ENG514 Midterm Solved Papers

1. Intensive listening? 3

Intensive listening refers to listening closely – for precise sounds, words, phrases, grammatical units and pragmatic units. Intensive listening refers to listening to a text closely, with the intention to decode the input for purposes of analysis. Although it does not seem that listening intensively is called for in most everyday situations, accurate perception is involved in higher level comprehension and listening. The ability to listen intensively when required – as in listening for specific details or to spot a particular word – is an essential component of listening proficiency.

2. Extensive listening? 3

Extensive listening refers to listening for an extended period of time, while focusing on meaning. Extensive listening can include academic listening, also known as listening for academic purposes and sheltered language instruction. It can also include extended periods of listening in the target language outside of classroom settings, paralleling what in reading instruction is referred to as ‘reading for pleasure’. Extensive listening refers to listening for several minutes at a time, staying in the target language, usually with a long-term goal of appreciating and learning the content. Extensive listening includes academic listening, sheltered language instruction, and ‘listening for pleasure’.

3. How captions and subtitles are useful tools for learning to listen? 3

The use of L2 captions and subtitles (here after captions) can lead to better word identification and, ultimately, vocabulary learning. Captions can play a role in the development of L2 skills by reinforcing and confirming understanding of a listening text, and directing listener attention to gaps in understanding during repeat listens. Written support is usually not available in authentic, real-time listening; therefore learners need to learn to rely only on the acoustic signal and relevant contextual factors, along with metacognitive knowledge, to construct the meaning of what they hear.

4. define 4 strands
5. Learning through meaning-focused input; that is, learning through listening and reading where the learner’s attention is on the ideas and messages conveyed by the language.
6. Learning through meaning-focused output; that is, learning through speaking and writing where the learner’s attention is on conveying ideas and messages to another person.
7. Learning through deliberate attention to language items and language features; that is, learning through direct vocabulary study, through grammar exercises and explanation, through attention to the sounds and spelling of the language, through attention to discourse features, and through the deliberate learning and practice of language learning and language use strategies.
8. Developing fluent use of known language items and features over the four skills of listening, speaking, reading and writing; that is, becoming fluent with what is already known.
9. Tell about language focused learning

A language classroom should be filled with many different kinds of opportunities to practice language or deep learning is unlikely to occur. Here are some practical ways to provide a wide variety of practice for your students: Distinguishing minimal pairs Focusing on sounds, intonation, and stress Learning vocabulary on cards Re-arranging words in the right order to make sentences Getting feedback on errors Sentence combining and transformation

6. pragmatic processing in natural language learning process

A pragmatic perspective includes the degree of co-ordination and collaboration between speaker and listener on the goals of the interaction and the rules for conducting the interaction. Researchers in the area of pragmatics concur that there are four key pragmatic notions that contribute to a listener’s understanding of spoken language:

deixis, anchoring of language to a real context intention, indicating the desired force of the language used strategy conversational meaning.

Q7. Characteristic of 2way collaborative task (3 marks)

The key characteristics of an effective two-way collaborative task are

(1) a primary focus on meaning (rather than on language form)

(2) the learner selecting from a menu of linguistic resources needed for task completion, and

(3) a tangible outcome (which can be evaluated for its correctness or appropriateness). These features are seen as necessary in promoting learner uptake during the task, rather than mere completion of the task.

8. Two ways to enriching speaker meaning

i. Inferring speaker emotion: a key part of pragmatic competence is not only inferring speaker intention, but also inferring speaker emotion. Even more than with intentions, emotions are very seldom explicit, and are often not even acknowledged by the speaker. ii. Elaborating speaker meaning: Refers to making semantic inferences based on the concepts used by the speaker and also making pragmatic inferences based on context-dependent conditions of the current discourse

9. What are the five basic types in the beginner classes. i. Meaning: Focus on meaningful and relevant language ii. Interest: Maintain interest through a variety of activities iii. New language: Avoid overloading learners with too much new language iv. Understanding: Provide plenty of comprehensible input v. Stress-free: Create a friendly, safe, cooperative classroom environment
10. Uncertainty management theory

A vital line of research relating to apprehension and listener perceptions of social role is based on uncertainty management theory (Gudykunst, 2003; Bradac, 2001). This theory maintains that

initial uncertainty and anxiety about another’s attitudes and feelings in a conversation are the basic factors influencing communication language and language use itself inevitably introduces ambiguity and uncertainty into communication, the perception of uncertainty inhibits effective communication.

11. Three types of integration process

(1) determining conjunctions between utterances, including equivalences between text items in adjoined utterances, by calculating cohesion markers for anaphoric (previously mentioned), cataphoric (to be mentioned), and exophoric (references external to the text) references, and

(2) filling in ellipsis (items that are left out of the utterance because they are assumed to be known by the listener, or already given in the text), and (3) calculation of logical inferences that link propositions within the discourse, which most often are not explicitly stated (Chater and Manning, 2006).

12. Define narrative and descriptive genres of listening into three or four lines

Narrative Genres Descriptive Genres The narrative is the most universal rhetorical form across the cultures of the world. Narratives follow a time, event, and change sequence that is understood and embellished by people in every culture. Because of their universal appeal, narratives are an unparalleled teaching device for cultural values and facts as well as for discussion of relationships and morals Like narratives, descriptive texts – descriptions of people, places, and events – are universal. However, unlike narratives, there are many more variations in organization, and cultural differences in how descriptions are likely to unfold. Oral descriptions of people, places, and things tend not to follow a fixed pattern, but often exhibit – somewhere in the text – characteristics of prototypical descriptions

13. Three types of matacognition knowledge

i. Person knowledge is knowledge about how a particular individual learns and the various factors that affect that individual’s learning. Person knowledge includes what we know about ourselves as learners and the beliefs we have about what leads to success or failure in learning. An individual’s person knowledge determines his or her self-concept. For example, language learners who often experience listening problems in interactive listening may develop a strong belief that they are poor listeners and may therefore try to avoid such situations. ii. Task knowledge, which is knowledge about the purpose, demands, and nature of learning tasks. It includes knowing how to approach and complete a reallife listening task. In the case of listening comprehension, task knowledge also includes knowing about features of different types of spoken texts, such as the respective discourse structures, grammatical forms, and phonological features of words and phrases as they appear in connected speech. iii. Strategy knowledge: that is, knowing which strategies can be used to accomplish a specific goal, be it achieving comprehension in a specific communicative context or improving one’s listening ability after one term of study. Strategy knowledge can be distinguished from strategy use in that the former is limited to knowing about strategies.

14. Two types of memory

Memory Types There are two major categories of memory: long-term memory and short-term memory. To learn more, choose from the options below.

Long-Term Memory

Long-term memory is our brain’s system for storing, managing, and retrieving information. Learn more about it.

Short-Term Memory

Closely related to “working” memory, short-term memory is the very short time that you keep something in mind before either dismissing it or transferring it to long-term memory.

15. Two functions of metacognitive strategies

The metacognitive framework that we propose serves two important functions in language learning: (1) self-appraisal or knowledge about cognitive states and processes, and (2) self-management or control of cognition. Self-appraisal occurs through personal reflections about one’s ability and means to meet the demands of a cognitive goal. Self-management is executive in nature and “helps to orchestrate cognitive aspects of problem solving”.

16. Benefits of listening