ENG504 Grand Quiz Preparation Set 2

1. TTT stands for teacher talking time · 2. Analysis has link to sociolinguistic · Discourse conversational · both b & c · Environmental

3. Which of the following library web access to sample of all US President Voices.

(The Michigan State University voice library)

4. TESOL is a US based assosciation

5. Research into spoken corpora is throwing up many insights about the form of language.
6. Psycholinguistic studies focus on the relationship between brain, language and behavior.
7. method puts high value on the careful analysis of examples of real talk. (Conversational Analysis)

8. IELTS stands for International English Language Testing System

9. TESOL stands for Teaching English to Speakers of Other Languages

10. TEFL (Teaching English as a Foreign Language) and

11. TESL (Teaching English as a Second Language)

12. There are a growing number of access routes to spoken corpora on the web.

13. Collocation patterns are like “local” Rules · 14. Which help in interaction to learners · Conversational · Discourse · Interactive · All of the given · 15. The method in which teacher talk reduced to minimum · The silent methd · Natural method · Audio lingual · 16. There is relation between ... and sounds therapy · Psycholinguistics · Sociolinguistics · Neurolinguistics

17. The art of speaking is connected to which one of the following explanation:

Communication Persuasion · Speculation · All of the given

18. Pronunciation skill is part of personality according to ------ point of view.

Physical Psychological

Social Neurological

19. There are a growing number of access routes to spoken corpora on the web.
20. A paradigm functions as a framework or point of reference for both researchers and users of research output.

21. Different research approaches are often called ‘paradigms’

22. It is the learners who determine what kind of interaction occurs with a given task.
23. Planning for effective and informative assessment of Speaking and Listening is central to teaching and learning.

Q. Formal speaking.

Formal speaking helps language learning in the following ways. It represents a new use of English for most learners and thus requires them to focus on language items that are not as well represented in other uses of the language (Biber, 1989). Formal speaking requires control of content, awareness of a largely passive audience, and being the focus of attention (a rather unsettling experience). It thus requires learners to use language under difficult and demanding circumstances, which will stretch the boundaries of skill development.

Q. Define speaking....

Speaking is one of the four language skills (reading, writing, listening and speaking). It is the means through which learners can communicate with others to achieve certain goals or to express their opinions, intentions, hopes and viewpoints. In addition, people who know a language are referred to as ‘speakers’ of that language. Furthermore, in almost any setting, speaking is the most frequently used language skill. As Rivers (1981) argues, speaking is used twice as much as reading and writing in our communication.

Q. Discourse analysis & Conversational analysis.

Both discourse analysis and conversation analysis have links to sociolinguistics in that they prefer not to deal with samples of language in isolation, and conversation analysis in particular is interested in the relations between interlocutors. Discourse analysis, however, has traditionally tended to concentrate on longer sections of language and focused on interrelations between different sections of text. Within this, the discourse analyst is interested in how speakers carry out functions of language and the choices made by them in different contexts.

During the 1990s and beyond there was increasing interest in the telecommunications and computing world that discourse analysis would solve problems of automation of human– computer understanding. This area has not achieved the early promise – humans are still constrained to limited lexical choices and clear talk in these contexts rather than the system being able to adjust to spontaneous talk. Nevertheless, it will be interesting to see what twentyfirstcentury discourse and conversation analysis can offer other disciplines and users wanting to apply the insights of linguistics to real-world applications.

Q3. aspects of spontaneous speech

speaking is fundamentally an interactive process and is defined by interactivity; speaking happens under real-time processing constraints; speaking is more fundamentally linked to the individual who produces it than the written form is.

Q. Syllable and stressed timed languages

Languages can be classified according to whether they are stress-timed or syllable-timed. It used to be thought that in a stress-timed language (like English) the stresses were equal distances apart even though the number of syllables between each stress was not the same. This would mean that some syllables would have to be said very quickly if there were several between two stresses, and some would be said slowly if there were few between two stresses. In syllable-timed languages, the syllables occur at regular intervals (as in Spanish and Indonesian). Research indicates that the spacing of stresses is by no means equal in stress-timed languages although there is a tendency towards regularity (Dauer, 1983). The main differences between stress-timed and syllable-timed languages lie in syllable structure (syllable length varies more in stress-timed languages than in syllable-timed languages), vowel reduction (stresstimed languages are more likely to use centralized vowels in unstressed syllables and vowels may be shortened or omitted), and lexical stress (stress-timed languages usually have word level stress).

Q. define channels

Channel is a term used to describe the physical means by which communication takes place. In terms of speaking there is the oral/aural channel and in terms of writing the visual/motoric channel. Discourse can be studied in terms of the effects of channel on the language. These include the constraints of speech processing in real time versus the capacity to reflect and edit that the written channel allows.

Q. Difference between face validity and content validity

face validity

content validity

Face validity is a very informal judgement. It simply means that the people sitting the test, the people giving the test, and others affected by it such as parents, employers, and government officials see the test as fair and reliable. A reliable test which may have good content and predictive validity may be so different from what the public expect or consider relevant that its poor face validity is enough to stop it being used. Good face validity is not a guarantee of reliability or other kinds of validity. Content validity involves considering whether the content of the test reflects the content of the skill, language, or course being tested. For example, in order to decide if a test of academic listening skill has content validity, we would need to decide what are the components of the academic listening skill and how is this skill used. We might decide that academic listening involves note-taking, dealing with academic vocabulary, and seeing the organization of the formal spoken discourse.

Q. Any 3 correcting pronunciation mistake

The teacher repeats the word correctly several times with ordinary stress and intonation until the learner self-corrects by copying the teacher.