Applied Linguistics 2009

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1. Inductive learning consist in

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2. The stage which characterizes the course of intellectual development of a child of seven to eleven is described by Piaget (1972) as:

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3. Human cognition is described by Piaget (1972) as a process of moving from a state of doubt to state of certainty and then back to further doubt, and so on. This process is called:

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4. In the field of SLA Ochsner (1979) distinguished the two major research paradigms-nomothetic and hermeneutic. They basically reflect the two research traditions of:

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5. Which theory is based on the assumption 'that all human beings create their own vision of reality so that different, contrasting ways of describing the word are equally legitimate?

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6. Notions such as competence and deep structure are associated with:

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7. Notions such as interactive discourse and cooperative learning are associated with

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8. According to the Behaviourist learning theory, the way in which previous learning prevents the learning of new habits is referred to as

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9. Nativist theories of second language acquisition are based on the assumption that

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10. Klein (1986) claims: One of the learner's tasks is to make utterances fit the context. This is

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11. Vygotsky's (1987) notion of ZPD (zone of proximal development) is the distance between

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12. Skinner's theory of operant conditioning refers to the process of learning in which a learner

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13. McLaughlin's (1987) Attention Processing Model refers to two processing mechanisms:

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Ellis's (1985) Variability Competence Model emphasizes the role of

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15. The diffusion model of SLA (Gatbonton 1978) accounts for the way in which leaners

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16. Categorical rules, for example [X--> Y/_A], where X is realized as Y in context A, were used by Labov (1972) to describe a speech behaviour of native speakers of English known as

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17. The main source of data in the study of SLA are: (1) the learner's language use, (2) metalingual judgements, and (3) discourse analysis. Which of the statements is true?

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18. Studies on the pro-drop and subjacency parameters (e.g. Chomsky 1981) focus mainly on

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19. In the model of speech planning proposed by Crooks (1989) the main factor(s) influencing the learner's production is/are

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20. The Competition Model (MacWhiney 1989) takes its names from the 'competition' that arises from the different

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21. The Parallel Distributed Processing Model (Rumelhart and McClefland 1986) differs from other models of language acquisition because it rejects the concept of

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22. Phonetic coding ability and grammatical sensitivity are two components of the learner's

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23. In her model of SLA, Białystok (1987) distinguishes two types of a learner's response:

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24. Borrowings from other languages (e.g. Sauerkraut, police, sauna) are referred to as

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25. Schmidt (1990) distinguishes three senses of 'consciousness' in SLA. They are

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26. Native language attrition occurs most often in the case of

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27. Tolerance of ambiguity is a dimension of

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28. Interlanguage can be described as permeable, which means that it is

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29. Errors that are found in first and second language acquisition data are referred to as

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30. Expressions which are learnt as fixed, unanalyzable chunks of discourse are referred to as

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31. One item in L1 becomes two items in L2 (L1: robić - L2: do, make). This process is called

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32. Two items in L1 become one in L2 (L1: wiedzieć, znać - L2: know). This is an example of

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33. The act of inserting words or phrases of one language into the other is referred to as

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34. The strategy of using an L1/L3 form adapted in such a way so as to make it appear like an L2 form (e.g. 'They are sitzing') is referred to as

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35. Language used by native speakers when communicating with L2 learners is called

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36. Language used by native speakers in communication with other native speakers is called

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37. Gardner and Lanbert (1972) claim that the most powerful predictor of success in SLA is

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38. Utterances that are superficially well-formed but do not mean what the learner wanted to express are ('I cut myself' instead of 'I had a haircut') described as

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39. Learner's utterances constructed by borrowing chunks from the preceding discourse and with the use of the learner's own resources (A: Come here!- B: No come here) are called

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40. Cummis (1979) introduced the two concepts of cognitive academic language proficiency and basic interpersonal

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41. A procedure for establishing order of SLA, based on the assumption that the presence of one linguistic form in learner language occurs only if other forms are also present is called

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42. A learner who has two meaning systems developed in the process of learning two first languages in distinguished separate contexts is referred to as a(n)

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43. The learner's competence to make repairs and to sustain communication through paraphrase or repetition is labeled by Canale and Swain (1980) as

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44. According to Bachman (1990) illocutionary and sociolinguistic competence are parts of

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45. Teacher: 'Would you like to read?' Student: 'No, I would nor." In this example the hearer misinterpret the speaker's utterance, because he failed to understand its

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46. The ability to understand others, how they feel and interact with one another is the type of intelligence defined by Garther (1983) as

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47. Cultural congruence is the state in which the culture of the L2 group is

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48. Consciousness-raising is a type of instruction designed to make a learner aware of

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49. Canadian teaching programme designed to educate native speakers of English through the mediom of French were the first example of the L2 learning context described as