ENG513 Final Term Preparation 2021 by Paragon

Q. Dose digital media support reading materials in L2 classrooms? Topic 172

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Q. How would you define reading? Google

" Reading" is the process of looking at a series of written symbols and getting meaning from them. When we read, we use our eyes to receive written symbols (letters, punctuation marks and spaces) and we use our brain to convert them into words, sentences and paragraphs that communicate something to us.

Q. How many types of speaking tasks are there? Give names. Topic 139

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Q. Repeated viewing in extensive viewing

Q. Two categories of team performances founded in task based learning topic 106

1. Orientation functions (processes for generating and distributing information necessary to task accomplishment to team members)
2. Organizational functions (processes necessary for members to coordinate actions necessary for task performance)

Q. Role of learners as Risk taker and innovator in task based learning? Topic 109

Many tasks will require learners to create and interpret messages for which they lack full linguistic resources and prior experience. In fact, this is said to be the point of such tasks. Practice in restating, paraphrasing, using paralinguistic signals (where appropriate), and so on, will often be needed. The skills of guessing from linguistic and contextual clues, asking for clarification, and consulting with other learners may also need to be developed.

Q. Some context of EIL communication Topic 169

• a foreign visitor seeking information/directions/assistance from a local resident in a non- English speaking country
• a foreign visitor giving directions to a local taxi driver in a non-English speaking country
• a foreign resident seeking and giving information to a local official in a non- English speaking country
• travelers from different countries interacting at an airport/on a plane/on a train
• business men from different countries negotiating a contract

Q. Underlying assumption behind the synthetic syllabus? Topic 184

• analyzed into its smaller units of grammatical structures, lexical items, or functional categories;
• classified in some manageable and useful way; and
• Presented to the learner one by one for their understanding and assimilation.

Q. What is integrating language skills? Topic 156

The primary skills of language identified as listening, speaking, reading, and writing are connected with one another. We integrate these skills during every day conversation. It is rarely noted when we only listen, or only speak, or only read, or only write. It is artificial and tiresome if, we decide to separate these skills and use only one for a specified period of time for some peculiar reason, such an artificial separation of language skills is quite normal in most language schools. In North America, and several other countries, colleges and universities’ language institutes offer classes based on isolated skills and proficiency levels with course titles as ‘Beginning Reading’, ‘Intermediate Listening’, or ‘Advanced Writing’. Curriculum designers and textbook writers have long been using the separation of skills as a guiding principle for syllabus construction and materials production. They even try to hardly link a particular skill with a particular set of learning strategies. They talk about reading strategies, listening strategies, speaking strategies, and writing strategies. Oxford (2001, p. 19), has done extensive research on learning strategies, asserts, “Many strategies, such as paying selective attention, self-evaluating, asking questions, analyzing, synthesizing, planning and predicting are applicable across skill areas.”

Q. What are the student’s goals of an immersion program? Topic 102

(2) Developing positive attitudes toward those who speak the foreign language and toward their culture(s);

(3) Developing English language skills commensurate with expectations for a student's age and abilities;

Q. What is meant by bottom-up? Topic 147

‘Bottom-up’ models view reading as a process in which the reader has to go through the text in a more linear fashion, starting from the smallest unit in print. Frequently, such a process is mainly text-bound, without any opportunity of the reader actively interpreting the text meaning. In this view, meaning is self-evident as soon as you are able to decode all the words. Bottom-up and topdown models of reading are two polarities of the reading models mentioned above

(Ehrich et al., 2013).

Q. Suggested Approach to listening practical outside the classroom? Topic 145

A number of listening difficulties have been revealed by researchers and many suggestions have been made to improve listening instruction efficiency; however, simply relying on teachers’ instruction in the classroom is not sufficient to improve one’s listening competence. Therefore, teachers should give their students guidance on doing listening practice outside class. Three approaches: narrow listening, repeated listening, and reading while listening, are suggested.

Q. How extensive reality effective in vocabulary learning. Topic `130

Reading may not be the main source of vocabulary acquisition in an instructed language learning context (Laufer 2003), but it can be used as a useful activity outside the EFL classroom. It is also one of the activities central to Nation’s (2001) strand of meaning-focused input. Second language researchers, educators and practitioners have long acknowledged an important role of reading in vocabulary acquisition (Pigada and Schmitt 2006). It has been claimed that acquiring vocabulary through reading leads to learning gains due to repeated encounters with the same word According to Nation’s (2001) core principles of vocabulary teaching, spaced, repeated exposures are imperative for vocabulary learning. This suggests that longer texts might be better suited for vocabulary learning purposes than shorter ones, as the same word would be encountered a number of times. Extensive reading has been argued to be particularly effective in vocabulary learning. It not only offer opportunities for repeated exposure to the same lexical item, but also