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Accepted word method
|
Any response that is grammatically correct and makes
good sense in the context is given full positive wash back, since it
encourage learners to use their pragmatic expectancy grammars creatively.
|
|
Alliterative |
Relating to or made by alliteration |
|
Bottom-up processing |
Focusing on small components of the language
(individual sounds, morphemes, or words) in order to interpret the message.
|
|
C- Tests |
Involves deleting parts of words instead of entire
words. Is a type of language test in which the students read a brief
paragraph in the target language.
|
|
Cloze Tests |
Consist of texts of at least one paragraph (usually
longer)
|
|
Content schemata |
Refers to a reader’s background or world knowledge. |
|
Discrete-point approach |
Assessment instruments in which each item is intended
to measure and only one linguistic element. |
|
Elation |
Feeling or state of great joy or pride. Exultant
gladness, high spirits. |
|
Eliciting |
To draw forth or bring out |
|
Embedded |
Enclosed firmly in a surrounding mass |
|
Exact word method |
A procedure for scoring cloze tests in which the
test-takers get credit for a correct answer if and only if the word they
write in any given blank is the exact word that was deleted from the
original text in that space. |
|
Exasperated |
To irritate or provoke to a high degree; annoy
extremely. |
|
Fad |
A temporary fashion (syn craze, vogue, rage) |
|
Ferocious |
Extreme or intense: a ferocious thirst
Savagely fierce, as a wild beast, person, action, or
aspect; violently cruel: a ferocious beating |
|
Fixed ratio deletion |
Regardless of its part of speech or the semantic load
it bears within the text, every number word is omitted (every fifth word,
every seventh word, or every ninth word) and a blank line is inserted in its
place.
|
|
Formal schemata |
Refers to the organizational forms and rhetorical
structure of written texts.
|
|
Heuristic |
Encouraging a person to
learn, discover, understand, or solve problems on his or her own, as by
experimenting, evaluating possible answers or solutions, or by trial and
error |
|
Increments |
The act or process of
increasing; growth. |
|
Lag |
To fail to maintain a desired pace or to keep up. |
|
Lexicon |
A workbook or dictionary.
Vocabulary of a particular language.
Inventory or record. |
|
Logy |
Lacking physical or mental
energy or vitality; sluggish; dull; lethargic. |
|
Morpho |
Origin |
|
Morphology |
the patterns of word
formation in a particular language, including inflection, derivation, and
composition |
|
Mutilation |
Is the process of deleting words to create a cloze
test.
|
|
Obliterated |
To remove or destroy all
traces of; do away with; destroy completely. |
|
Obsolete |
No longer in general use;
fallen into disuse: an obsolete expression. |
|
Polarization |
To sharp division, as of a population or group. |
|
Paradigm |
A set of forms all of which contain a particular
element. |
|
Paradigmatic competence |
Tells us the semantic features required of the missing
item. (the noun must represent things that are edible by cats)
|
|
Phonology |
The study of the
distribution and patterning of speech sounds in a language and of the tacit
rules governing pronunciation. |
|
Plastering |
To make smooth by applying
a sticky substance |
|
Polling |
The casting and registering
of votes in an election. |
|
Pragmatic expectancy grammar |
The portion of our internalized language competence
that enables us to predict likely sequences of incoming language, whether we
are reading or listening. |
|
Protocol |
The customs and regulations
dealing with diplomatic formality, precedence, and etiquette. |
|
Rational deletion |
The test developer deletes words based on some rational
decision.
|
|
Scrunched |
To crush or crunch. |
|
Squinting |
To have an indirect
reference or inclination. |
|
Stealth |
A furtive departure or
entrance. |
|
Syntagmatic competence |
it tells us what part of speech is needed (we need a
noun) |
|
Syntax |
The study of the rules for
the formation of grammatical sentences in a language. |
|
Top-down processing |
Refers to the big picture, the contextual features, to
help interpret the message. |
|
Touted |
To promote or praise
energetically; publicize |
|
Validity |
The extent to which a test
measures what it is supposed to measure |
|
Variance |
Is an indicator of the
spread of scores in a distribution |
|
Wash back |
The effect a test has on
teaching and learning. |
