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Applied Linguistics 2003

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Ros Agnieszka
Quiz por Ros Agnieszka, atualizado more than 1 year ago
Ros Agnieszka
Criado por Ros Agnieszka mais de 9 anos atrás
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Resumo de Recurso

Questão 1

Questão
1. The stages of acquisition through which a learner passes in acquiring specific grammatical features such as negatives or interrogatives are referred to as
Responda
  • A order of development
  • B route of development
  • C sequence of development
  • D interlanguage

Questão 2

Questão
2. Which of the following is likely to appear first in the acquisition of L1 English negatives?
Responda
  • A *There no squirrel
  • B *Not a teddy bear
  • C *I not crying
  • D *No one didn’t come

Questão 3

Questão
3. Which of the following morphemes is likely to appear last in the acquisition of L1 English?
Responda
  • A Articles (a/the)
  • B Past irregular (went)
  • C Possessive (-‘s)
  • D Past regular (-ed)

Questão 4

Questão
4. Which of the following morphemes is most likely to appear first in the ‘natural order’ proposed by Krashen for L2 acquisition of English?
Responda
  • A Articles (a/the)
  • B Past irregular (went)
  • C Possessive (-‘s)
  • D Past regular (-ed)

Questão 5

Questão
5. According to the Critical Period Hypothesis L2 competence can only be achieved if learning
Responda
  • A commences before puberty
  • B is focused on communication
  • C takes place in the L2 setting
  • D is reinforced by formal instruction

Questão 6

Questão
6. Corder (1974) distinguishes three types of error according to their systematicity. Systematic errors occur when the learner
Responda
  • A is unaware of a rule in L2
  • B has discovered a wrong rule
  • C knows the correct L2 rule but uses it inconsistently
  • D knows the correct L2 rule but uses it consistently

Questão 7

Questão
7. One of the psycholinguistic sources of performance errors, which leads to mistakes, can be
Responda
  • A overgeneralization
  • B learning strategies
  • C communication strategies
  • D L1 transfer

Questão 8

Questão
8. According to Richards (1971) developmental errors occur when the learner
Responda
  • A uses elements from L1 in using L2
  • B faces processing problems
  • C has problems with complete application of rules
  • D attempts to build up hypotheses about the L2

Questão 9

Questão
9. Krashen (1981) claims that ‘acquired knowledge’ can only be developed when the learner
Responda
  • A is involved in formal pracctising in L2
  • B focuses on message conveyance
  • C is involved in functional practicing in L2
  • D monitors the output

Questão 10

Questão
10. According to most studies of learners’ errors, which of the following statements is true? (1) Transfer errors are more common in adult learners than in child learners (2) Transfer errors are more common at the lexical level of L2 than at the grammatical level.
Responda
  • A (1)
  • B (2)
  • C (1) and (2)
  • D neither (1) nor (2)

Questão 11

Questão
11. Selinker (1972) identified five principal cognitive processes responsible for L2 acquisition. Which of the following is not one of those mental processes?
Responda
  • A language transfer
  • B overgeneralisation
  • C transfer of training
  • D simplification

Questão 12

Questão
12. Which theory of SLA focuses mainly on relationship between input and L2 knowledge?
Responda
  • A The Competition Model
  • B Operating Principles Model
  • C The Variable Competence Model
  • D The Multidimentional Model

Questão 13

Questão
13. According to Bialystok’s view of L2 learning implicit knowledge is developed through exposure to communicative language use and is facilitated by the strategy of
Responda
  • A formal practicing
  • B inferencing
  • C functional practicing
  • D monitoring

Questão 14

Questão
14. Central to this model is the idea of form-function mapping. Any one form (e.g. word order) may realize a number of functions (e.g. agent). The learner’s task is to discover the particularmappings that characterize the target language. The theory is referred to as
Responda
  • A The Competition Model
  • B Operating Principles Model
  • C The Variable Competence Model
  • D The Multidimensional Model

Questão 15

Questão
15. Conscious application of rules in order to understand or produce the second language is described as the strategy of
Responda
  • A deduction
  • B induciton
  • C inferencing
  • D resourcing

