ENG503 Final Term Solved Papers

ENG503

ABSTRACT This comprehensive collection of notes is accurately crafted to empower students to excel academically, ensuring they achieve a minimum of 80% marks in their examinations. The content is organized with clarity and precision, focusing on key concepts, critical analyses, and practical applications tailored to the syllabus. These notes serve as a reliable resource for both thorough preparation and last-minute revision. Designed to inspire confidence and mastery, this guide is an essential tool for students striving for academic excellence.

Maha Malik Introduction to ELT

03 Marks Questions

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. Two benefits of describing ‘objectives’(3)

•  They facilitate planning: once objectives have been agreed on, course/ planning, materials preparation, textbook selection, and related processes can begin.
•  They "provide measurable outcomes and thus provide accountability: given a set of objectives, the success or failure of a program.

Q. Any six trends of research in ELT (3)

1. English Language Curriculum, Assessment, and Reform

What should be taught to students on different levels? How can school/university programs be organized to optimize the English Language Learning development of students? What processes can be employed to enable teachers and policy makers to understand the strengths and weaknesses of schools?

2. Individual Differences

L2 Motivation, anxiety, attitudes, aptitudes are powerful contributor to the learner’s ability to learn a language.

3. Learner Autonomy and Self Efficacy

The learner’s autnomy is very much important to make him a successful learner.

4. Course and Material Development

It is according to the needs of students and changing trends of the use of English in various social and Academic fields. Not only development but the division is also a popular area of research.

5. Learning and Teaching Strategies

They are also very much important in various contexts.

6. Error Analysis

It includes systematic methods to analyze learners’ errors. It also includes identifying, describing, and explaining student’s errors.

Q. Define the term “Face” in the context of Pragmatics.(3)

It is defined as “the public self-image that every member wants to claim for himself”, and the efforts made by interlocutors to “maintain each other’s face”. Under politeness theory, there is a positive and a negative face. Positive face reflects the desire to have one’s self-image approved of by others. Negative face is a part of personality that desires not to be imposed upon.

Q. View of the Critical Period Hypothesis about age factor in language learning. (3)

Some linguists support the idea, known as the Critical Period Hypothesis that a learner needs to begin learning the language before age 7 in order to develop native-like pronunciation. However, more recent research suggests that other factors (environment, motivation, etc.) may be more important factors in the development of native-like pronunciation (Schaetzel, 2009).We do not yet have clear-cut evidence for a simple and straightforward link between age and the ability to pronounce a new language. The primary aim is that students be understood. Good pronunciation is needed for this, but a “perfect accent” is not (Harmer, 1991).

Q. What kind of educational learning material do computer Techonologies promote?(3)

To Levy it is, ‘the search for and study of applications of the computer in language teaching and learning’. To find ways for using computers for the purpose of teaching and learning the language. Computer technologies promote educational learning, including: word processing, presentation packages, guided drill and practice, tutor, simulation, problem solving, games, multimedia CDROM, and internet applications such as e-mail, chat and the World Wide Web (WWW) for language learning purposes.