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Test por Ros Agnieszka, actualizado hace más de 1 año
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Creado por Ros Agnieszka
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Pregunta 1
Pregunta
1. Inductive learning consist in
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A. moving from a generalization or a universal rule to specific instances
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B. storing a number of examples and drawing a rule that governs the specific information
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C. comparing a number of examples to the existing, general rule or pattern
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D. memorizing a number of examples as a set of unrelated facts for further analysis
Pregunta 2
Pregunta
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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A. sensimotor
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B. preoperational
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C. concrete operational
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D. formal operational
Pregunta 3
Pregunta
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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A. approximation
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B. assimilation
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C. equilibration
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D. restructuring
Pregunta 4
Pregunta
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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A. behaviourism and cognitivism
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B. mentalism and constructivism
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C. creationism and evolutionism
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D. empiricism and rationalism
Pregunta 5
Pregunta
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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A. Constructivism
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B. Idealism
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C. Cognitivism
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D. Mentalism
Pregunta 6
Pregunta
6. Notions such as competence and deep structure are associated with:
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A. Behaviourism
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B. Rationalism
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C. Cognitiivism
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D. Structuralism
Pregunta 7
Pregunta
7. Notions such as interactive discourse and cooperative learning are associated with
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A. Constructivism
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B. Functionalism
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C. Constructionism
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D. Rationalism
Pregunta 8
Pregunta
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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A. fossilization
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B. negative feedback
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C. backsliding
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D. proactive inhibition
Pregunta 9
Pregunta
9. Nativist theories of second language acquisition are based on the assumption that
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A. It is a natural, universal process that is similar to learning any other skill.
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B. It is innately determined due to genetic capacity available to all human beings.
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C. It consists in discovering meaningful language functions within a social context
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D. it consists in developing habits in the process of responding to incoming stimuli
Pregunta 10
Pregunta
10. Klein (1986) claims: One of the learner's tasks is to make utterances fit the context. This is
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A. analysis
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B. matching
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C. embedding
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D. synthesis
Pregunta 11
Pregunta
11. Vygotsky's (1987) notion of ZPD (zone of proximal development) is the distance between
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A. a child's conscious and subconscious information processing abilities.
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B. preoperational and formal operational stages of a child's development
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C. a child's actual cognitive capacity and the level of potential development
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D. the linguistic and intellectual level of a child's development
Pregunta 12
Pregunta
12. Skinner's theory of operant conditioning refers to the process of learning in which a learner
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A. emits a response, often without observable stimuli, that is maintained by reinforcement
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B elicits the underlying meaning of deep structures by a series of formal operations
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C. elicits the meaning of a linguistic stimulus by interpreting a self-stimulating response
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D. acquires a linear pattern of sentence elements which is a basis for hypotheses formation
Pregunta 13
Pregunta
13. McLaughlin's (1987) Attention Processing Model refers to two processing mechanisms:
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A. analytic-holistic
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B. focal-peripherial
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C. controlled-automatic
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D. intentional-unintentional
Pregunta 14
Pregunta
Ellis's (1985) Variability Competence Model emphasizes the role of
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A. 'acquired' and 'learned' knowledge
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B. interactions in developing L2 competence
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C. comprehension imput
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D. linguistic and situational context
Pregunta 15
Pregunta
15. The diffusion model of SLA (Gatbonton 1978) accounts for the way in which leaners
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A. organize the language they hear according to the rules they construct
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B. produce correct language forms on some occasions but incorrect on the other occasions
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C. develop and change their internal rules, sorting out how to use forms correctly
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D. fail to reach L2 competence, or 'backslide' to some earlier forms of interlanguage
Pregunta 16
Pregunta
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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A. casual speech
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B. speech planning
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C. formal speech
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D. style shifting
Pregunta 17
Pregunta
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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A. (1) and (2)
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B. (2) and (3)
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C. (1) and (3)
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D. (1), (2) and (3)
Pregunta 18
Pregunta
18. Studies on the pro-drop and subjacency parameters (e.g. Chomsky 1981) focus mainly on
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A. the availability of UG in L2 acquisition
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B. the role of typological universals
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C. the order of acquisition of L2 forms
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D. the role of the linguistic context in SLA
Pregunta 19
Pregunta
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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A. demands of short term memory
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B. the role of typological universals
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C. the speaker's attitude to the addressee
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D. pre- and post- articulation monitoring
Pregunta 20
Pregunta
20. The Competition Model (MacWhiney 1989) takes its names from the 'competition' that arises from the different
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A. devices that signal a function of sentence constituents
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B. interpretations of the deep and surface structure of the sentence
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C. levels of markedness of specific linguistic features
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D. types of linguistic universals that govern the order of SLA
Pregunta 21
Pregunta
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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A. input and output
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B. declarative and procedural knowledge
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C. short and long-termed memory
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D. information storage and processing
Pregunta 22
Pregunta
22. Phonetic coding ability and grammatical sensitivity are two components of the learner's
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A. cognitive style
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B. foreign language aptitude
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C. language processing ability
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D. verbal intelligence
Pregunta 23
Pregunta
23. In her model of SLA, Białystok (1987) distinguishes two types of a learner's response:
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A. analyzed and unanalyzed
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B. monitored and unmonitored
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C. controlled and automatic
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D. spontaneous and time-delayed
Pregunta 24
Pregunta
