Native speakers of American English tend to pronounce the /t/ sound di

Praxis 5362

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Question 1 of 5.

Native speakers of American English tend to pronounce the /t/ sound differently in different wordsÃ¯Â¼Å’ such as tear. steerÃ¯Â¼Å’ letterÃ¯Â¼Å’ and buttonÃ¯Â¼Å’ which often poses a challenge for ELLs who try to emulate their speech. Based on the descriptionÃ¯Â¼Å’ if an ELL has difficulty emulating the pronunciation of the /t/ sound in buttonÃ¯Â¼Å’ the ELL most likely has trouble utilizing which of the following places of articulation?

A. Alveolar ridge

B. Glottis

C. Hard palate

D. Velum

Explanation: In the word 'button,' the /t/ sound is often pronounced as a glottal stop [ÃŠâ€] or is flapped [Ã‰Â¾] in American English, especially between vowels or after a vowel and before an unstressed syllable. However, the standard /t/ sound itself is typically produced at the alveolar ridge (where the tongue touches the ridge behind the upper teeth). Difficulty in producing the standard /t/ or its allophones (like the flap) often relates to correctly using the alveolar ridge for articulation. The glottis, hard palate, and velum are involved in producing other sounds.

Question 2 of 5.

The ability of ELs to express themselves in ways that are appropriate to the situations in which they are speaking is most commonly referred to as

A. sociolinguistic competence

B. strategic competence

C. grammatical competence

D. structural competence

Explanation: Sociolinguistic competence involves understanding and using language appropriately in different social and cultural contexts, which matches the description given in the question. Strategic competence is about using communication strategies to overcome difficulties. Grammatical competence relates to knowledge of sentence structure, and structural competence is not a standard term used in this context.

Question 3 of 5.

An ELL asks his teacherÃ¯Â¼Å’ ""Can you tell me what time is it?"" The student's question includes an error in

A. the use of relative pronouns

B. subject-verb agreement

C. subject-verb inversion

D. the use of modals

Explanation: The correct word order for this question should be "Can you tell me what time it is?" The student incorrectly inverted the subject and verb within the embedded question clause. The error is not specifically about relative pronouns, subject-verb agreement, or modals.

Question 4 of 5.

ELs learning American English often have difficulty with decoding and spelling words that contain letter combinations such as "ough"or "augh" found in words like"cough","through " "though." "laugh" and"caught." English words that have complex spelling patterns or atypical formations are examples of

A. false cognates

B. sight words

C. inflectional morphemes

D. English language inconsistencies

Explanation: The difficulty arises from the fact that English spelling is not always phonetically consistent. Words like "cough," "through," and "laugh" demonstrate inconsistencies in how letter combinations map to sounds, making them challenging for learners. False cognates are words that look similar in two languages but have different meanings. Sight words are high-frequency words often memorized by sight. Inflectional morphemes are grammatical endings like -ed or -s.

Question 5 of 5.

IfÃ¯Â¼Å’ you knowÃ¯Â¼Å’ some studentÃ¯Â¼Å’ something happen like thatÃ¯Â¼Å’ they can send you home. The speaker would most likely benefit from pronunciation instruction that focuses on

A. initial S

B. initial H

C. final T

D. final N

Explanation: The speaker says "some student" which sounds like "some th-student" or has difficulty clearly producing the initial 's' sound in 'student' or 'something'. Focusing on initial S would help clarify this sound. Initial H, final T, and final N are not the primary sounds needing focus in this excerpt.