ENG506 Quiz 3 Set 3

M. Awais

1. (Ideological) dominance of native English speakers
2. Influence of (native) speakers on (ELT)
3. Linguistic imperialism caused by teaching of English or teaching of a (particular variety) of English
4. Link between ELT methodology and (British) colonialism.
5. ELT a product of spread and (macro-acquisition) of English
6. Acquisition of a common second language by speakers of (different mother tongues).
7. Development of ELT • Theories and practices not developed in the UK or USA
8. (Colonies were the central) testing ground for the development of ELT.
9. Acquisition of English language was controlled by the (political and economic) needs of the empire.
10. ELT methodology was (subservient) to imperial purposes.
11. Curriculum based on (language) examinations used as (qualification standards) for civil service. Emphasis on (mother tongue) literacy
12. English taught through (bilingual) education
13. The empire (lacking) the capacity to hire native English speaking teachers
14. The process of language spread dependent on (non-native) English speaking teachers
15. Played a (significant role) in the creation of different varieties.
16. Non-native context of ELT development contradicts with (linguistic imperialism)
17. Linguistic imperialism neglects the contribution and agency of the (nonnative speaking teacher.)
18. Need to reclaim the contributions of the nonnative teacher of English within the (international history) of English.
19. Non-native teachers readily accept the (methodology) produced in the UK and US
20. (Critical attitude) found among students studying ELT in the USA
21. Misconception based on the ideological notions of (intellectual) dependence.
22. The (western method) dated from the post-World War II period
23. They had not come into existence at the time when (English began to spread to Africa, Asia) and elsewhere
24. ELT methodology relied on the creativity and resources of (local teachers)
25. Constructs of “authenticity,” “native” and “near native” proficiency
26. Determining the proper goals of (SLA)
27. Development of the notion of native speaker as the (ideal teacher)
28. Challenges the authority of the non-mother tongue English-speaking teacher
29. Undermines the role of non-native teachers in the spread of English.

M. Awais

30. Any English language test must use a set of norms to evaluate the test takers performance in the test biases in ELT testing.
31. Test of English for international communication TOEIC a supposedly neutral test shows bias towards Standard English.
32. Norms of the countries and regions they aim to serve situated use of a test
33. Board observation can identify items that are well established in some varieties
34. Certain language test items consider a linguistics form because of its misfit to a given norm ELT professionals
35. An international language to promote inter and intra cultural communication in linguistically diverse situations
36. Irrelevance of native speaker criterion in measuring second foreign language
37. Majority of the English language users come from the expanding circle.
38. Hegemony of inner circle over English language educational management
39. Power and control exerted by a dominant class in society is sustainable if it gains support through consent of the masses.
40. Expanding and outer circle countries seeking the professional expertise of countries located in the inner circle
41. Prevalent imperialism of major international tests of English TOEFL, IELTS.
42. International tests support and serve the variety of English prevalent in their source countries
43. Linguistics imperialism and testing.
44. The purpose of EIL is to facilitate communication amongst native and nonnative English speaking countries
45. Disconnect between (language tests) and insights into English in the world context.
46. Language tests do not represent (English varieties) spoken and used in contact situations.
47. Inappropriacy of (target norms) in local contexts.
48. Language tests do not represent (English varieties) spoken and used in contact situations.
49. Tests developed in (one setting) may be invalid for another setting
50. The (‘correctness’) of language test items may vary from context to context
51. What is wrong in one setting may be (considered) right in another
52. Choose the correct sentence from the following list: (Our Company is buying some new

equipment.)

53. English Language Testing (Non-Native Speaker) Variation
54. (Contextualized) teaching and testing
55. Use of native speaker norms in (testing)
56. (Washback) effect of testing is likely to impact the teaching of English
57. Native speaker as the (norm) in language testing
58. English language testing does not (include) non-native speaker norms and innovations ye
59. Prepositional collocations: I live in an apartment at (Mall Road)
60. Language testing reflects the (‘deficit linguistics’) view
61. (Variations) are caused by errors

M. Awais

62. Considered (‘Interlanguage’) or (‘fossilized’) language
63. Evidence of the (substandard nature) of outer and expanding circle varieties

64. Testing is based on how close the language use is to the (native speaker) norms

65. Difficulty of (differentiating) between errors and developing varietal norms
66. Doubts about the (validity) of tests based on native speaker norms
67. (Mutual exposure) to the major native and non-native varieties
68. Re-thinking of (English language) teaching goals
69. (Overhauling) of English language testing
70. Reluctance to accept curricular changes not reflected in the targets of (examination boards)
71. A lingua franca is a (Frankish language)
72. (Cultural gaps) cause difficulties for learners.
73. Selection of local cultural content by textbook and (material writers)
74. (Sensitivity) to different convention to be created through teaching materials and practices discourse Strategies.
75. Use of (local discourse) strategies while using English.
76. English language classrooms imparting knowledge of (Anglo-American) culture.
77. Classroom to embrace innovations based on different (Culture convention)
78. (Recognition of world English) likely to sensitivize people to different cultures.
79. Only (inner) are English finds representation in textbooks.
80. (Baumgardner's 1987) study of Pakistani English.
81. Learners in expanding circle are only aware of (British or American English) (WE) approach facilitates learning.
82. Different varieties of English to be viewed as (legitimate expressions of a language in constant change
83. And spread)
84. Textbooks containing unknown settings and (unfamiliar characters) disconnect between the learners and textbooks.
85. In World Englishes approach (Presentation) of English is incomplete without an awareness of different varieties.
86. In World Englishes approach (Confusion) or resistance when students are confronted with different types of English users or uses.
87. In (Lack of awareness) Students likely to be shocked and confused when facing different varieties of English.
88. In Lack of awareness Students may find them (deficient).
89. Likely to be (counter-productive) to efforts being made for (international) understanding of English.
90. (Sensitizing) students to the presence of different varieties of English should be the goal of all English
91. Language teachers around the world.
92. Earlier language teaching methods (discouraged) the use of mother tongue in classroom.