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Applied Linguistics 2012

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Ros Agnieszka
Quiz by Ros Agnieszka, updated more than 1 year ago
Ros Agnieszka
Created by Ros Agnieszka over 9 years ago
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Question 1

Question
01. What is the main obstacle to learning a FL according to Behaviourist theories?
Answer
  • A. Habit formation
  • B. Pattern overuse
  • C. Proactive inhibition
  • D. Pattern reinforcement

Question 2

Question
02. The length of children's utterances gradually increases. This is evidence of _____.
Answer
  • A. language as a human-specific faculty
  • B. uniqueness of their utterances
  • C. proactive inhibition
  • D. the incremental nature of L1 acquisition

Question 3

Question
03. Most researchers (e.g. Krashen 1982) agree that the silent period in SLA is___.
Answer
  • A. beneficial because it provides an opportunity for the learner to build up competence
  • B. necessary because the learner starts to use memorized chunks of speech
  • C. obligatory because the learner starts to use fixed expressions creatively
  • D. harmful because the learner does not participate in verbal interactions

Question 4

Question
04. Ellis (2008) divides factors responsible for individual differences in L2 learning into four categories: (A) abilities, B) propensities, C) learner cognitions about L2 learning and D) learner actions. Motivation and personality are classified as_____.
Answer
  • A. (A)
  • B. (B)
  • C. (C)
  • D. (D)

Question 5

Question
05. According to Van Patten's Input Processing Theory, L2 learners process 1) content words before other words, 2) lexical items before grammatical items, 3) "less meaningful" morphology (3rd pers. -s) before "more meaningful" forms (plural -s). Which claim is true?
Answer
  • A. 1 and 2
  • B. 1 and 3
  • C. 2 and 3
  • D. 1, 2 and 3

Question 6

Question
06. Superficially well-formed structures but incorrect in a given context are called___.
Answer
  • A. covert errors
  • B. local errors
  • C. overt errors
  • D. mistakes

Question 7

Question
07. Which of the following utterances addressed to a stranger is the example of an error of acceptability which results from the 'misuse of the code'?
Answer
  • A. Can I have your newspaper?
  • B. May I read your newspaper?
  • C. I want to read your newspaper.
  • D. I reading your newspaper, OK?

Question 8

Question
08. Which is the example of an overt error?
Answer
  • A. He cut his finger in the middle of the shave.
  • B. The rain was soon stopped.
  • C. I runned all the way to the station.
  • D. The boss demanded that he come at once.

Question 9

Question
09. When the learner knows the rule but uses it inconsistently (e.g. "He plays guitar and he sing very well") he or she makes which type of an error?
Answer
  • A. Systematic
  • B. Post-systematic
  • C. Pre-systematic
  • D. Misinformation

Question 10

Question
10. According to Error Analysis theory, what are the two most important criteria of error evaluation that affect the listener/reader's perception of error gravity?
Answer
  • A. Comprehensibility and acceptability
  • B. Acceptability and imitation
  • C. Comprehensibility and frequency
  • D. Systematicity and frequency

Question 11

Question
11. Stages of L2 acquisition through which a learner passes in acquiring spcific grammatical structures such as interrogatives or realitve clauses are referred to as _______.
Answer
  • A. order of development
  • B. sequence of development
  • C. developmental patterns
  • D. restructuring continuum

Question 12

Question
12. Variability is a feature of performance and not of the learner's underlying systems, i.e. competence. This view refers to which of the following approaches to SLA?
Answer
  • A. linguistic
  • B. psycholinguistic
  • C. sociolinguistic
  • D. neurolinguistic

Question 13

Question
13. The message in L2 can be conveyed by producing one of the abridged versions of the original utterance (e.g. He hitting instead of He is hitting me). This process is called _______.
Answer
  • A. grammatical simplification
  • B. semantic simplification
  • C. semantic reduction
  • D. syntactic restructuring

Question 14

Question
14. Krashen in his Natural Order Hypothesis distinguishes four stages for L2 acquisition. He claims that the 3rd person -s in the present tense is acquired in _____.
Answer
  • A. stage I
  • B. stage II
  • C. stage III
  • D. stage IV

Question 15

Question
15. According to the Speech Accommodation Theory, speakers adjust their normal speech to make it more similar to their interlocutor's speech. This is the exapmle of speech ______.
Answer
  • A. convergence
  • B. divergence
  • C. coalescence
  • D. diffusion

Question 16

Question
16. The primary discourse functions are (1) to aid communication, (2) to teach language, and (3) to socialize the interlocutor/child. What are the functions of caretaker talk?
Answer
  • A. (1)
  • B. (1) and (2)
  • C. (1) and (3)
  • D. (1), (2) and (3)

Question 17

Question
17. Which of the following factors do NOT influence ungrammatical foreign talk modifications?
Answer
  • A. The learner's level of proficiency in L2.
  • B. The social status of the native speaker.
  • C. The learner's gender (male/female).
  • D. The type of conversation (e.g. planned).