Questão 16

Questão
16. ”The Boeing 747 or jumbo, as it is called, is a very large jet, manufactured or made by an American company, a firm in USA.” This sentence illustrates the process of foreigner talk
Responda
  • A expansion
  • B simplification
  • C elaboration
  • D regularization

Questão 17

Questão
17. English is primarily a right-branching language (i.e. nouns are post-modified) while Chinese is left-branching. Which of the following hypotheses is true (according to Schachter 1974)? (1) Chinese learners of L2 English may avoid using relative clauses. (2) Chinese learners of L2 English may overproduce simple sentences.
Responda
  • A (1)
  • B (2)
  • C (1) and (2)
  • D neither (1) nor (2)

Questão 18

Questão
18. In the hierarchy of learning difficulties (Stockwell et al. 1965) the greatest difficulty is predicted to arise in case of which forms in L1 and L2?
Responda
  • A new (o - - o)
  • B coalesced (x_y --> x)
  • C absent (x - - o)
  • D split (x --> x_y)

Questão 19

Questão
19. Formal instruction can only promote language acquisition if the interlanguage is close to the point when the structure to be taught is acquired in the natural setting, when the learner is ‘ready’ to acquire it. This is the conclusion proposed by which theory?
Responda
  • A The teachability hypothesis
  • B The variability hypothesis
  • C The interference hypothesis
  • D The selective attention hypothesis

Questão 20

Questão
20. According to which theory instruction does not enable learners to fully acquire what is taught when it is taught, but prepares the way for its subsequent acquisition?
Responda
  • A The teachability hypothesis
  • B The variability hypothesis
  • C The interface hypothesis
  • D The selective attention hypothesis

Questão 21

Questão
21. The use of a rule belonging to an earlier stage of development is referred to as
Responda
  • A avoidance
  • B formulaic speech
  • C backsliding
  • D discourse repair

Questão 22

Questão
22. Chunks of language that are stored as complete or partially analysed units are called
Responda
  • A formulas
  • B developmental patterns
  • C prototypes
  • D vertical constructions

Questão 23

Questão
23. The process by which learners utilise discourse to help them construct structures that lie outside their competence is described as
Responda
  • A backsliding
  • B restructuring
  • C scaffolding
  • D hypothesis-testing

Questão 24

Questão
24. Which theory of language acquisition accepts the notion of ‘poverty of stimulus’?
Responda
  • A Behaviourist
  • B Mentalist
  • C Contrastive Analysis
  • D Neurofunctional

Questão 25

Questão
25. Consciousness-raising is a type of formal instruction designed to make a learner aware of
Responda
  • A the culture of the L2 speech group
  • B conscious learning strategies use
  • C specific linguistic features
  • D the process of controlled memorisation

Questão 26

Questão
26. Hypothesis formation consists basically of the two procedures:
Responda
  • A transfer and overgeneralisation
  • B receptive and prooductive processing
  • C formal and functional practice
  • D simplification and inferencing

Questão 27

Questão
27. Which theory explains SLA in terms of the degree of social and psychological distance between a learner and the target language group?
Responda
  • A Accommodation Model
  • B Discourse Theory
  • C The Prototypicality Theory
  • D Neuroofuntional Theory

Questão 28

Questão
28. Studies of variability in interlanguage are based on
Responda
  • A homogeneous competence
  • B linguistic competence
  • C heterogeneous competence
  • D socio-pragmatic competence

Questão 29

Questão
29. Studies of systematic variability in interlanguage are focused on the role of
Responda
  • A individual learner differences
  • B linguistic and situational context
  • C input modifications
  • D performance errors

Questão 30

Questão
30. The term interlanguage is also described as
Responda
  • A communicative competence
  • B transitional competence
  • C idiosyncratic competence
  • D approximative competence

Questão 31

Questão
31. In this process learners replace their native language with L2, fail to develop full competence in L1 or lose what they have acquired in L1. This type of bilingualism is called
Responda
  • A monolingualism
  • B additive
  • C semilingualism
  • D subtractive

Questão 32

Questão
32. The process by which speakers make their speech similar to their interlocutors’ speech is referred to as
Responda
  • A accumultration
  • B assimilation
  • C accommodation
  • D convergence

