ENG504 Midterm Quiz Merged

ENG504

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 Second Language Acquisition

1. Swain believes that the activity of producing target language may push the learner to become _____- of gaps and problem in their current SL system (Aware)
2. Children express relationship between elements in a sentence in a -__- way. (Consistent)
3. Child resists in during acquire a first language.

(1. Objections 2.answering 3.selecting 4. Corrections)

1. Second language learning can be (Formal; Informal and unstructured; Planned and systematic; All of the above)
2. There is no difference between a native language and a second language. (No)
3. Noam Chomsky prefers: (Competence over performance)
4. Learner’s language system is unstable and characterized by high degree of variability which is a central feature of learner __________. (Interlanguage)
5. Fossilization refers to the situation when a learner’s SL system seems to ‘freeze’ or become stuck at some more or less deviant stage. (Yes)
6. The linguistic perspective is concerned with modelling language structures and processes within mind while the Social psychological perspective is concerned with modelling individual differences among learners and their implications for eventual learning success. (Yes)
7. Gardner and Macintyre divide the learner traits into two groups: cognitive and affective (emotional). (True)
8. ‘Progressive’ language pedagogy (1950s) drew on a version of structuralism developed by British linguist _____________. (Palmer)
9. Behaviorists view language learning (like any other kind of learning) as a formation of habits; that is creation of stimulus–response pairing which becomes stronger with reinforcement. (True)
10. In ________, Selinker coined a term ‘inter-language’ that refers to the language produced by learners both as a system and as a series of interlocked systems. (1972)
11. Psychological distance factors refer to the extent to which individual learners cope psychologically with learning an L2. Among these factors are anxiety, motivation, and self-confidence. (True)
12. By mid-1980s, SLL had matured into an autonomous field of inquiry encompassing a number of substantial programs of research with their distinctive theoretical orientations and methodologies. (True)
13. Damage to the ________ hemisphere of the brain results in language deficit. (Left)
14. The Universal Grammar (UG) view of language has been very influential since 1950s. (True)
15. Processing approaches are interested in how brain’s processing mechanism deal with second language. (True)
16. Contemporary SLL theorists disagree with Anderson’s implied position that SL grammar is initially learnt through conscious study and application of explicit rules. (Yes)
17. Outlined by Pinemann, ____________ aims to clarify how learners acquire computational mechanisms that operate on the linguistic knowledge they construct. (Processability Theory)
18. Processability Theory was outline by: (Pienemann)
19. The scope of cognitivists’ research varies widely from application of general models of language processing to studies using computers to stimulate acquisition of discrete grammatical phenomena. (Yes)
20. Cognitive orientation can be exemplified by the work of _________ that proposed the existence of ‘basic child grammar’. (Solbin)
21. Functionalists have demonstrated various devices which inter-language users deploy to convey meaning.(True)
22. ‘Interactionist’ perspective mostly challenges the concepts of autonomous language module or cognitive mechanisms at work within the individual learner. (False)