ENG504 Final Term Past Papers Compilation Set 3 by Adeel

1. the research invites to rethink the role of L1and L2 classroom form Two theoretical perspectives.
2. In which explicit instruction the learners discover grammatically rules by themselves through conscious-raising tasks. (Indirect explicit instruction)
3. DeKeyser believes L2 learning should start with explicit rules that are later on proceduralized and automatized through spontaneous performance.
4. According to Izumi (2002) the other type of input enhancement, which is delivered orally through exact repetition, may be more effective.
5. According to Kellerman (1983), the complexity of transfer depends upon the interaction of learner’s perception of distance from L1 and the degree of markedness in L1.
6. Inner speech emerges when the learner faces difficulty and supports them in effective manipulation of the task.
7. Studies have shown that recasts contribute to the learners’ inter-language development as measured by the performance tests.
8. According to researchers, bilingual medium oriented strategies must be not only allowed but actively encouraged to ensure real communicative competence.
9. 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.
10. From a cognitive perspective, main developments have been the application of information processing models to grammar learning domains.
11. Language Awareness aims to evoke analytical insight into the learner and bridge the space between L1 and L2.
12. Language Awareness (LA) pedagogical theory is suggested as complementary to communicative language teaching for its unique stance between L1 and L2.
13. Researchers use learning style research with personality and cognitive styles to determine ability, predict performance, and improve classroom teaching and learning.
14. Learning styles and strategies are often interrelated.
15. Biggs’ model exploits the probable connection between intrinsic motivation and deep strategies and treats motivation in parallel with strategies.
16. As a result of different studies of French immersion programmes in Canada, researchers started to question experiential approaches to language learning, especially learning in context where input is limited to classroom setting.
17. Comparison of visually enhanced vs. non-enhanced input showed limited results for this mode of FonF.
18. Positive effects of strategy instruction emerged for proficiency in speaking and

reading.

19. Second language teachers must identify the key cultural items in every aspect of language they teach.
20. 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.
21. 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.
22. Self-knowledge is as important for teachers as it is for students.
23. research shows that SL learners frequently develop native-like conversational skills within two years.
24. Linguistic competence alone is not enough for language learners to be competent

in that language.

25. Self-regulation is the capability of autonomous functioning that mature and skilled individual possess.
26. The methods of teaching and learning are both affected by culture.
27. In Western settings, the main function of communication is information presentation and information exchange.
28. The strengths of sociolinguistic tradition in SLA is the rich accounts offered for cross-cultural second language communication.
29. Negative feedback occurs on the spot in an unplanned way and plays no role in task designing.
30. Specifically in the Japanese culture, the words and statements of authority (hence of teachers) are not doubted or criticized.
31. Sociocultural theory emphasizes that there is a crucial link between mental processes and sociocultural settings.
32. Three main types of second language private speeches were identified by Ohta

in 2001

33. Socio-cultural theory rejects the classic view of language as a formal abstract system that is distinct from language use.