Question 18

Question
18. Teacher's questions like What do you mean? are discourse modification referred to as ________.
Answer
  • A. comprehension checks
  • B. confirmation checks
  • C. clarification requests
  • D. self-repetitions

Question 19

Question
19. Epistemic teacher's questions like "What's the opposite of 'up'? " are classified as ______.
Answer
  • A. referential questions
  • B. expressive questions
  • C. display questions
  • D. rhetorical questions

Question 20

Question
20. Modes of information processing such as random/sequential or synthetic/analytic refer to ______.
Answer
  • A. types of intelligence
  • B. dimensions of cognitive style
  • C. aspects of field (in)dependence
  • D. components of language aptitude

Question 21

Question
21. Skehan (1992) claims that learners who do well in L2 will presevere, those who do not will try less hard. This view is referred to as _____.
Answer
  • A. the Intrinsic Hypothesis
  • B. the Internal Cause Hypothesis
  • C. the Resultative Hypothesis
  • D. the Carrot and Stick Hypothesis

Question 22

Question
22. Expressions that contribute to the development of an ongoing speech and help learners to establish structures for phrases and sentences (e.g. I think that...) are referred to as _____.
Answer
  • A. fillers
  • B. organizers
  • C. hedges
  • D. reformulations

Question 23

Question
23. According to this model of SLA, the learner dicovers which forms are used to realize which functions, and what 'weights' to attach to particular forms. This view is referred to as______.
Answer
  • A. the Competition Model
  • B. the Dual Competence model
  • C. the Multidimensional Model
  • D. the Parallel Distributes Processing Model

Question 24

Question
24. A permanent predisposition to be anxious, viewed as an aspect of personality is called ____.
Answer
  • A. state anxiety
  • B. specific anxiety
  • C. situation anxiety
  • D. trait anxiety

Question 25

Question
25. Attempts to use one's linguistic systems efficiently with a minimum effort are called _____.
Answer
  • A. communication strategies
  • B. learning strategies
  • C. compensatory strategies
  • D. production strategies

Question 26

Question
26. Which of the statements about learning strategies is untrue? Strategies are ________.
Answer
  • A. generally problem-oriented
  • B. used mainly by less successful learners
  • C. both observable and unobservable
  • D. also performed in the L1

Question 27

Question
27. The number of syllabes spoken per second of time of the learner L2 speech production, excluding pause time, is referred to as______.
Answer
  • A. articulation rate
  • B. speech rate
  • C. length of run
  • D. mean length of utterance

Question 28

Question
28. Specific features found in a large number of languages, but missing from some are called_____.
Answer
  • A. absolute universals
  • B. typological universals
  • C. frequency universals
  • D. implicational universals

Question 29

Question
29. According to the theory of Operating Principles, in L2 acquisition a morpheme is first used by the learner according to how important it is to the meaning of the structure. This is____.
Answer
  • A. the relevance principle
  • B. the congruency principle
  • C. the one-to-one principle
  • D. the prototype principle

Question 30

Question
30. Which of the following conclusions in untrue? L2 speech planning leads to greater____.
Answer
  • A. speech fluency
  • B. syntactic complexity
  • C. accuracy
  • D. lexical richness

Question 31

Question
31. Neural activations in language comprehension and production (e.g. auditory and semantic processing), is visible in the left hemiphere mostly in the____.
Answer
  • A. temporal/posterior regions
  • B. frontal/parietal regions
  • C. parietal/occipital regions
  • D. frontal/occipital regions

Question 32

Question
32. The knowledge that most speakers have of their L1 is intuitive and tacit. It is called___.
Answer
  • A. declarative
  • B. explicit
  • C. implicit
  • D. verbalized

Question 33

Question
33. Ellis (2008) claims that in terms of cognitive macro-processes implicit learning involves_____.
Answer
  • A. intentionally but not awareness
  • B. awareness but not intentionally
  • C. both intentionally and awareness
  • D. neither intentionally nor awareness

