ENG504 Final Term Past Papers

32 MCQs; 8 Questions of 3 Marks & 4 Questions of 5 Marks

Time Duration: 120 minutes

1. DeKeyser believes L2 learning should start with explicit rules that are later on procedural zed and automatized through spontaneous performance.
2. According to Izumi (2002) the other type of input enhancement, which is delivered orally through exact repetition, may be more effective.
3. According to Kellerman (1983), the complexity of transfer depends upon the interaction of learner’s perception of distance from L1 and the degree of nakedness in L1.

4. Inner speech emerges when the learner faces difficulty and supports them in effective

manipulation of the task.

5. Studies have shown that recasts contribute to the learners’ inter-language development as measured by the performance tests.
6. According to researchers, bilingual medium oriented strategies must be not only allowed but actively encouraged to ensure real communicative competence.
7. Aljaafreh and Lantolf (1994) looked for increased accuracy over time, evidence of students’ developing capacity to self-correct and reducing dependency on other regulation by the tutor.
8. From a cognitive perspective, main developments have been the application of information processing models to grammar learning domains.
9. Language Awareness aims to evoke analytical insight into the learner and bridge the space between L1 and L2.
10. Language Awareness (LA) pedagogical theory is suggested as complementary to communicative language teaching for its unique stance between L1 and L2.
11. Researchers use learning style research with personality and cognitive styles to determine ability, predict performance, and improve classroom teaching and learning.
12. Learning styles and strategies are often interrelated.
13. Biggs’ model exploits the probable connection between intrinsic motivation and deep strategies and treats motivation in parallel with strategies.
14. As a result of different studies of French immersion programs in Canada, researchers started to question experiential approaches to language learning, especially learning in context where input is limited to classroom setting.
15. Comparison of visually enhanced vs. non-enhanced input showed limited results for this mode of Font.
16. Positive effects of strategy instruction emerged for proficiency in speaking and reading.
17. Second language teachers must identify the key cultural items in every aspect of language they teach.
18. Research indicates that highly motivated successful learners (a) self-efficacy; (b) an internal locus of control; (c) social relatedness and autonomy.(d) all of the above.
19. Communicative language teaching (CLT) emerged when teachers were skeptical about the role of grammar in foreign language instruction and felt disillusioned with the results of audio-lingual teaching.
20. Self-knowledge is as important for teachers as it is for students.
21. Research shows that SL learners frequently develop native-like conversational skills within two years.
22. Linguistic competence alone is not enough for language learners to be competent in that language.

23. Approximate system is a system of L2 that is near the native language. TRUE

24. SLL is a simple process that takes time. FALSE

25. Interactionist research show how ongoing character of SL interaction can systematically affect learning opportunities it makes available. TRUE

26. The superiority of recasts was confirmed by many researchers. True

27. The factor related to the environment or social context within which the learner of SL is grounded are termed as factors
28. The changes in ZPD the learners to solve similar problems without help.

29. The teaching of culture in SL classroom is a/an idea

30. The concept of providing maximum exposure of L2 to its learners while excluding L2 from the classroom is based on Mentalism behaviourism universalism all of the given
31. Self-regulation is the capability of autonomous functioning that mature and skilled individual possess.
32. The methods of teaching and learning are both affected by culture.
33. In Western settings, the main function of communication is information presentation and information exchange.
34. The strengths of sociolinguistic tradition in SLA are the rich accounts offered for crosscultural second language communication.
35. Negative feedback occurs on the spot in an unplanned way and plays no role in task designing.
36. Specifically in the Japanese culture, the words and statements of authority (hence of teachers) are not doubted or criticized.
37. Sociocultural theory emphasizes that there is a crucial link between mental processes and sociocultural settings.

38. Three main types of second language private speeches were identified by Ohta in 2001

39. Socio-cultural theory rejects the classic view of language as a formal abstract system that is distinct from language use.
40. The longitudinal study of Norton’s (2000) explored changes in social identity over times, particularly, their struggle to achieve the right to speak in SL settings.
41. Learners are more likely to switch to first language (L1) in their inner speech when confronted with a difficult task.
42. The domain which fosters tolerance and acceptance of ethnic diversity in SL classroom is called Social domain.
43. The helps analyzing the language, drawing inferences, and categorizing new knowledge is called Cognitive domain
44. According to Hawkin, assigning a role to L1 in L2 learning provides the learners with the opportunity to view language objectively as a phenomenon.
45. In language-learning field, definitions of strategies imply conscious movement toward a language goal.
46. Deep processing is an active process of making associations with material connecting the new material with personal experience, and considering alternative interpretations
47. Surface processing is completion of the task with minimum conceptual effort that results in much less information retained in memory
48. In order to enable the most learners possible to learn as much as they can, we need to give them every advantage.
49. We need to give learners the opportunity to learn in their preferred styles rather than always outside of them.
50. . . . Research does not support the misconception the “The younger the child, the more skilled he is in acquiring an L2” in school settings
51. The students of JAPAN avoid risks and show little value for personal choice or freedom of thought.
52. Receptive skills in a language are: Both reading and listening
53. Productive skills in a language are: both writing and speaking.
54. Students can be successful in speaking SL only if the cultural issues are an inherent part of the curriculum.
55. The issue of the acceptance of L1 classroom must be discussed at length in teacher education programs.
56. The analysis of Pavlenko’s (1998) autobiographical narratives revealed that many female SL users accepted second language English as the language that gives them enough freedom.
57. Communication Skills (BICS)