ENG519 Midterm Past Papers Spring 2025

ENG519

Mid-Term

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

Spring 2025

1. Academic rationalism is sometimes used to justify the inclusion of certain foreign languages in school curricula, where they are taught not as tools for communication but as an aspect of social studies.
2. Need is not a thing that exists and might be encountered ready-made on the street. (Porcher 1977)
3. Definition of sub-skills: All of the given
4. How many types of unit of progression are: (2 , 3, 4, 5)
5. Name the procedure: Words that cover or include the meanings of other words may also be useful. For example, seat might be taught because it includes the meanings of stool, bench, and chair (Coverage)
6. CLT stands for Communicative Language Teaching
7. CBLT stands for Competency-Based Language Teaching
8. CELTA stands for: certificate in Language Teaching to Adults
9. Twenty principles have been divided into three groups.
10. meaning-focused input; language focused learning, meaning-focused output and fluency development are related to four strand principle.
11. Self-study involves a study of a program's practices and values as part of the process of self- evaluation and review
12. Founder of curriculum theory (Bobbitt)
13. Cunning criteria of textbook evaluation. (Four)
14. Cunningsworth (1995) proposes four criteria for evaluating textbooks.
15. Need is not a thing that exists and might be encountered ready-made on the street. It is a thing that is constructed Porcher
16. 2. Large quantity input - Meaning focused
17. 3. Disadvantage material development Develop expertise
18. Long and crookesv1993 Analysis
19. During 1970 agy b tha kch ans task based analysis
20. Objectives are more specific and descriptive. They help to describe learning outcomes, and give clear directions to teacher and students.

Q. How Environmental Factors Contribute to Courses to Meet Local Requirements

Environmental factors include local educational policies, cultural values, learners’ needs, institutional constraints, available resources, and social expectations. These influence course content, methodology, and objectives to ensure local relevance and feasibility.

Q. Sampling

Sampling refers to selecting a portion of the target population for needs analysis when including everyone is not feasible. Elley (1984) emphasizes factors like homogeneity, subgroup representation, and study purpose.

Q. Types of Syllabi (Name Only)

•  Structural
•  Situational
•  Functional/Notional
•  Skill-based
•  Content-based
•  Task-based
•  Lexical
•  Cultural

Q. Motivation

Motivation is vital in language learning. It can be intrinsic or extrinsic. Intrinsic motivation, the ideal form, can develop from extrinsic rewards. Teachers can support it by making content relevant, giving learners control, ensuring tasks are achievable, and tracking progress.

Q. Linguistic Distance and Frequency

•  Linguistic Distance: Structures similar to L1 are easier and should be introduced earlier.
•  Frequency: Frequently used structures should be prioritized for better learning efficiency.

Q. Communicative and Cooperative Approaches

These approaches emphasize:

•  Authentic language use
•  Interaction in real-life contexts
•  Learning through cooperation (e.g., group tasks)

They align with communicative competence and social constructivism.

Q. Competency-Based Approaches

Focuses on learners achieving clearly defined and measurable competencies. Courses are designed around what learners need to do in real-life contexts, with performance-based assessment.

Q. Rodgers’ Views on Curriculum

Rodgers emphasized that curriculum development should consider both ends and means. He advocated for clear goals, relevant content, and suitable instructional methods aligned with learners’ needs.

Q. Mrowicki (1986) on Competency-Based Curriculum for Refugees

He described a process focused on job-related language skills for refugees. It included identifying competencies required in employment, and designing curriculum and assessments based on realworld tasks.

Q. Cunningsworth (1995) – Four Criteria for Evaluating Textbooks

1. Match to learners’ needs