ENG505 Final Term Past Papers Compilation by Adeel

Q1. Behavior is never random and reflectives of one's distinctive mental capacity?

(Caral Jung)

2. McDonough broadent the scope of teachers training in _____ by redefining the

term. ( ESP)

3. The psychometric view equates intelligence with _____ . (Mental capacity)
4. Kolb’s model is based on a……. -stage learning cycle. (Four)
5. The emphasis on teachers training in ESP emerged in………. by J. R. Ewer.

(1970)

6. CALP model primarily deal with? (Academic situations)
7. according to Schmidt, learning requires? (noicing)
8. Steenburgen distinguishs........ Types of intelligence. (Three)
9. The individual initial state of readiness and capacity for learning a foreign language is called....? (foreign language aptitude)

Q10. The process of putting yourself into someone else shoes is called....?

(empathy)

11. The second language learner as a social being inculcates the values of........ In the learning process. (culture)
12. Which of the following theories proposes observable behavior as a core factor that influence learning. (Not sure)
13. Humman cognition devolops....... Throughout the first sixteen years of life.

(two)

14. Learning strategie are special thoughts or behaviors that learner use to...... Retain and use the information. (comprehend)
15. Which of the following learning styles is included in neuro linguist program NLP. (not sure)
16. Which of the following trait is not tru for learning style. (musing info)
17. Theory CAT was developed by..... In 1971 (Howard Giles)

Q- Language input according to Corder?

Corder emphasized that language input needs to be differentiated for intake. According to him, input deals with utilization of existing rules, whereas, intake is a part of input and results from the comprehension of intake. Two factors ‘Availability’ and ‘Accessibility’ determine the input. For comprehensible output, the input has been observed to be comprehensible too. The language users use correct forms of utterances for successful transmission of the intended meaning; ‘sometimes, under some conditions, output facilitates second language learning in ways that are different from, those of input’ (Swain and Lapkin, 1995, p. 371). For the development of frequency, processing is the key factor that has the ability to match the outcome with the intended meaning.

Q- Direct and indirect strategies?

A language learning strategy system was developed by Rebecca Oxford which consists of Direct and Indirect strategies. Direct strategies involve use of language; these are sub-divided into memory (mnemonics), cognitive and compensation strategies. Indirect strategies do not directly involve using the language, but support language learning (Ehrman & Oxford, 1990). These are further divided into metacognitive, affective, and social strategies (Lee 2010).

Q- Learning styles?

The learning styles have been classified as:

Sensory Preferences: Visual (seeing), Auditory (hearing), Kinesthetic (moving), Tactile (touching) Personality Types: Extrovert/Introvert, Intuitive-random/Sensing-sequential, Thinking/Feeling, Judging/Perceiving Degree of Generality: Holistic/Analytic, Field dependent/Field independent

Strategies (Oxford 1990): Cognitive, Metacognitive, Memory based, Compensatory, Affective, and Social strategies

Q- Motivation?

Motivation has been defined as ‘a psychological construct that refers to the desire and incentive that an individual has to engage in a specific activity’ (Hall, 2011). Another definition by Loewen & Reinders (2011, p. 119) is that ‘it provides the primary impetus to initiate L2 learning and later the driving force to sustain the long and often tedious learning process’