PLLT vocabulary

CH. 9 – CROSS-LINGUISTIC INFLUENCE AND

LEARNER LANGUAGE
WORD Meaning & Sysnonym & Example
1. Taxonomy M 분류
(248) M
Taxonomy is the process of naming and classifying things such as animals and plants into
groups within a larger system, according to their similarities and differences.
S classification
E
~, structural analysis of the two languages in question would yield a taxonomy of linguistic
contrasts between them which in turn ~
2. Feasible M 실행할 수 있는, 가능한
(249) M If something is feasible, it can be done, made, or achieved
S Practicable, possible
E It was at that time considered feasible that the tools of structural linguistics, ~
3. Plethora M 과다, 과도, 과잉, [병리]다혈증, 적혈구 과다증
(249) A plethora of something is a large amount of it, especially an amount of it that is greater than
M
you need, want, or can cope with.
S

Intuitively the CAH has appeal in that we commonly observe in second language learners a
E plethora of errors attributable to the negative transfer of the native language to the target
language.
4. Coalescence M 합체, 융합
(250) M If two or more things coalesce, they come together and form a larger group or system.
S merge
E
Two items in the native language become coalesced into essentially on item in the target
language.
5. Psychomotor M 정신운동성의
(252) M
S

E
Syntactic, lexical, and semantic interference show far more variation among learners that
psychomotor-based pronunciation interference.
6. Rubrics M 제목, 부분
(253) M A rubric is a title or heading under which something operates or is studied.
S Class, title
E
The predictions of four separate contrastive analysis rubrics were applied to a 40-item test of
English grammar~
7. Pigeonhole M 분류하다, 비둘기장의 칸, 정리함에 넣다
M
to decide that they belong to a particular class or category, often without considering all their
qualities or characteristics.
S

E
Today we recognize that teachers must certainly guard against a priori pigeonholing of learners
before we have even given learners ~
8. Decipher M 풀다, 해독하다
(255) M
If you decipher a piece of writing or a message, you work out what it says, even though it is very
difficult to read or understand.
S decode
E
The Competition Model serves as a reminder to teachers that learners are not exclusively
dependant on formal linguistic features as their only tools for deciphering the target language.
9. Malformed M 기형의
(256) M deformed; malformed; abnormal
S
E Learners were looked on not as producers of malformed, imperfect language replete with~
10. Legitimate M 합법의, 적출, 정통의
M Something that is legitimate is acceptable according to the law
S lawful, legal, genuine, authentic, authorized
E
A number of terms have been coined to describe the perspective that stresses the legitimacy of
learners’ second language systems.

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 PLLT vocabulary

CH. 9 – CROSS-LINGUISTIC INFLUENCE AND

LEARNER LANGUAGE
WORD Meaning & Sysnonym & Example
11. Idiosyncratic M 특유의, 기이한, 특이한
M
If you describe someone's actions or characteristics as idiosyncratic, you mean that they are
rather unusual.
S peculiar
E
Corder used the term idiosyncratic dialect to connote the idea that the learner’s language is
unique to a particular individual, ~
12. Lapse M 착오, 잘못, 상실, 소멸
(257) M A lapse is a moment or instance of bad behavior by someone who usually behaves well.
S decline, mistake, interruption
E Native speakers are normally capable of recognizing and correcting such lapses or mistakes, ~
13. Supersede M 대리, 대신하다, 지위를 뺏다, 교체하다
(259) M
S displace
E Error analysis easily superseded contrastive analysis, as we discovered that only ~
14. Assertion M 단언, 주장
(260) M If someone asserts a fact or belief, they state it firmly.[ FORMAL ]
S statement, insistence, claim
E Such assertions are in keeping with the bioprogramming theories referred to in Ch.2
15. Flux M 유동, 흐름, 범람, 끊임없는 변화
(260) M If something is in a state of flux, it is constantly changing.
S

E
Systems are in a constant state of flux as new information flows in and, through the process of
subsumption, causes existing structures to be revised.
16. covert M 명백하지 않은, 숨겨진
(260) M secret or hidden
S
E A major distinction is made at the outset between overt and covert errors.
17. Plausible M 그럴듯한, 말주변이 좋은
M An explanation or statement that is plausible seems likely to be true or valid.
S Valid, practical
E
~, in the case of both overt and covert errors, if a plausible interpretation can be made of the
sentence, ~
18. Cognate M 같은 기원의, 어원이 같은, 동족의
(262) M Cognate things are related to each other.
S of the same quality, homogeneous, coessential
E Departmamento was translated to false cognate department.
19. Orthography M 바른 철자법, 문자론, 철자론
(263) M
S

E
Within each category, levels of language can be considered: phonology or orthography, lexicon,
grammar, and discourse.
20. Vignette M 삽화, 사진
(263) M
A vignette is a short description, picture, or piece of acting which expresses very clearly and
neatly the typical characteristics of the thing that it represents.
S
E The global-local distinction is discussed in the vignette at the end of this chp.
21. Superlative M 최상급의, 최상급
(265) M
In grammar, the superlative form of an adjective or adverb is the form that indicates that
something has more of a quality than anything else in a group.
S
E Before superlatives(Table 9.1)
22. Contiguously M 인접해서, 끊임없이
M
next to each other or touch each other.

