ENG503 Grand Quiz

Worked by: Awais, Sara and Team of Genius ELT Group

Eng 503 Grand Quiz

1. Many external variables affect learner production and the developing interlanguage system in (Interlanguage in Context).
2. Interlanguage in Context the basic premise of sociolinguistics-based SLA research is that second language data does not represent a static phenomenon.
3. Interlanguage Variation IL s seems to exhibit more variability than native languages.
4. Initially, the variation is non-systematic.
5. The forms are used interchangeably with no apparent difference in meaning.
6. The variation focuses on the correlations of social facts and linguistic forms.
7. It is adaptive to a set of resources embodied in social interaction.
8. Social Interactional Approach Learning is not an (intra-psychological) process. It is not situated entirely in an individual’s cognition; rather, it is linked to social and local ecology.
9. Miscommunication and misunderstandings occur if the form of a speech act differs from culture to culture. Pragmatics is one of the most difficult areas for L2 learners.
10. (Isolated grammatical) judgments or experiments of (psycho-linguistic) processing make little sense within this paradigm. (Interlanguage Pragmatics).
11. There is distinction between (Input) and (Intake). Input refers to what is available to the learner, whereas, intake refers to what is actually internalized by the learner (Coder, 1967).
12. The ways of Long’s Interaction Hypothesis shows that: (linguistic/conversational adjustments promote (b) comprehension of input (c) acquisition)
13. The ways of Long’s Interaction Hypothesis deduce that: (linguistic/conversational adjustments promote and acquisition).
14. Long’s Interaction Hypothesis: Long was critical of the descriptive of the early studies and proposed a more systematic approach to linking features of “environmental” language and learners‟ L2 development.
15. There may be some non-language factors responsible for these differences: such as (age, aptitude motivation, attitude, and socio-psychological influences.
16. Competence known as a major concern, modern linguistics emphasizes what speakers know, rather than what they actually do on some particular occasion (performance).
17. Affect refers to feelings or emotions that individuals have about something.
18. Schumann’s (1978) Acculturation Model - if learners acculturate, they will learn.
19. Social Distance is known: These are the instances in which an L2 learner does not feel an affinity with the target language community.
20. It results in a diminished amount of input.
21. The learners create both psychological and social distances from L2 speakers.
22. Age Differences: It is commonly believed that children are better language learners than adults in the sense that they can gain the mastery of an L2, whereas adults cannot.
23. Aptitude It refers to one’s potential for learning new knowledge or new skills.
24. Motivation A social-psychological factor frequently used to account for differential success in learning an L2.
25. It makes sense that individuals who are motivated will learn another language faster. Numerous studies show that motivation is a predictor of language-learning success.
26. The Lexicon: The lexicon may be the most important language component for learners. Of all error types, learners consider vocabulary errors the most serious.
27. Additionally, large corpora of errors consistently indicate that lexical errors are the most common among L2 learners.
28. Learners generally have a wider range of receptive vocabulary than productive vocabulary.
29. Knowledge is defined as “the way in which the language system is represented in the mind of the learner.”
30. Control is “the processing system for controlling that system during actual performance.”
31. Breadth of knowledge refers to the number of words a learner knows (Nation, 2001 Nassaji) the depth of vocabulary knowledge is a quality measure (Meare, 1996). Both breadth and depth of knowledge play a role in comprehension.
32. The learners must focus on five stages to convert input to output. (Apperceived Input, Comprehended Input, Intake, Integration, Output).
33. Learners produce different linguistic forms that have varying amounts of accuracy depending on the context and the task performed. (Output).
34. (Integration) is not necessarily a one-time affair; rather, there are different levels of analysis and reanalysis from storage into grammar and within the grammar itself.
35. It is different from apperception or comprehension as the latter two do not necessarily lead to grammar formation (INTAKE).
36. (Intake) It is the process of assimilating linguistic material. The mental activity that mediates between input and grammar.
37. (Comprehended Input) There are two differences between the notion of comprehended input and that of comprehensible input.
38. Comprehensible input is controlled by the person providing input, whereas comprehended input is learner-controlled.
39. Secondly, a comprehensible input in (Krashen's) sense is treated as a dichotomous variable: that it is either comprehensible or it is not. But there are different levels of comprehension.
40. (Apperceived Input) The first stage of input utilization is called Apperceived input.
41. Apperception is the process of understanding by which newly observed qualities of an object are related to past experiences.
42. It is an internal cognitive act, identifying a linguistic form as being related to some prior knowledge.
43. It is a priming device that prepares the input for further analysis. (Apperceived input)
44. Throughout history, (bilingualism) has been the norm rather than the exception. (60) percent of today’s population is (multilingual).
45. Whereas, today English is the worlds most widely studied FL; 500 years ago it was Latin.
46. In the sixteenth century, however, (French, Italian, and English) gained importance as a result of political changes in (Europe).
47. Latin was still regarded as the classical and most ideal form of language.
48. (Jacques Bellot) taught English to the French community and authored two books: The English Schoolmaster (1580), and Familiar Dialogues (1586).
49. By 1970 it was renamed as TESL - (Teaching of English as Second Language).
50. (Gabriel Meurier) – “A Treatise for to Learn to Speak French and English”.
51. During the (15th century), (King Henry V) proclaimed English as the official language.
52. Majority of English language teachers in the world are nonnative speakers (NNS). However, the field of English language teaching is still dominated by British and American interests.
53. (Approach) It refers to theories about the nature of language and language learning that serve as the source of practices and principles in LT.
54. The level of method analysis deals with (DESIGN).
55. (Procedure) These are the actual moment-to-moment (techniques, practices, and behaviors) that operate in teaching a language.
56. Procedure is an ordered sequence of techniques.
57. Technique It is implementation in nature. A particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques may be consistent with a method.
58. Method It is the overall, the practical realization of an approach. Methods include various procedures and techniques.
59. (Grammar Translation Method) GTM is also known as the classical method. It is one of the oldest or traditional methods, hence it is difficult to trace its origin.
60. In the early 1500s, GTM was used for teaching of Latin and Greek. .
61. (GTM) It was popular in FL classrooms from the mid-19th century to the mid-20th century.
62. A foreign language can easily be learnt through translation.
63. Grammar is the soul of language.
64. (GTM Lesson) A reading passage, comprehension questions, antonyms/synonyms, cognates, grammar exercises, using words in sentences, memorization, composition, and summarizing.
65. Criticism known as: (Teacher - centered and aims at improving accuracy, not fluency.
66. Does not cater for the communicative aspect of language. Overemphasis on the language as a mass of rules and vocabulary to be memorized and translated).
67. Before World War II, there were three methods: (Modified Direct Method, Reading Approach, and Reading-Oral Approach)
68. ALM was introduced in the 1950s. It is contrary to Grammar Translation Method and is based on a solid theoretical background provided by behaviorist psychology and structuralist linguistics.
69. Through learning language elements (sounds, words, grammar, sentence structures), we can build grammatically correct sentences and texts in speaking.
70. Writing only helps students reinforce the learnt elements.
71. Oral approach is also known as Structural - Situational Method and Situational LT. It emerged in Europe and the United States of America in 1920s and 1930s. This method was an attempt by Harold Palmer and Horn-by to present language items in a systematic way in the classroom.
72. The methodology involves three basic principles: (1. Choosing lexical and grammatical items 2. Organizing and sequencing content 3. Techniques for presentation).