24. Borrowings from other languages (e.g. Sauerkraut, police, sauna) are referred to as
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A. marked forms
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B. substantial universals
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C. unmarked forms
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D. peripheral universals
Pregunta 25
Pregunta
25. Schmidt (1990) distinguishes three senses of 'consciousness' in SLA. They are
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A. awareness, perception and noticing
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B. intention, perception and knowledge
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C. intention, perception and awareness
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D. awareness, intention and knowledge
Pregunta 26
Pregunta
26. Native language attrition occurs most often in the case of
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A. additive bilinguals
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B. coordinate bilinguals
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C. compound bilinguals
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D. subtractive bilinguals
Pregunta 27
Pregunta
27. Tolerance of ambiguity is a dimension of
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A. field dependence/ independence
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B. cognitive style
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C. rote learning ability
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D. FL language aptitude
Pregunta 28
Pregunta
28. Interlanguage can be described as permeable, which means that it is
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A. sequential
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B. fossilized
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C. stable
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D. open to change
Pregunta 29
Pregunta
29. Errors that are found in first and second language acquisition data are referred to as
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A. induced errors
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B. developmental errors
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C. interference-like errors
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D. transfer errors
Pregunta 30
Pregunta
30. Expressions which are learnt as fixed, unanalyzable chunks of discourse are referred to as
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A. developmental patterns
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B. transitional constructions
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C. formulaic speech
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D. linguistic idiosyncracies
Pregunta 31
Pregunta
31. One item in L1 becomes two items in L2 (L1: robić - L2: do, make). This process is called
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A. amalgamation
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B. coalescence
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C. split
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D. expansion
Pregunta 32
Pregunta
32. Two items in L1 become one in L2 (L1: wiedzieć, znać - L2: know). This is an example of
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A. convergent phenomena
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B. congruent structures
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C. semantic reduction
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D. parallel distribution
Pregunta 33
Pregunta
33. The act of inserting words or phrases of one language into the other is referred to as
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A. borrowing
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B. foreignizing
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C. code-switching
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D. imbedding
Pregunta 34
Pregunta
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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A. code-switching
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B. restructuring
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C. word coinage
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D. foreignizing
Pregunta 35
Pregunta
35. Language used by native speakers when communicating with L2 learners is called
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A. baseline speech
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B. foreigner talk
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C. caretaker speech
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D. modified input
Pregunta 36
Pregunta
36. Language used by native speakers in communication with other native speakers is called
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A. baseline speech
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B. casual speech
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C. peer talk
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D. unmodified input
Pregunta 37
Pregunta
37. Gardner and Lanbert (1972) claim that the most powerful predictor of success in SLA is
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A. intelligence
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B. language aptitude
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C. motivation
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D. personality
Pregunta 38
Pregunta
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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A. global errors
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B. covert errors
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C. overt errors
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D. errors of misinformation
Pregunta 39
Pregunta
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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A. transitional constructions
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B. interlanguage patterns
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C. vertical structures
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D. language processing
Pregunta 40
Pregunta
40. Cummis (1979) introduced the two concepts of cognitive academic language proficiency and basic interpersonal
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A. learning style
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B. cognitive style
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C. language ability
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D. language processing
Pregunta 41
Pregunta
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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A. discourse analysis
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B. implicational scaling
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C. obligatory occasion analysis
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D. form-function evaluation
Pregunta 42
Pregunta
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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A. additive bilingual
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B. coordinate bilingual
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C. compound bilingual
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D. subtractive bilingual
Pregunta 43
Pregunta
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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A. communicative
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B. sociolinguistic
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C. discourse
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D. strategic
Pregunta 44
Pregunta
44. According to Bachman (1990) illocutionary and sociolinguistic competence are parts of
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A. grammatical competence
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B. organizational competence
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C. pragmatic competence
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D. textual competence
Pregunta 45
Pregunta
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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A. illocutionary force
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B. pragmalinguistic code
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C. pragmatic constrain
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D. sociopragmatic rule
Pregunta 46
Pregunta
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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A. emotional
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B. intrapersonal
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C. interpersonal
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D. social
Pregunta 47
Pregunta
47. Cultural congruence is the state in which the culture of the L2 group is
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A. similar to that of the TL group
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B. superior to that of the TL group
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C. different from that of the TL group
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D. inferior to the of the TL group
Pregunta 48
Pregunta
48. Consciousness-raising is a type of instruction designed to make a learner aware of
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A. specific linguistic features
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B. the use of communication strategies
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C. the nature of language communication
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D. the nature of language learning
Pregunta 49
Pregunta
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
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A. bilingual learning
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B. immersion
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C. naturalistic acquisition
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D. submersion
Pregunta 50
Pregunta
50. The primary aim of formal instruction focused on metacognitive goals is to
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A. teach grammar and lexis of the L2
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B. teach the L2 strategies
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C. teach discourse and pragmatics of the L2
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D. match the learner with a type of instruction
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