ENG515 Final Term Quiz Updated

ENG515

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 Teaching of Reading and Writing Skills

1. Goodman’s psycholinguistic approach to reading can be seen as a reaction against phonics- based pedagogic methods in the teaching of initial reading, rather than against the bottom-up model. (True)
2. A reader may not compensate for weakness at word meaning level by drawing on appropriate background knowledge. (False)
3. The bottom-up model of reading holds that the reader takes in data from the page in sequence, and that reading involves a letter-by letter. (True)
4. Reading in the broad perspective, is, as previously mentioned, concerned not with the psycholinguistic process of reading, nor with how well the reader comprehends, but rather with literacy as social practice. (True)
5. One of the chief merits of the new literacy studies is that they have focused attention upon the _______dimension. (Social)
6. A proposal for implementing a pedagogy drawn from social literacies has come from the New ________ Group. (London)
7. Word recognition fluency has been widely recognized in L1 reading research as an important factor in explaining reading comprehension abilities, particularly at earlier stages of reading development. (True)
8. There is a range of research that argues for a strong relation between grammar knowledge and reading. (True)
9. It is clear that readers comprehend texts better when texts are not familiar culturally. (False)
10. Reading is not a complex cognitive activity, almost a miraculous one, in fact, since it involves the secondary uses of cognitive skills in relatively new ways. (False)
11. Any instructional setting and any group of curriculum developers must determine priorities based on student needs, institutional expectations, and resource constraints. (True)
12. Anyone who wants to be a fluent reader must have a large ________. (Vocabulary)
13. In L1 settings, Kuhn and Stahl (2003), point out that there is good evidence for a strong relationship between reading comprehension abilities and extensive reading over a long period of time. (True)
14. Texts have numerous signaling systems that help a reader to interpret the information being presented. (True)
15. L2 reading research has not been developed as extensively in the direction of curricular frameworks for strategic engagement with texts. (True)
16. It is observed that the practice of repeated reading of short graded readers leads to improvement in reading fluency. (True)
17. The Concept-Oriented Reading Instruction (CORI) developed by ________. (Guthrie)
18. The practicality of a test can be helped by giving very careful thought to how the learners will answer the test and how it will be marked. (True)
19. There are _______ general principles that should be followed for smooth reading. (Four)
20. Comprehension tests can use a variety of _________ forms and can have a variety of focuses.

(Question)

21. A very common use of informal assessment is to make learners ______. (Study)
22. Incomplete information transfer diagrams can be used to measure __________ of a text.

(Comprehension)

23. Progressive Achievement Tests (PAT) series does not use multiple-choice questions with several texts. (False)
24. Grammar tests, both translation and completion, involve word recognition skills and vocabulary knowledge as well as grammatical knowledge. (True)
25. Reading aloud should begin with a very easy short text. (True)
26. A major reason for using several texts is to try to reduce the effects of background knowledge on the test. (True)
27. Learners may have difficulty reading because they do not know enough vocabulary. (True)
28. One of the most common examples of an experience task in foreign language learning is the use of graded readers. (True)
29. A common way of providing learners with experience is to take them on a visit or field trip.

(True)

30. Experience tasks try to narrow the gap as much as possible by using or developing learners’ previous experience. (True)
31. Writing should not always arise from the student’s needs and interests. (False)
32. Writing is most likely to be successful and meaningful for the learners if they are well prepared for what they are going to write. (True)
33. To make a blackboard composition the whole class works_________. (Together)
34. For picture composition the teacher shows the learners a picture or a series of pictures. Under the picture there are several questions. (True)
35. When teachers are able to think of a variety of ways of dealing with a problem, they can then choose the ones that will work best in their class. (True)
36. The writing could be made into a shared task in several ways. (True)
37. Most of the people won’t realize that writing is a craft. (True)
38. Reinforcement writing need not be confined to sentence writing. (True)
39. Jeremy Harmer said about writing that writing is often not time-bound in the way conversation is. (True)
40. Writing is frequently useful as preparation for some _______. (Activity)
41. Writing can also, of course, be used as an _________ part of a larger activity where the focus is on something else such as language practice, acting out, or speaking. (Integral)
42. Invented purposes, on the other hand, are those which, however engaging, are unlikely to be directly relevant to our students’ future needs. (True)
43. When teaching ‘writing for writing’ we need to make sure that our students have no writing aim. (False)
44. When helping students to become better writers, teachers have a number of crucial tasks to perform. (True)
45. Test-marking is different from responding in teaching a writing course. (True)