ORAL

• Receptive Skills


  Ability to comprehend and understand language through listening and reading. Require proficiency in decoding words, understanding syntax, and grasping meaning from context.
• Productive Skills


  Actively using language through speaking and writing. Involve vocabulary selection, grammar application, fluency, and the ability to convey ideas effectively.
• Phonic Approach


  Method of teaching reading that focuses on letter-sound relationships. Emphasizes decoding skills where learners learn to associate sounds with letters and letter combinations to read words.
• Whole Language Approach


  Approach that emphasizes overall comprehension and meaning in reading and writing. Encourages learners to use context, sight words, and language patterns to understand and produce language.
• Second Language Acquisition


  The process of learning an additional language beyond one's native language. Involves cognitive, social, and linguistic factors influenced by age, exposure, motivation, and language input.
• Maturation and Symbolization


  Maturation refers to developmental readiness for abstract thought and language use, crucial for symbolic representation and communication.
• Critical-Age Hypothesis


  Theory suggesting there is an optimal period, typically in early childhood, for language acquisition to occur easily and naturally due to brain plasticity and neural development.
• Williams Syndrome (WS)


  A genetic condition characterized by developmental delays, cognitive impairments, and distinctive facial features. Individuals with WS often exhibit unique language profiles and strengths in social communication.
• Behavioral Disorders


  Conditions such as ADHD, conduct disorder, or autism spectrum disorder that can impact language development and communication skills.
• Motivation


  The drive and desire to learn and use language, influenced by intrinsic (interest, enjoyment) and extrinsic (goals, rewards) factors, impacting language learning outcomes.
• Prior Linguistic Experience


  Previous exposure to languages that can influence the process and success of learning additional languages, including transfer of skills and strategies.
• Interdependence Hypothesis


  Hypothesis suggesting that languages known by an individual interact and influence each other, facilitating or hindering language learning and use.
• Personality


  Individual traits such as openness, extroversion, or conscientiousness that can affect language preferences, communication style, and willingness to engage in language learning activities.
• Integrative Motivation


  Desire to learn a language to connect with and integrate into a new culture or community, promoting deeper language acquisition.
• Instrumental Motivation


  Motivation driven by practical reasons or goals, such as academic success, job opportunities, or communication needs.
• Additive Bilingualism


  Acquiring a second language without detriment to the first language, resulting in proficiency in both languages.
• Subtractive Bilingualism


  Losing proficiency in the first language due to emphasis on learning and using a second language, often associated with language shift.
• Intelligence


  Cognitive abilities including memory, problem-solving, and abstract thinking, influencing language learning capacity and proficiency.
• Culture and Status


  Societal attitudes and perceptions toward languages and their speakers, impacting language use, identity, and social interactions.
• Gender


  Socially constructed roles and expectations influencing language development, communication styles, and language use patterns.
• Socioeconomic Status


  Economic background affecting access to language resources, educational opportunities, and language development environments.
• Input


  Language received and processed for comprehension, essential for language acquisition and development.
• Output


  Language production through speaking or writing, reflecting language proficiency and communicative competence.
• Multilingualism


  Ability to use multiple languages proficiently, influenced by exposure, practice, and individual language learning strategies.
• Meta-linguistic Awareness


  Understanding language as a system, including its rules, structures, and functions, crucial for language reflection and learning.
• Self-Esteem


  Confidence and self-perception affecting language performance, willingness to communicate, and language learning motivation.
• Inhibition


  Psychological factors like anxiety or self-consciousness that can hinder language use and performance.
• Language Disorder


  Impairment affecting language comprehension or expression, including developmental disorders like specific language impairment or acquired disorders like aphasia.
• Speech Disorder


  Difficulty with speech production, including articulation disorders (difficulty forming speech sounds) and fluency disorders (interruptions in speech flow).
• Articulation Disorders


  Challenges in producing speech sounds correctly due to motor coordination difficulties.
• Phonological Disorders


  Difficulties with sound patterns or phoneme awareness affecting language acquisition and production.
• Disfluency


  Interruptions or hesitations in speech flow, such as stuttering or repetitions, impacting fluency and communication effectiveness.
• Voice Disorders or Resonance Disorders


  Conditions affecting vocal quality, pitch, or resonance during speech production.
• Apraxia


  Motor planning disorder affecting the ability to coordinate speech movements, resulting in speech sound errors.
• Dysarthria


  Speech disorder caused by muscle weakness or paralysis affecting speech clarity and intelligibility.
• Expressive Language Disorder


  Difficulty in conveying thoughts and ideas through language, affecting language production.
• Receptive Language Disorder


  Challenges in understanding spoken or written language, impacting language comprehension.
• Mixed Receptive-Expressive Language Issues


  Combined difficulties in both understanding and using language effectively.
• Cognition-Communication Disorders


  Conditions affecting both cognitive abilities and language functions, including traumatic brain injury or dementia-related language impairments.
• Fluency Disorder


  Impairment affecting the rhythm, rate, and flow of speech, impacting communication fluency and naturalness.