foot hurts").

This is a simple definition question. "Syntax" refers to the arrangement of grammatical units into a cohesive sentence, this includes words, phrases, clauses, punctuation. The words chosen in a sentence is called "diction."

Second language learners tend to develop the ability to write grammatically correct sentences far before they develop the ability to write sentences that are syntactically varied, using multi-clause sentences, a variety of introductory phrases, and so on.

This question is foundational in nature. In order to teach any of the component elements of language acquisition, you must know the fundamental systems by which languages operate. The fourth fundamental system is discourse, which refers to extended chunks of language that create a unified, cohesive meaning.

The first key to answering this question was to know that "minimal pairs" are a tool for teaching phonology to students. Knowing this, and that "pairs" are sets of two, one simply had to know that the "minimal" aspect of the "pair" for teaching purpose is a phonological DIFFERENCE between the words. One distinct element being different helps to establish that element to students.

Pragmatic competence refers to a learner's ability to communicate effectively in all realms of communication (receptive AND output skills). One key to pragmatic competence is that the learner is able to communicate and understand the nuances of intended meaning in real-time situations. This involves and understanding of "hedging" ("my foot kind of hurts" vs "my foot hurts").

This is a simple definition question. "Syntax" refers to the arrangement of grammatical units into a cohesive sentence, this includes words, phrases, clauses, punctuation. The words chosen in a sentence is called "diction."

Second language learners tend to develop the ability to write grammatically correct sentences far before they develop the ability to write sentences that are syntactically varied, using multi-clause sentences, a variety of introductory phrases, and so on.