ENG513 Midterm Solved Papers

ENG513

ABSTRACT

This comprehensive collection of notes is accurately crafted to empower students to excel academically, ensuring they achieve a minimum of 80% marks in their examinations. The content is organized with clarity and precision, focusing on key concepts, critical analyses, and practical applications tailored to the syllabus. These notes serve as a reliable resource for both thorough preparation and last-minute revision. Designed to inspire confidence and mastery, this guide is an essential tool for students striving for academic excellence.

Maha Malik

Language Teaching Methods

Q. Human language well-crafted and well organized comments (Topic #02)

We all know that human language is a well-organized and well-crafted instrument. That is to say, all the basic components of a language work in tandem in a coherent and systematic manner. They are certainly not a random collection of disparate units. From one perspective, a study of language is basically a study of its systems and subsystems. By treating language as a system, we are merely acknowledging that each unit of language, from a single sound to a complex word to a large text—spoken or written—has a character of its own, and each is, in some principled way, delimited by and dependent upon its co-occurring units. As we learn from any introductory textbook in linguistics, the core of language as a system consists of the phonological system that deals with the patterns of sound, the semantic system that deals with the meaning of words, and the syntactic system that deals with the rules of grammar.

Q. "Study of language is a study of its systems and subsystems. Elaborate. 5 (Topic #02)

Language as a system enables the language user to combine phonemes to form words, words to form phrases, phrases to form sentences, and sentences to form spoken or written texts—each unit following its own rules as well as the rules for combination. Crucial to understanding language, then, is the idea of systematicity. Language as a system, however, is much more complex than the description. A true understanding of the complexity of language requires a robust method of analysis. Using this “prewired” system, children are able to distill and develop the complex grammatical system out of the speech of their parents and caretakers. The system that the child is born with is common to the grammars of all human languages, and hence Chomsky calls it “Universal Grammar.”

Q. Define any two meta-functions of language purposed by Halliday (Topic #3)

1. The ideational function represents the individual’s meaning potential and relates to the expression and experience of the concepts, processes, and objects governing the physical and natural phenomena of the world around.
2. The interpersonal function deals with the individual’s personal relationships with people.
3. The textual function refers to the linguistic realizations of the ideational and interpersonal functions enabling the individual to construct coherent texts, spoken or written.

Q. Halliday prefer culture learning to mind learning define (Topic #3)

For Halliday, language communication is the product or the result of the process of interplay between the ideational, interpersonal, and textual functions of language. Through this interplay, the meaning potential of language is realized. Learning a language then entails learning to mean. As the child interacts with language and language users, he or she begins to understand the meaning potential within the language, and develops a capacity to use it. It is only through meaningful interactive activities in communicative contexts that a learner broadens and deepens the capacity for language use. And, language use is always embedded in a sociocultural milieu. That is why Halliday (1973) preferred to define meaning potential not in terms of the mind but in terms of the culture.”

Q. Hymes (1972) identified these factors, and has used an acronym SPEAKING to describe them. (Topic #3)

Setting refers to the place and time in which the communicative event takes place. Participants refer to speakers and hearers and their role/relationships. Ends refer to the stated or unstated objectives the participants wish to accomplish. Act sequence refers to the form, content, and sequence of utterances. Key refers to the manner and tone (serious, sarcastic, etc.) of the utterances.

Q. Three components of Austin's speech act theory (Topic #3)

1. In performing a locutionary act, one often performs such an act as ―asking or answering a question, giving some information or an assurance or a warning, announcing a verdict or an intention, pronouncing sentence, making an appointment or an appeal or a criticism, making identification or giving a description, and the numerous like.
2. The perlocutionary act is the effect or the consequence of an utterance in a given situation.
3. For it to have what Austin calls illocutionary force, a speech act has to meet certain socially agreed upon demands or conventions. For instance, a statement like I now pronounce you man and wife has its intended illocutionary force only if it is uttered in a proper context (e.g., a church) and by a proper person (e.g., a priest). The same statement uttered by a clerk in a department store will not render two customers a married couple!

The statement gains its illocutionary force only because of the situational context in which it is uttered.

Q. Write any two language ideologies by Kristoky who thinks it is profitable to take language as ideaologies 5 (Topic #4)

First, “language ideologies represent the perception of language and discourse that is constructed in the interests of a specific social or cultural group” (p. 8). That is, notions of language and discourse are grounded in social experience and often demonstrably tied to the promotion and protection of politicaleconomic interests. Second, “language ideologies are profitably conceived as multiple because of the multiplicity of meaningful social divisions (class, gender, clan, elites, generations, and so on) within sociocultural groups that have the potential to produce divergent perspectives expressed as indices of group membership” (p. 12). That is, language ideologies are grounded in social experiences that are never uniformly distributed across diverse communities.

Q. LTM in ancient time (Topic #7)

The history of the consideration of foreign language teaching goes back at least to the ancient Greeks. They were interested in what they could learn about the mind and the will through language learning. The Romans were probably the first to study a foreign language formally. They studied Greek, taught by Greek tutors and slaves. Their approach was less philosophical and more practical than that of the Greeks. In the Western world back in the 17th, 18th and 19th centuries, foreign language learning was associated with the learning of Latin and Greek, both supposed to promote their speakers' intellectuality. At the time, it was of vital importance to focus on grammatical rules, syntactic structures, along with rote memorization of vocabulary and translation of literary texts. There was no provision for the oral use of the languages under study; after all, both Latin and Greek were not being taught for oral communication but for the sake of their speakers' becoming "scholarly" or creating an illusion of "erudition." Late in the nineteenth century, the Classical Method came to be known as the Grammar Translation Method, which offered very little beyond an insight into the grammatical rules attending the process of translating from the second to the native language.

Q. David numan " one size fit all" jo approach iss k koi methods k naam btna tha (Topic #10)

David Nunan (1989, p. 97) referred to these methods as "designer" methods, on the grounds that they took a "onesize-fits-all" approach.