ENG504 Quiz 3 Set 3

Quiz 3 Eng504

1. Some other important treatments of language learning strategies are to be found in Cohen (1998) and Wenden & Rubin (1987).
2. Gardner and various colleagues proposed the socio-educational model of language learning which presents two kinds of motivation: integrative and instrumental.
3. Integrative motivated students are more successful language learners than the others.
4. Clement et al. (1994) identified five orientation of foreign language learners.
5. Dec and Ryan’s (1985) model distinguishes between intrinsic and extrinsic motivation.
6. Within the area of expectancy, two key theories stand out: wiener’s (1986) attribution theory, and Bandar’s (1997) self-efficacy theory.
7. 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.
8. The ‘process model’ of motivation holds teachers responsible for student motivation however, it does not let students off the hook.
9. Canadian researchers Jim Cummins 1981 formally defined the two aspects as basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP) for the sake of simplicity.
10. Children learn SL quickly and easily as their brains are more flexible.
11. Primary function of communication is to maintain good human relationships.
12. Their passiveness is interpreted as a sign of respect within the Japanese frame and as a sign of indifferences within the western frame.
13. Students needs to learn both the linguistic and cultural norms.
14. The performance domain raises the consciousness of the learners to gear them toward better
15. This (domain) is expected to reduce chances of fossilization
16. It simplifies the task and ensures (focus on) goal.
17. According to (Hawkin,) assigning a role to L1 in L2 learning provides the learners with the opportunity to view language objectively as a (phenomenon).
18. How languages operate in a (society) and allows them to know what they can do with language
19. The development of sensitivity and is a (step) toward understanding the functioning of languages across cultures.
20. The debate about L1’s role continues though in (cognitive) rather than behaviorist terms.
21. The use of L1 in L2 (classrooms) has been appraised as too complex for learners,
22. Requiring them to operate in (two) different ways.
23. 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,
24. It is argued that focus on form and (consciousness-raising) could lead to cognitive development and better L2 performance.
25. It has been observed that the (learners) have a very strong association with their native culture even after spending decades in another country.
26. Ignoring this cultural bond can only add problems for (L2 learners.)
27. (Bilingual medium) oriented strategies must be not only allowed.
28. Actively encouraged to ensure real (communicative) competence.
29. (Inter- relationship) between L1 and L2 lies at a much deeper level than surface or even near- surface categories.
30. (Learners) must not be deprived of the opportunity to use their language.
31. They should be encouraged to (exploit) the richness of bilingualism by developing Connections. Cultural association, and cross-Linguistic (reference) for knowledge building.
32. It has (analyzed) the issue from dual theoretical perspectives.
33. (Sociocultural) theory and language awareness pedagogical theory.
34. It argues that L1 can be positively utilized to play a (significant) role in L2 learning.
35. The use must be pre-planned; its effective role is acknowledged by the sociocultural and (LA theorists).
36. It is said to be related to affective, cognitive, social, power, and performance (domain).
37. The issue must be (discussed) at length in teacher education programmes.
38. Teacher to move beyond Mere (methodological) and procedural knowledge.
39. Teachers also need to identify with the struggle and strengths of their learners for (meaningful) relationships and enhanced L2 learning outcomes.
40. Some students learn (a new language) more quickly and easily than others.
41. The factors (influencing) their success are categorized as internal and external.
42. It is their complex (interplay) that determines their learning speed and facility.
43. The internal factors include age, personality, motivation (intrinsic), experiences, cognition, and L2’s similarity to their native language.
44. Use learning style research with personality and cognitive styles to (determine ability) predict
45. The terms learning style, cognitive style, personality type, sensory preference and (modality) etc.
46. In recent years, the influence of personality variables on learning styles has (increased) greatly.
47. Recently preferred models include (Multiple) Intelligences Model.
48. (4-MAT Model), Kolb’s Jung-based Model, and Stenberg’s Mental Self-government Model
49. Ehrman and Leaver (2001-2003) have reorganized the scales for cognitive styles like random- sequential,
50. Eherman-defined field (in) dependence/field sensitive styles under the (new comprehensive) construct.
51. (An ectenic) learner wants or needs conscious control over learning process.
52. A synoptic learner leaves more to preconscious or (unconscious) processing.
53. Learning styles and strategies are often interrelated. Styles are made manifest by strategies; strategy is neither good nor bad. It is essentially neutral.
54. A strategy is useful under these three conditions: i. It relates well to the (L2) task at hand. ii. The students employ the strategy effectively and link it with other (relevant) strategies. iii. Learning style preference to (one degree) or another.
55. In language-learning field, definitions of strategies (imply) conscious movement toward a language goal.
56. Oxford (1990) identified (six) major groups of L2 learning strategies: i. Cognitive strategies (reasoning, note-taking, synthesizing) ii. Metacognitive strategies (identifying one’s own preferences and needs, planning, monitoring mistakes and evaluating task success) iii. Memory-related strategies (acronyms, sound similarities, images, key words) iv. Compensatory strategies (guessing from context, circumlocution, gestures, and pause words) v. Affective strategies (identifying one’s mood and anxiety level, talking about feelings, rewarding oneself etc.) vi. Social strategies (asking questions, asking for clarifications, asking for help, talking with native- speakers, exploring culture and social norms)
57. Biggs (1992) model and instrument address (both) motivation and learning strategies:

•  Surface to get a task done with little personal investment.
•  Achieving to succeed in competition and get good marks.
•  Deep to make personal investment in the task through associations and elaboration.

58. Biggs (1992) categorizes learning strategies differently, that is, by grouping learning approaches by the purpose of learning.

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