ENG514 Midterm Solved Papers Edited Set 2

(3) Q. what is difference between listening and hearing (MDB REPLY?)

Hearing is the act of perceiving sound and receiving sound waves or vibrations through your ear. Listening is the act of hearing a sound and understanding what you hear. Hearing is one of the five senses and it just happens all the time – whether you like it or not – unless you have a hearing problem. But if you listen, you are consciously choosing what you want to hear. You concentrate on what you hear in order to understand the message.

(3) Q. Four language strands (Module-01) 1st topic

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. 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. 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. 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.

(3) Q. what do you understand by “learn a little, use a lot? (Module-02) 2nd topic

There is usually little need to focus on grammar in the early parts of a course for beginners. Instead Module s should focus on learning set phrases and words. Teachers often make the mistake of introducing too much new language without giving learners enough opportunities to gain control over this language. A simple rule to keep in mind is “learn a little, use a lot”. To apply the principle of “learn a little, use a lot”, the body words need to be practiced in a variety of ways. These could include picture games, information transfer activities, action games (“Simon says . . .”), and bingo.

(5) Q. Five principal for beginner (Module-2) 2ND Topic

Meaning: Focus on meaningful and relevant language Interest: Maintain interest through a variety of activities New language: Avoid overloading learners with too much new language Understanding: Provide plenty of comprehensible input Stress-free: Create a friendly, safe, cooperative classroom environment

(3) Q. Memorizing Useful Phrases and Sentences (Module-02) 3rd topic

A quick way of gaining early fluency in a language is to memorize useful phrases. There are several advantages in doing this. First, simple communication can occur at an early stage. For example, learners should be able to say who they are, where they come from, and what they do from the very first language Module s. They should also be able to greet people with phrases like good morning, and good day and to thank them. Second, memorizing phrases and sentences allows learners to make accurate use of the language without having to know the grammar. Third, as we have seen, knowing sentences like Please say that again, Please speak more slowly, What does X mean? allows learners to take control of a conversation and use it for language learning purposes. Fourth, the words and patterns that make up such phrases can make the learning of later phrases and perhaps the learning of later patterns easier.

(3) Q. listening and do activity (Module-02) 3rd last topic

Listen and do activities are used in most classrooms and are the basis of Total Physical Response language teaching (Asher, Kosudo and de la Torre, 1974). In these activities the teacher gives commands or makes statements and the learners do what the teacher says. There are many possible variations on these activities. They can become speaking activities with the learners saying what to do and the teacher or another learner doing the action. In positioning, some of the learners see a photograph or picture and have to tell other learners how to position themselves to appear like the people in the picture.

(3) Q. listening to picture (Module-02) 3rd last topic

The listening to pictures technique (McComish, 1982) is an excellent example of a technique that involves a large quantity of material to listen to, and which uses a supporting picture to make the language input comprehensible. The learners have a big picture in front of them in which several things are happening. The teacher starts describing the picture, and the learners follow the description while looking at the picture. Occasionally the teacher includes a true/false statement.

(3) Q. benefits of listening (Module-03) 1st topic

The learner is not overloaded by having to focus on two or more skills at the same time— a cognitive benefit. Speed of coverage—receptive knowledge grows faster than productive knowledge. It is possible to experience and learn much more of the language by just concentrating on listening. It is easy to move very quickly to realistic communicative listening activities. This will have a strong effect on motivation. Learners will not feel shy or worried about their language classes. Having to speak a foreign language, particularly when you know very little, can be a frightening experience. Listening activities reduce the stress involved in language learning—a psychological benefit

(5) Q. cognitive factor (Module-3) 3RD Topic

Vocabulary Knowledge: L2 vocabulary size (particularly breadth of knowledge) is important for listening success. Syntactic Knowledge: Syntactic or grammatical knowledge plays an important role in L2 learning and is hypothesized to contribute to comprehension success. Discourse Knowledge: Discourse knowledge, sometimes called script knowledge (Dunkel, 1986) refers to awareness of the type of information found in listening Texts. Discourse knowledge has mostly been researched in the context of academic listening. Pragmatic Knowledge: Pragmatic knowledge involves the application of information regarding a speaker’s intention that goes beyond the literal meaning of an utterance Metacognition: The importance of metacognition in comprehension, particularly for L1 reading, has long been acknowledged and continues to be widely researched. Prior Knowledge: Prior knowledge refers to all the conceptual knowledge and life experiences that language learners have acquired and are available for comprehension purposes. It plays an important role in listening.

(3) Q. Two types of listening (Module-03) 3rd last topic

One-way listening—typically associated with the transfer of information (transactional listening). Two-way listening—typically associated with maintaining social relations (interactional listening).

(3) Q. Explain the following: (Module-03) 2nd last topic

Bottom-up listening process

These are the processes the listener uses to assemble the message piece-by piece from the speech stream, going from the parts to the whole. Bottom up processing involves perceiving and parsing the speech stream at increasingly larger levels beginning with auditory-phonetic, phonemic, syllabic, lexical, syntactic, semantic, propositional, pragmatic and interpretive (Field, 2003: 326).

Top-down listening process

Top-down processes involve the listener in going from the whole—their prior knowledge and their content and rhetorical schemata—to the parts. In other words, the listener uses what they