Question 34

Question
34. Learners make the input confirm to their own internalized view of what constitutes the L2 system. This process is referred to as_______.
Answer
  • A. accommodation
  • B. acculturation
  • C. nativization
  • D. denativization

Question 35

Question
35. According to Tomlin and Villa's theory of attention orientation refers to______.
Answer
  • A. an awareness of incoming information
  • B. attention on specific sensory information
  • C. a readiness to deal with incoming stimuli
  • D. the cognitive registration of stimulus

Question 36

Question
36. Learners try to perform the right speech act but use the wrong linguistic form. They make a_____.
Answer
  • A. semiotic error
  • B. sociopragmatic error
  • C. morphosyntactic error
  • D. pragmalinguistic error

Question 37

Question
37. Formal instruction in L2, regardless of its form, affects learners' careful style and not their vernacular style. This claim refers to_______.
Answer
  • A. the Interface Hypothesis
  • B. the Input Hypothesis
  • C. the Teachability Hypothesis
  • D. the Variability Hypothesis

Question 38

Question
38. Which of the conditions for the successful use of monitoring in SLA is untrue? The learner must (1) know the rule, (2) focus on meaning, (3) focus on form, (4) have enough time.
Answer
  • A. (1)
  • B. (2)
  • C. (3)
  • D. (4)

Question 39

Question
39. A measure of lexical complexity in L2 production is the type-token-ratio. It is defined as ____________.
Answer
  • A. the number of lexical words divided by the number of function words
  • B. the number of lexical words divided by the total number of words
  • C. the number of error-free lexical words divided by the total number of words
  • D. the total number of different words divided by the total number of words

Question 40

Question
40. The idea that some linguistic forms are 'special' ('less basic' or 'less natural') in terms of their structure, behaviour or frequency od occurrence is the basic assumption of _______.
Answer
  • A. the Accessability Hierarchy
  • B. the Markedness Theory
  • C. the Contrastive Analysis Hypothesis
  • D. the Prototypicality Theory

Question 41

Question
41. Attempts by speakers to manage the process of exchaning turns, opening and closing conversations, and sequencing acts to ensure a coherent spoken discourse are called________.
Answer
  • A. interactional acts
  • B. speech acts
  • C. locutionary acts
  • D. illocutionary acts

Question 42

Question
42. Preston's Socio-psycholinguistic Model of SLA is based on the concept of _____.
Answer
  • A. homogeneous linguistic competence
  • B. social psychological distance
  • C. speech convergence/divergence
  • D. variable competence

Question 43

Question
43. In Bialystok's model of SLA implicit linguistic knowledge can be drived from explicit linguistic knowledge through____.
Answer
  • A. inferencing
  • B. language exposure
  • C. formal practicing
  • D. functional practicing

Question 44

Question
44. Information that is automatically and spontaneously used in language production is called_______.
Answer
  • A. implicit knowledge
  • B. analysed knowledge
  • C. explicit knowledge
  • D. meta-linguistic knowledge

Question 45

Question
45. Tarone claims that we can predict that the use of a particular linguistic feature, e.g. the third person singular -s will be most frequently used in L2 English to the following contexts:
Answer
  • A. simple/careful
  • B. complex/careful
  • C. simple/vernacular
  • D. complex/vernacular

Question 46

Question
46. Attepmts by language users to perform specific functions such as apologies are called_________.
Answer
  • A. discourse acts
  • B. communication acts
  • C. interactional acts
  • D. speech acts

Question 47

Question
47. Learners' utterances constructed by borrowing chunks from the preceding discourse and adding to these from the learners own resources (e.g. *No come here) are called _____.
Answer
  • A. transitional structures
  • B. vertical constructions
  • C. formulaic scripts
  • D. idiosyncratic patterns

Question 48

Question
48. According to Rutherford consciousness-raising is type of formal instruction designed to make a learner aware of_______.
Answer
  • A. the nature of language use
  • B. the nature of language learning
  • C. the use of comunication strategies
  • D. specific linguistic features

Question 49

Question
49. Focus on forms refers to the type of formal instruction that _____.
Answer
  • A. aims at teaching integrated skills
  • B. aims at teaching sentence patterns
  • C. isolates L2 forms to teach them one by one
  • D. combines a focus on form and meaning

Question 50

Question
50. Ellis claims that the meta-cognitive goals of fomal instruction focus mainly on_____.
Answer
  • A. learner-instruction matching
  • B. strategy training
  • C. selected aspects of language, e.g. reading
  • D. developing communicative competence
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