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Applied Linguistics 2009

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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. Inductive learning consist in
Responda
  • A. moving from a generalization or a universal rule to specific instances
  • B. storing a number of examples and drawing a rule that governs the specific information
  • C. comparing a number of examples to the existing, general rule or pattern
  • D. memorizing a number of examples as a set of unrelated facts for further analysis

Questão 2

Questão
2. The stage which characterizes the course of intellectual development of a child of seven to eleven is described by Piaget (1972) as:
Responda
  • A. sensimotor
  • B. preoperational
  • C. concrete operational
  • D. formal operational

Questão 3

Questão
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:
Responda
  • A. approximation
  • B. assimilation
  • C. equilibration
  • D. restructuring

Questão 4

Questão
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:
Responda
  • A. behaviourism and cognitivism
  • B. mentalism and constructivism
  • C. creationism and evolutionism
  • D. empiricism and rationalism

Questão 5

Questão
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?
Responda
  • A. Constructivism
  • B. Idealism
  • C. Cognitivism
  • D. Mentalism

Questão 6

Questão
6. Notions such as competence and deep structure are associated with:
Responda
  • A. Behaviourism
  • B. Rationalism
  • C. Cognitiivism
  • D. Structuralism

Questão 7

Questão
7. Notions such as interactive discourse and cooperative learning are associated with
Responda
  • A. Constructivism
  • B. Functionalism
  • C. Constructionism
  • D. Rationalism

Questão 8

Questão
8. According to the Behaviourist learning theory, the way in which previous learning prevents the learning of new habits is referred to as
Responda
  • A. fossilization
  • B. negative feedback
  • C. backsliding
  • D. proactive inhibition

Questão 9

Questão
9. Nativist theories of second language acquisition are based on the assumption that
Responda
  • A. It is a natural, universal process that is similar to learning any other skill.
  • B. It is innately determined due to genetic capacity available to all human beings.
  • C. It consists in discovering meaningful language functions within a social context
  • D. it consists in developing habits in the process of responding to incoming stimuli

Questão 10

Questão
10. Klein (1986) claims: One of the learner's tasks is to make utterances fit the context. This is
Responda
  • A. analysis
  • B. matching
  • C. embedding
  • D. synthesis

Questão 11

Questão
11. Vygotsky's (1987) notion of ZPD (zone of proximal development) is the distance between
Responda
  • A. a child's conscious and subconscious information processing abilities.
  • B. preoperational and formal operational stages of a child's development
  • C. a child's actual cognitive capacity and the level of potential development
  • D. the linguistic and intellectual level of a child's development

Questão 12

Questão
12. Skinner's theory of operant conditioning refers to the process of learning in which a learner
Responda
  • A. emits a response, often without observable stimuli, that is maintained by reinforcement
  • B elicits the underlying meaning of deep structures by a series of formal operations
  • C. elicits the meaning of a linguistic stimulus by interpreting a self-stimulating response
  • D. acquires a linear pattern of sentence elements which is a basis for hypotheses formation

Questão 13

Questão
13. McLaughlin's (1987) Attention Processing Model refers to two processing mechanisms:
Responda
  • A. analytic-holistic
  • B. focal-peripherial
  • C. controlled-automatic
  • D. intentional-unintentional

Questão 14

Questão
Ellis's (1985) Variability Competence Model emphasizes the role of
Responda
  • A. 'acquired' and 'learned' knowledge
  • B. interactions in developing L2 competence
  • C. comprehension imput
  • D. linguistic and situational context

Questão 15

Questão
15. The diffusion model of SLA (Gatbonton 1978) accounts for the way in which leaners
Responda
  • A. organize the language they hear according to the rules they construct
  • B. produce correct language forms on some occasions but incorrect on the other occasions
  • C. develop and change their internal rules, sorting out how to use forms correctly
  • D. fail to reach L2 competence, or 'backslide' to some earlier forms of interlanguage

Questão 16

Questão
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
Responda
  • A. casual speech
  • B. speech planning
  • C. formal speech
  • D. style shifting

Questão 17

Questão
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?
Responda
  • A. (1) and (2)
  • B. (2) and (3)
  • C. (1) and (3)
  • D. (1), (2) and (3)

Questão 18

Questão
18. Studies on the pro-drop and subjacency parameters (e.g. Chomsky 1981) focus mainly on
Responda
  • A. the availability of UG in L2 acquisition
  • B. the role of typological universals
  • C. the order of acquisition of L2 forms
  • D. the role of the linguistic context in SLA

Questão 19

Questão
19. In the model of speech planning proposed by Crooks (1989) the main factor(s) influencing the learner's production is/are
Responda
  • A. demands of short term memory
  • B. the role of typological universals
  • C. the speaker's attitude to the addressee
  • D. pre- and post- articulation monitoring

Questão 20

Questão
20. The Competition Model (MacWhiney 1989) takes its names from the 'competition' that arises from the different
Responda
  • A. devices that signal a function of sentence constituents
  • B. interpretations of the deep and surface structure of the sentence
  • C. levels of markedness of specific linguistic features
  • D. types of linguistic universals that govern the order of SLA

Questão 21

Questão
21. The Parallel Distributed Processing Model (Rumelhart and McClefland 1986) differs from other models of language acquisition because it rejects the concept of
Responda
  • A. input and output
  • B. declarative and procedural knowledge
  • C. short and long-termed memory
  • D. information storage and processing

Questão 22

Questão
22. Phonetic coding ability and grammatical sensitivity are two components of the learner's
Responda
  • A. cognitive style
  • B. foreign language aptitude
  • C. language processing ability
  • D. verbal intelligence

