ENG513 Final Term Short Notes by Danish Hanif

ENG513 Quiz File · 7/31/2023 2:51:38 PM · QUESTIONS OF MARKS 3:

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

Digital media offer a number of ways to enhance materials development and learner feedback across the traditional skills (for an extended discussion, see Levy, 2009). Chun (2006) reviewed a number of technologies available to support reading in a second language, some of which are available non-commercially such as electronic and online dictionaries, hyperlinks to vocabulary words that are embedded within many online texts, or the use of the Internet to obtain a wider range of sources. She also points towards software that can provide annotations through multimedia and promote word recognition.

Q. Define self direction with reference to learner autonomy? Self-

direction refers to situations in which learners accept responsibility for all the decisions concerned with learning but not necessarily for the implementation of those decisions; Q. How would you define reading? " 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. Reading can be silent (in our head) or aloud (so that other people can hear). Reading is a receptive skill - through it we receive information. But the complex process of reading also requires the skill of speaking, so that we can pronounce the words that we read. In this sense, reading is also a productive skill in that we are both receiving information and transmitting it (even if only to ourselves). Q. How many types of speaking tasks are there? Give names. There are broadly three types of speaking tasks that encourage genuine communication among learners: communication-gap tasks, discussion tasks, and mono logic tasks Q.

What is the aim of VOLL program?

A VOLL program aims to provide students with an English course integrated with vocational content. This vocational content is a starting point for designing English language programs based on vocational themes, tasks, and language.

Q. Define eclectic approach of language teaching?

Eclectic approach is a method of language education that combines various approaches and methodologies to teach language depending on the aims of the lesson and the abilities of the learners.

Q. Repeated viewing in extensive viewing

Repeated viewing leads to repeated encounters with a vocabulary item. There is no maximum number of times that a learner can watch a given episode. Q. Two categories of team performances founded in task based learning.

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

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

contract Q. Underlying assumption behind the synthetic syllabus?

items, or functional categories; assimilation.

Q. What is Integrating language skills ?

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?

(3) expectations for a student's age and abilities. (4)

Q. What is meant by bottom-up. ‘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 textbound, 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

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 r their understanding and