Questão 33

Questão
33. Which of the following distinctions refers to the two kinds of learning ability?
Responda
  • A BICS/CALP
  • B linguistic intuition
  • C intelligence
  • D language processing capacity

Questão 34

Questão
34. According to Oller (1978) the general factor of language proficiency is identical with
Responda
  • A FL aptitude
  • B linguistic intuition
  • C intelligence
  • D language processing capacity

Questão 35

Questão
35. Errors that arise in learner language due to the nature of formal instruction are called
Responda
  • A global errors
  • B induced errors
  • C overt errors
  • D intralingual errors

Questão 36

Questão
36. Learners use communication strategies in order to
Responda
  • A form L2 hypothesis
  • B internalise L2 knowledge
  • C employ existing L2 knowledge
  • D compensate for inadequate L2 knowledge

Questão 37

Questão
37. The process of carrying over previous knowledge or performance to subsequent learning situations is described as
Responda
  • A transfer
  • B matrix reactivation
  • C interference
  • D parallel distribution

Questão 38

Questão
38. The vernacular is the style in which
Responda
  • A learner uses the most complex linguistic forms
  • B the learner uses the least complex linguistic forms
  • C maximum attention is given to monitoring speech
  • D minimum attention is given to monitoring speech

Questão 39

Questão
39. Language used by native speakers while communicating with L2 learners is referred to as
Responda
  • A caretaker talk
  • B foreigner talk
  • C modified discourse
  • D native style

Questão 40

Questão
40. Language used by non-native speakers while communicating with other L2 learners in a FL classroom is referred to as
Responda
  • A classroom interaction
  • B idiosyncratic dialect
  • C interlanguage
  • D peer talk

Questão 41

Questão
41. Formulaic speech utterances that are partly unanalysed and have open slots are called
Responda
  • A indicatiors
  • B scripts
  • C patterns
  • D variants

Questão 42

Questão
42. Learners who feel disconnected from their own speech group and the L2 group experience
Responda
  • A anomie
  • B divergence
  • C anxiety
  • D inhibition

Questão 43

Questão
43. The core grammar of every language consists of rules that
Responda
  • A are constrained by Universal Grammar
  • B have been taken from other languages
  • C are not constrained by Universal Grammar
  • D are derived from the history of the language

Questão 44

Questão
44. Learners who rely on other people, need the teacher’s directions and explanations, like structured learning environment (Willing 1987) are said to prefer
Responda
  • A concrete learning style
  • B authority-oriented learning style
  • C analytic learnng style
  • D commmunicative learning

Questão 45

Questão
45. Learners who prefer FL teaching methods based on active experience, e.g. hands-on learning as in building models (Willing 1987), are said to be
Responda
  • A extroverted learners
  • B kinaestetic learners
  • C emphatetic learners
  • D tactile learner

Questão 46

Questão
46. Motivation that derives from the learner’s inherent interest in the learning task is called
Responda
  • A integrative
  • B intrinsic
  • C instrumental
  • D resultative

Questão 47

Questão
47. In the study of individual learner differences ‘a permanent predisposition to be anxious’ (Scovel 1978) is defined as
Responda
  • A debilitating anxiety
  • B sitation-specific anxiety
  • C state anxiety
  • D trait anxiety

Questão 48

Questão
48. Ellis (1994:612), claims that learner-centred formal instruction concentrates mainly on
Responda
  • A learner-instruction matching
  • B strategy learning
  • C selected aspects of language (e.g. grammar)
  • D developing communicative competence

Questão 49

Questão
49. Focus on forms refers to instruction that
Responda
  • A aims at teaching integrated skills
  • B is basedon communicative syllabus
  • C isolates linguistic forms to teach them one at a time
  • D combines a focus on form and a focus on meaning

Questão 50

Questão
50. The ‘zero option’ advocates
Responda
  • A providing learners with adequate input containging examples from which they can infer the rule
  • B providing learners with linguistic rules, but in isolation from the context in which they are used
  • C teaching the language, not about the language (no difficult grammatical terms or definitions)
  • D abandoning any type formal teaching presented in a deductive, inductive, or functional way

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