ENG503 Final Term Past Papers Compilation by Adeel

ENG-5031 Finals Compilation

Objectives:

1. Learners of English; often no clear relation between spellings and pronunciation.
2. Grammar adds meanings that are not easily inferable from the immediate context
3. Pronunciation lessons work best if they involve students in actual speaking
4. Creative nonfiction usually takes reality as its origin
5. Which of the following types of corpus contains texts from different period? Diachronic

Corpus.

6. In education the acronym ICE stands for: INTERANTIONAL CORPUS OF ENGLISH.
7. Most of the literary works included in the language courses belong to classical English

literature

8. Lesson plan works as a Map - shows where you start, where you finish and the route to

take to get there

10. The process of collecting information about learner needs is called (Need Analysis)
11. An aim refers to a statement of a General Change that a program seeks to bring about in

learners.

12. Which type of evaluation finds out what is working well, and what is not, and what

problems need to be addressed? Formative Evaluation

213. Instruction Skills is what most people think of as Teaching.
214. Assessment and Grading are essential tasks for all educators.
215. Research is a process of constant exploration and Discovery
216. The performance of ELT has remained below Satisfactory in many EFL/ESL contexts including Pakistan.
217. In education, ELT stands for (English Language teaching).
218. The social contexts of Emily Bronte’s novels need to be understood in the context of

Victorian morality in Britain.

19. According to Fairclough (1995), ideologies are acquired, expressed and enacted with

the help of language.

20. All the prosperous nations have developed a/an ‘research culture’.

Subjective

Q. Ways Deductive Approach is criticized by Adamson?(3)

Criticism of DA (Adamson)

1. Teaches grammar in an isolated way.
2. Little attention is paid to meaning.
3. Practice is often mechanical.

Q. Three assumptions of Critical Discourse analysis?(3)

• Language use is always social.
• Discourse both reflects and constructs the social world.
• Power relations are discursive.
• Discourse does ideological work.
• Discourse is historical.
• The link between text and society is mediated. Discourse is a form of social action.

Q. What do you understand by the phrase “Controlled Practice” in the classroom? Enlist

two examples. (3)

It focuses only on the target language giving students many opportunities to use it. Here are a few examples:

-Drills and gap-fill

-Sentence completion

-Quizzes and tests

• Games, Information search, dictation, etc.

Q. Elements of CA

CA introduced a continuing major theme of SLA research: ‘the influence of L1 on L2’. It Involves predicting and explaining learner problems based on the comparison of L1 and L2 to Determine similarities and differences. It is influenced by the theories of Structuralism and Behaviorism. The focus of CA is on the surface forms of both L1 and L2 systems and on Describing and comparing the languages one level at a time – generally contrasting the Phonology of L1 and L2 first, then morphology, and then syntax. Lexicon and discourse usually Receive little attention. Following behaviorist view, CA assumed that language acquisition Essentially involves habit formation in a process of Stimulus – Response – Reinforcement (S-R-R). Assumption – transfer of elements acquired in L1 to the target L2. The process of CA Involves analyzing roughly comparable segments of the languages for elements which are likely To cause problems for learners. Effective teaching would concentrate on areas of differences and Prepare materials accordingly.

Q. Socio- contextual and relational factors

Possible Relationships Between Language and Society

There are different theories on relationship between language and society.

• Social structure may either influence or determine linguistic structure and/or behavior (Age-Grading). • Linguistic structure and/or behavior may either influence or determine social structure (Whorfian hypothesis).
• Language and society may influence each other (Marxist View).
• There is no relationship at all between linguistic structure and social structure (Chomsky).

Q. Factors affecting L2 motivation

There are multiple factors interfering learing L2 motivation:

Attitudinal Factors

Cultural Interest L2 learners are represented important aspects of the socio-cultural attributes Of L2 community. It was observed that the awareness about the cultural items of an L2 Community influenced L2 attitudes of the learners. Even where direct contact with the native Speakers TL is rare, cultural products, such as books, media and music provide L2 learners with The opportunity to be familiar with L2 community.

Attitudes Towards L2 Community Successful L2 learning is largely driven by learners’ Attitudes towards L2 community. It focuses not only on learners’ attitudes towards L2 Community and its ethno-linguistic vitality but also on their desire to meet with this community And travel to the countries that belong to it.

Integrativeness Learners may want to integrate into the L2 culture and become similar to the L2 speakers (Dörnyei et al., 2006).

Instrumentality (Promotion and Prevention) It is one of the most important and widely Accepted aspects of motivational research in L2 settings. A significant motivational factor in the previous Pakistani studies. Utilitarian value of the target language serves as an important incentive for the learners.

International Posture A tendency to see oneself as connected to the international community. It concerns for international affairs. The readiness to interact with the people other than those from the local context (Yashima, 2009).

Q. Factors of language knowledge and awareness

1. Linguistics Factors • Teacher needs to understand the system and function of the second language and the differences between L1 and L2 of the learner. • A teacher should know how to speak and understand a language. He/she should attain the technical knowledge required to understand and explain the system of that language - its phonemes, morphemes, words, sentences and discourses structures.

Q2. Learning Processes • How can a person ensure success in language learning? • What cognitive processes are utilized? • What kinds of strategies are available to a learner and which ones are optimal?

3. Age and Acquisition • To know about differences between children and adults’ learning process. It is a common observation that children are better language learners than adults.