1. Prosody
1.1. syllabes
1.1.1. onsets
1.1.2. rimes
1.2. stress
1.2.1. English is stress-timed language
1.2.2. syllable
1.2.3. sentence
1.3. intonation patterns
1.3.1. conveys
1.3.1.1. meaning
1.3.1.2. attitude
1.3.1.3. emotion
1.3.1.4. purpose
1.3.2. patterns
1.3.2.1. rising- incomplete, unfinished, or needs an answer
1.3.2.2. falling- finished talking, idea complete
1.3.3. draw attention to new and specific information
1.3.4. convey specific meaning
2. Morphology
2.1. morpheme
2.1.1. free
2.1.2. bound
2.1.3. closed-class
2.1.4. open-class
2.1.5. inflectional
2.1.6. derivational
2.2. affixes and root words
2.3. exceptions
2.3.1. past tense of irregular verbs
2.3.2. modified plural forms
2.4. ways of forming English words
2.4.1. compounding
2.4.2. prefixing/ suffixing
2.4.3. functional shift
2.4.4. shortening
2.4.4.1. alphabetism
2.4.4.2. acronymy
2.4.4.3. clipping
2.4.4.4. blending
2.4.5. borrowing
3. Orthography
3.1. confusing: written vs spoken syllable breaks
3.2. syllable spelling patterns
3.2.1. closed syllables
3.2.2. open syllables
3.2.3. silent "e"
3.2.4. vowel team
3.2.5. vowel-r syllables
3.2.6. consonant-"le"
3.3. other spelling rules
3.3.1. use i before e
3.3.2. dropping final e
3.3.3. doubling final consonant
3.3.4. adding suffixes
3.3.4.1. consonant end
3.3.4.2. -ce/ -ge
3.3.4.3. -ie
3.3.4.4. -y after consonant
3.3.4.5. -y after vowel
4. Language Acquisition
4.1. theories
4.1.1. nativist
4.1.1.1. Noam Chomsky
4.1.1.2. universal grammar
4.1.2. functionalist
4.1.2.1. social constructs
4.1.2.2. language input
4.2. biology
4.2.1. language processing primarily in left hemisphere
4.2.2. aphasia
4.2.2.1. Broca's aphasia
4.2.2.2. Wernicke's aphasia
4.3. stages
4.3.1. making sounds
4.3.2. one word
4.3.3. two words
4.3.4. simple sentences
4.4. parentese
4.4.1. limited vocabulary
4.4.2. repetition
4.4.3. slower rate of speech
4.4.4. exaggerated or sing-song intonation
4.4.5. longer vowel sounds
4.4.6. higher pitch of speech
4.4.7. few verbs, more nouns
4.4.8. focus on current activities
4.4.9. simplifying sounds
4.5. timeline
4.5.1. 4 days- 2 months: detect prosody
4.5.2. 3-4 months: preference for words over other sounds
4.5.3. 10 months: pay attention to phonemic distinctions relevant to native language
4.5.4. 12 months: 50~200 words
4.5.5. 8-10 years: ~12 new words a day
5. Phonology
5.1. production
5.1.1. articulators
5.1.1.1. passive
5.1.1.2. active
5.1.1.3. place of articulation
5.1.2. voicing
5.1.3. manner of articulation
5.2. phonological processing
5.2.1. receptive
5.2.2. productive
5.2.3. dyslexia
5.3. phonological/ phonemic awareness
5.3.1. grapheme
5.3.2. phoneme
5.3.2.1. vowels
5.3.2.2. dipthongs
5.3.2.3. digraph
5.3.2.4. consonant blend
5.3.2.5. schwa
5.3.3. tasks
5.3.3.1. minimal pairs
5.3.3.2. phonemic blending
5.3.3.3. phonemic segmentation
5.3.3.4. rhyming
5.3.3.5. word segmentation within sentences
5.3.3.6. syllable segmentation
6. Semantics
6.1. syntax
6.2. lexical semantics
6.2.1. componential analysis
6.2.2. lexical field
6.2.3. hyponyms
6.2.4. synonyms
6.2.5. antonyms
6.3. compositional semantics
6.3.1. truth condition
6.3.1.1. tautologies
6.3.1.2. contradictions
6.3.2. ambiguity
6.3.2.1. structural
6.3.2.2. lexical
6.3.3. entailment
6.4. idiomatic language
6.5. phrasal verbs
6.6. teaching activities
6.6.1. comparative questioning
6.6.2. semantic gradient charts
6.6.3. synonym/ antonym matching
6.6.4. word cards
6.6.5. analogies games
6.6.6. semantic mapping