ENG505 Quiz by Lishy

"Course: Eng505" · "2024" · "Current papers" · "Final Term"

Q1. Towell and Hawkins 5 main addressing English as a foreign or second Language.

1. Transfer: of grammatical properties from L1 mental grammar into the mental grammar that learners construct for L2.
2. Staged Development: L2 learners go through a series of ‘transitional stages’ towards the target language.
3. Systematicity: in the growth of L2 knowledge across learners.
4. Variability: in learners’ intuitions about, and production of, the L2 at various stages of L2 development.
5. Incompleteness: most L2 learners do not achieve native-like competence. This phenomenon is referred as fossilization by Selinker (1972) and as incompleteness by Schacter (1990). (Towelland Hawkins, 1994, p. 15).

Explicit or implicit learning question by koi writer. Rod Ellis (2009) proposed the distinction between implicit/explicit learning and implicit/explicit knowledge and asserted that though they are related terms but need to be analyzed separately as the former is related to the processes of the learning and the latter with the products of learning. Schmidt believes that it is not necessary that implicit instruction results in implicit learning; therefore, learning needs to be distinguished from instruction. Learners have minds of their own and may follow their own inclinations irrespective of the nature of the instruction they receive (Allwright, 1984). Dornyei’s (2009) distinction: Explicit learning refers to the learner’s conscious and deliberate attempt to master some material or solve a problem, and implicit learning involves acquiring skills and knowledge without conscious awareness, that is, automatically and with no conscious attempt to learn them. Awareness, according to Tomlin and Villa (1994, p. 193), is ‘a particular state of mind in which an individual has undergone a specific subjective experience of some cognitive content or external stimulus.’ Allport (1988) believes that cognitive changes and reporting of experience or metalinguistic description of rules are the factors that are responsible for creating awareness. In connection to the concept of awareness, Schmidt (1990) proposed noticing hypothesis, ‘the necessary and sufficient condition for the conversion of input into intake.’

How Learner can benefit from bilingualism. Bilingualism benefits learners by:

• Improving cognitive abilities and academic performance
• Enhancing career opportunities and cultural understanding
• Delaying age-related cognitive decline and increasing empathy
• Boosting personal growth, confidence, and competitiveness

sets of social strategies

Oxford (1990) suggests three sets of social strategies. 1Ask questions for clarification or verification and for correction. 2Cooperate with others which cover cooperation with peers and cooperating with proficient users of the new language. 3Empathize with others which include developing cultural understanding and becoming aware of others thoughts and feelings.

difference between short and long term memory

• Memory is the process by which we encode, store, and retrieve information.
• Long-term memory is our brain’s system for storing, managing, and retrieving information.
• Working memory is the short-term memory wherein the information is kept in mind for a short-time before either dismissing it or transferring it to long- term memory.
• Transfer occurrence refers to application of knowledge from one language to another.

three sub forms of ' encouraging yourself strategies'

Social Influence – one’s behaviour affected by others presence Social Cognition – ways of thinking about others

• Social Interaction – people relating to others

Proficiency Assessment is concerned with the general versus specific performances or knowledge. The types include:

• Discrete-point versus integrative assessment
• Direct versus indirect assessment
• Objective versus subjective assessment
• Group testing versus individual assessment

define discourse community

Language community consists of monolinguals as well as multi-linguals, and both use knowledge of language rules appropriate to the given social contexts. Social groups have common ways of using language for social needs. These groups are called ‘Discourse Communities’