Questão 23

Questão
23. In her model of SLA, Białystok (1987) distinguishes two types of a learner's response:
Responda
  • A. analyzed and unanalyzed
  • B. monitored and unmonitored
  • C. controlled and automatic
  • D. spontaneous and time-delayed

Questão 24

Questão
24. Borrowings from other languages (e.g. Sauerkraut, police, sauna) are referred to as
Responda
  • A. marked forms
  • B. substantial universals
  • C. unmarked forms
  • D. peripheral universals

Questão 25

Questão
25. Schmidt (1990) distinguishes three senses of 'consciousness' in SLA. They are
Responda
  • A. awareness, perception and noticing
  • B. intention, perception and knowledge
  • C. intention, perception and awareness
  • D. awareness, intention and knowledge

Questão 26

Questão
26. Native language attrition occurs most often in the case of
Responda
  • A. additive bilinguals
  • B. coordinate bilinguals
  • C. compound bilinguals
  • D. subtractive bilinguals

Questão 27

Questão
27. Tolerance of ambiguity is a dimension of
Responda
  • A. field dependence/ independence
  • B. cognitive style
  • C. rote learning ability
  • D. FL language aptitude

Questão 28

Questão
28. Interlanguage can be described as permeable, which means that it is
Responda
  • A. sequential
  • B. fossilized
  • C. stable
  • D. open to change

Questão 29

Questão
29. Errors that are found in first and second language acquisition data are referred to as
Responda
  • A. induced errors
  • B. developmental errors
  • C. interference-like errors
  • D. transfer errors

Questão 30

Questão
30. Expressions which are learnt as fixed, unanalyzable chunks of discourse are referred to as
Responda
  • A. developmental patterns
  • B. transitional constructions
  • C. formulaic speech
  • D. linguistic idiosyncracies

Questão 31

Questão
31. One item in L1 becomes two items in L2 (L1: robić - L2: do, make). This process is called
Responda
  • A. amalgamation
  • B. coalescence
  • C. split
  • D. expansion

Questão 32

Questão
32. Two items in L1 become one in L2 (L1: wiedzieć, znać - L2: know). This is an example of
Responda
  • A. convergent phenomena
  • B. congruent structures
  • C. semantic reduction
  • D. parallel distribution

Questão 33

Questão
33. The act of inserting words or phrases of one language into the other is referred to as
Responda
  • A. borrowing
  • B. foreignizing
  • C. code-switching
  • D. imbedding

Questão 34

Questão
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
Responda
  • A. code-switching
  • B. restructuring
  • C. word coinage
  • D. foreignizing

Questão 35

Questão
35. Language used by native speakers when communicating with L2 learners is called
Responda
  • A. baseline speech
  • B. foreigner talk
  • C. caretaker speech
  • D. modified input

Questão 36

Questão
36. Language used by native speakers in communication with other native speakers is called
Responda
  • A. baseline speech
  • B. casual speech
  • C. peer talk
  • D. unmodified input

Questão 37

Questão
37. Gardner and Lanbert (1972) claim that the most powerful predictor of success in SLA is
Responda
  • A. intelligence
  • B. language aptitude
  • C. motivation
  • D. personality

Questão 38

Questão
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
Responda
  • A. global errors
  • B. covert errors
  • C. overt errors
  • D. errors of misinformation

Questão 39

Questão
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
Responda
  • A. transitional constructions
  • B. interlanguage patterns
  • C. vertical structures
  • D. language processing

Questão 40

Questão
40. Cummis (1979) introduced the two concepts of cognitive academic language proficiency and basic interpersonal
Responda
  • A. learning style
  • B. cognitive style
  • C. language ability
  • D. language processing

Questão 41

Questão
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
Responda
  • A. discourse analysis
  • B. implicational scaling
  • C. obligatory occasion analysis
  • D. form-function evaluation

Questão 42

Questão
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)
Responda
  • A. additive bilingual
  • B. coordinate bilingual
  • C. compound bilingual
  • D. subtractive bilingual

Questão 43

Questão
43. The learner's competence to make repairs and to sustain communication through paraphrase or repetition is labeled by Canale and Swain (1980) as
Responda
  • A. communicative
  • B. sociolinguistic
  • C. discourse
  • D. strategic

Questão 44

Questão
44. According to Bachman (1990) illocutionary and sociolinguistic competence are parts of
Responda
  • A. grammatical competence
  • B. organizational competence
  • C. pragmatic competence
  • D. textual competence

Questão 45

Questão
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
Responda
  • A. illocutionary force
  • B. pragmalinguistic code
  • C. pragmatic constrain
  • D. sociopragmatic rule

Questão 46

Questão
46. The ability to understand others, how they feel and interact with one another is the type of intelligence defined by Garther (1983) as
Responda
  • A. emotional
  • B. intrapersonal
  • C. interpersonal
  • D. social

Questão 47

Questão
47. Cultural congruence is the state in which the culture of the L2 group is
Responda
  • A. similar to that of the TL group
  • B. superior to that of the TL group
  • C. different from that of the TL group
  • D. inferior to the of the TL group

Questão 48

Questão
48. Consciousness-raising is a type of instruction designed to make a learner aware of
Responda
  • A. specific linguistic features
  • B. the use of communication strategies
  • C. the nature of language communication
  • D. the nature of language learning

Questão 49

Questão
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
Responda
  • A. bilingual learning
  • B. immersion
  • C. naturalistic acquisition
  • D. submersion

Questão 50

Questão
50. The primary aim of formal instruction focused on metacognitive goals is to
Responda
  • A. teach grammar and lexis of the L2
  • B. teach the L2 strategies
  • C. teach discourse and pragmatics of the L2
  • D. match the learner with a type of instruction

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