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 PLLT vocabulary

CH. 9 – CROSS-LINGUISTIC INFLUENCE AND

LEARNER LANGUAGE
WORD Meaning & Sysnonym & Example
(266) S Adjacent, continuous
E Two vocabulary items presented contiguously~
23. Defy M 무시하다, 허용하지 않다, 도전하다
M
If you defy someone or something that is trying to make you behave in a particular way, you
refuse to obey them and behave in that way.
S resist , oppose , confront
E
Indeed, learners are so variable in their acquisition of a second language that stages of
development defy description.
24. Backslide M 되돌아가다, 타락하다
(267) M
S

E
This stage is characterized by some backsliding, in which the learner seems to have grasped a
rule or principle and then regresses to some previous stage.
25. Salient M 현저한, 두드러진
M The salient points or facts of a situation are the most important ones.
S

E
The most salient difference between the second and third stage is the ability of learners to
correct their errors when they are pointed out to them.
26. grist M 제분용 곡식, 다량, 많음
(268) M
If you say that something is grist to the mill, you mean that it is useful for a particular purpose or
helps support someone's point of view.
S

E
They happen to be salient features of second language learners’ interlanguage and present us
with grist for error-analysis mills, but correct utterances warrant our attention
27. Vacillate M 흔들다, 동요하다
M If you vacillate between two alternatives or choices, you keep changing your mind.
S Delete, obliterate
E
Just as native speakers of a language vacillate between expressions like “It has to be you” and
“It must be you,” learners also exhibit variation,~.
28. Expunge M 지우다, 파괴하다, 말살하다
(269) M get rid of it completely, because it causes problems or bad feelings.
S Delete, obliterate
E First, incorrect forms coexist with correct forms; then the incorrect forms are expunged.
29. Disparity M 상이, 부동
M If there is a disparity between two or more things, there is a noticeable difference between them.
S inequality
E
One of the most fruitful areas of learner language research has focused on the variation that
arises from the disparity between classroom contexts and natural situations~
30. Kinesic M 동작학의, 동작에 관한
(271) M
a systematic study of nonverbal body gestures, as smiles, hand motions, or other
movements, in their relation to human communication; body language.
S pasimology
E
Affective information is primarily encoded in terms of kinesic mechanisms such as gestures, ton
of voice, and facial expressions, while cognitive information is ~
31. Plateau M (학습) 고원(高原) 학습의 정체기
(272) M a large area of high and fairly flat land
S high plain, tableland
Reference was made above to Long’s review article in which he concluded that stabilization is a
E more appropriate construct to apply to learners whose language development has reached an
apparent plateau.
32. Grapple M 잡다, 파악하다, 고정하다
M
try hard to solve it.

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 PLLT vocabulary

CH. 9 – CROSS-LINGUISTIC INFLUENCE AND

LEARNER LANGUAGE
WORD Meaning & Sysnonym & Example
(273) S tackle, struggle, combat
E
~, we will grapple first with some general background in the form of some approaches to error
in the classroom,~
33. Punitive M 형벌의, 가혹한
(274) M serving for, concerned with, or inflicting punishment
S retaliatory , in reprisal
E
What we must avoid at all costs is the administration of punitive reinforcement, or correction
that is viewed by learners as an affective red light~
34. behoove M ~이 의무이다, 마땅하다
(275) M
S
E ~, it behooves the teacher to ascertain just what the learner meant here~,
35. Stifle M 숨막히게 하다, 억압하다
M If someone stifles something you consider to be a good thing, they prevent it from continuing.
S suppress , repress , stop
E
The bottom line is that we simply must no stifle our students’ attempts at production by
smothering them with corrective feedback.
36. Preemptive M 예방적인
(277) M taken as a measure against something possible, anticipated, or feared
S preventive; deterrent
E
~, ranging from reactive, teacher-initiated feedback to preemptive comments made in
anticipation of student error.
37. scrutiny M 정밀한 조사, 뚫어지게 봄, 감시
M If a person or thing is under scrutiny, they are being studied or observed very carefully.
S investigation , search , analysis , inspection
E
~, be specific in identifying the point, on this long and complex continuum, that is under
scrutiny
38. elicitation M 도출, 유도
M
If you elicit a response or a reaction, you do or say something which makes other people
responds or react.
S Extract, evoke, derive
E An elicitation of a reformulation or repetition from a student.
39. Uptake M 이해
(279) M You say that someone is quick on the uptake when they understand things quickly.
S understanding
E ~, and a secondary but important factor has to do with the quality of the learner’s uptake.
40. Tantalize M 감질나게 하다, 애타게 하다
If someone or something tantalizes you, they make you feel hopeful and excited about getting
M what you want, usually before disappointing you by not letting you have what they appeared to
offer.
S

E
One tantalizing suggestion, however, was supported in DeKeyser’s finding that explicit
instruction was more appropriate for easily stated grammar rules and ~
41. Reinstate M 원상태로 하다, 복위하다
(280) M
If you reinstate someone, you give them back a job or position which had been taken away from
them.
S Restore, re-establish
E ~, frequency as an explanatory concept in applied linguistics needed reinstating.
42. Albeit M 비록 ~이기는 하나, ~에도 불구하고
M
You use albeit to introduce a fact or comment which reduces the force or significance of what
you have just said.
S

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 PLLT vocabulary

CH. 9 – CROSS-LINGUISTIC INFLUENCE AND

LEARNER LANGUAGE
WORD Meaning & Sysnonym & Example
E
It should rather be looked upon as a variable, dynamic, approximative system, reasonable to a
great degree in the mind of the learners, albeit idiosyncratic.

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