ENG504 Important MCQs by Sir Bin Sajid

ENG504 IMPORTANT MCQs (VU FINAL TERM)

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•  Some other important treatments of language learning strategies are to be found in Cohen (1998) and Wenden & Rubin (1987).
•  Gardner and various colleagues proposed the socio-educational model of language learning which presents two kinds of motivation: integrative and instrumental.
•  Integrative motivated students are more successful language learners than the others.
•  Clement et al. (1994) identified five orientations of foreign language learners.
•  Dec and Ryan’s (1985) model distinguishes between intrinsic and extrinsic motivation. Within the area of expectancy, two key theories stand out: wiener’s (1986) attribution theory, and Bandar’s (1997) self-efficacy theory.
•  According to Eccles (1984) and Wig field (1994) motivation is based on how much students expect to succeed at a task; and how much they value that success.
•  The ‘process model’ of motivation holds teachers responsible for student motivation however; it does not let students off the hook.
•  Canadian researchers Jim Cummins 1981 formally defined the two aspects as basic interpersonal for the sake of simplicity.
•  Children learn SL quickly and easily as their brains are more flexible.
•  Communication skills (BICS) and cognitive academic language proficiency (CALP)
•  Primary function of communication is to maintain good human relationships.
•  Their passiveness is interpreted as a sign of respect within the Japanese frame and as a sign of indifferences within the western frame.
•  Students need to learn both the linguistic and cultural norms.
•  The performance domain raises the consciousness of the learners to gear them toward better (performance).
•  This (domain) is expected to reduce chances of fossilization
•  It simplifies the task and ensures (focus on) goal.
•  According to (Hawkin,) assigning a role to L1 in L2 learning provides the learners with the opportunity to view language objectively as a (phenomenon).
•  How languages operate in a (society) and allow them to know what they can do with language.
•  The development of sensitivity and is a (step) toward understanding the functioning of languages across cultures.
•  The debate about L1’s role continues though in (cognitive) rather than behaviorist terms.
•  The use of L1 in L2 (classrooms) has been appraised as too complex for learners, Requiring them to operate in (two) different ways.
•  It has been argued that frequent resource to L1 would (lead to) slower L2 learning However, stopping the flow of L1 (information) and thoughts is not possible,
•  It is argued that focus on form and (consciousness-raising) could lead to cognitive development and better L2 performance.
•  It has been observed that the (learners) have a very strong association with their native culture even after spending decades in another country.
•  Ignoring this cultural bond can only add problems for (L2 learners.)
•  (Bilingual medium) oriented strategies must be not only allowed.
•  Actively encouraged to ensure real (communicative) competence.
•  (Inter- relationship) between L1 and L2 lies at a much deeper level than surface or even near surface categories.
•  (Learners) must not be deprived of the opportunity to use their language.
•  They should be encouraged to (exploit) the richness of bilingualism by developing Connections.
•  Cultural association, and cross-Linguistic (reference) for knowledge building.
•  It has (analyzed) the issue from dual theoretical perspectives.
•  (Sociocultural) theory and language awareness pedagogical theory.
•  It argues that L1 can be positively utilized to play a (significant) role in L2 learning.
•  The use must be pre-planned; its effective role is acknowledged by the sociocultural and (LA theorists).
•  It is said to be related to affective, cognitive, social, power, and performance (domain).
•  The issue must be (discussed) at length in teacher education programmers.
•  Teacher to move beyond Mere (methodological) and procedural knowledge.
•  Teachers also need to identify with the struggle and strengths of their learners for (meaningful) relationships and enhanced L2 learning outcomes.
•  Some students learn (a new language) more quickly and easily than others.
•  The factors (influencing) their success are categorized as internal and external.
•  It is their complex (interplay) that determines their learning speed and facility.
•  The internal factors include age, personality, motivation (intrinsic), experiences, cognition, and L2’s similarity to their native language.
•  Use learning style research with personality and cognitive styles to (determine ability) predict performance.
•  The terms learning style, cognitive style, personality type, sensory preference and (modality) etc.
•  In recent years, the influence of personality variables on learning styles has (increased) greatly.
•  Recently preferred models include (Multiple) Intelligences Model.
•  (4-MAT Model), Kolb’s Jung-based Model, and Stenberg’s Mental Self-government Model
•  Ehrman and Leaver (2001-2003) have reorganized the scales for cognitive styles like random sequential.
•  Eherman-defined field (in) dependence/field sensitive styles under the (new comprehensive) construct.
•  (An actinic) learner wants or needs conscious control over learning process. A synoptic learner leaves more to preconscious or (unconscious) processing.
•  Learning styles and strategies are often interrelated. Styles are made manifest by strategies; strategy is neither good nor bad. It is essentially neutral. A strategy is useful under these three conditions.