3017092
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Quiz von Ros Agnieszka, aktualisiert more than 1 year ago
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Erstellt von Ros Agnieszka
vor fast 9 Jahre
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Frage 1
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01. The phenomenon of carrying over the previously acquired knowledge to a subsequent learning situation is referred to as
Antworten
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A. interference
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B. transfer
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C. inhibition
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D. overgeneralization
Frage 2
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02. According to behaviourist theories, what is the main obstacle to learning a foreign language?
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A. avoidance
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B. pattern imitation
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C. habit formation
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D. proactive inhibition
Frage 3
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03. Language used by native speakers when communicating with second language learners is called
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A. baseline speech
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B. modified input
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C. caretaker speech
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D. foreigner talk
Frage 4
Frage
04. Which component of communicative competence is included in the models proposed by both Hymes (1970) and Canale and Swain (1980)?
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A. grammatical competence
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B. sociolinguistic competence
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C. strategic competence
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D. none of the above
Frage 5
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05.Which of the following is not a part of the model of communicative competence by Hymes?
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A grammatical competence
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B sociolinguistic competence
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C strategic competence
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D They are all included in the model
Frage 6
Frage
06. Which of the following is not a part of the model of communicative competence by Canale and Swain?
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A. grammatical competence
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B. sociolinguistic competence
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C. strategic competence
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D. They are all included in the model.
Frage 7
Frage
07. Krashen’s approach to L2 learning can be described as
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A. the interface position.
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B. a discourse theory.
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C. a homogeneous competence model.
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D. a dual competence hypothesis.
Frage 8
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08. Which of the following factors is a part of Krashen’s Affective Filter Hypothesis?
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A. anxiety
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B. inhibition
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C. risk-taking
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D. none of the above
Frage 9
Frage
09. . Krashen claims that the necessary condition to effectively monitor the L2 output is
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A. lowering the anxiety level
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B. focusing on form
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C.focusing on meaning
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D. overcoming inhibition
Frage 10
Frage
10. The Group Embedded Figure Test (GEFT) measures the degree of
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A. spatial intelligence
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B. inductive language learning
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C. field dependence/independence
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D. cognitive analytic language proficiency
Frage 11
Frage
11. The capacity to understand and produce language is concentrated for most children in
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A. the left brain hemisphere
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B. both brain hemispheres.
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C. the right brain hemisphere
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D. brain areas not yet investigated
Frage 12
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12. The capacity to understand and produce language is concentrated for most adults in
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A. the left brain hemisphere
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B. A. the left brain hemispheres
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C. the right brain hemisphere
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D. brain areas not yet investigated
Frage 13
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13. In relation to which factor does the Critical Period Hypothesis explain language acquisition?
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A. age
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B. aptitude
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C. intelligences
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D. cognitive style
Frage 14
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14. Which personality feature is not a part of the Affective Filter Hypothesis?
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A. anxiety
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B. self-image
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C. motivation
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D. inhibition
Frage 15
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15. According to Gardner and Lambert, the primary determinant of L2 proficiency is
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A. aptitude
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B. cognitive style
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C. motivation
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D. personality
Frage 16
Frage
16. The way in which people perceive, conceptualize, organize, and recall information is called
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A. cognitive style
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B. learning strategies
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C. hypothesis testing
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D. field (in)dependence
Frage 17
Frage
17. Krashen claims that the Monitor is the device that learners use most successfully when they have enough time to focus on form and
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A. they know the rule
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B. their level of anxiety is low
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C. they use their acquired knowledge
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D. they control the utterance before it is uttered
Frage 18
Frage
18. Motivation that derives from the learner’s inherent interest in the learning task is called
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A. integrative
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B. instrumental
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C. extrinsic
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D. resultative
Frage 19
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19. Keefe describes cognitive, affective, and physiological behaviours that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment. This is a definition of
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A. foreign language aptitude
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B. learning style
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C. personality domains
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D. visual-spatial abilities
Frage 20
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20. Core rules are those that can be arrived at through the application of general, abstract principles of language structure. Core rules can be
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A. only marked
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B. only unmarked
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C. both marked and unmarked
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D. neither marked nor unmarked
Frage 21
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21. Carroll distinguished the four components of FL aptitude. Which type of ability is not a part of his definition of aptitude?
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A. phonetic coding ability
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B. rote learning ability
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C. inductive learning ability
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D. deductive learning ability
Frage 22
Frage
22. Reid distinguished four perceptual learning modalities. One of them is called
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A. interactional
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B. sensory
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C. kinaesthetic
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D. receptive
Frage 23
Frage
23. Which of the following learner cognitive factors/processes is characterized by the CALP/BISC distinction?
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A. cognitive style
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B. language style
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C. language processing
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D. learning ability
Frage 24
Frage
24. The ability to notice and identify similarities and differences in grammatical form and meaning is referred to as
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A. grammatical sensitivity
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B. inductive ability
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C. deductive ability
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D. strategic competence
Frage 25
Frage
25. Which of the following individual learner factors is modifiable?
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A. intelligence
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B. age
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C. motivation
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D. field (in)dependence
Frage 26
Frage
26. A type of instruction designed to make a learner aware of specific linguistic features is called
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A. cognitive awareness
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B. consciousness raising
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C. learner-centred instruction
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D. pattern practice
Frage 27
Frage
27. Tolerance of ambiguity is a dimension of
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A. field dependence/independence
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B. rote learning ability
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C. language aptitude
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D. cognitive style
Frage 28
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28. Borrowings from other languages (e.g. sauerkraut, sauna, saute) are referred to as
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A. marked forms
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B. unmarked forms
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C. substantial universals
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D. peripheral universals
Frage 29
Frage
29. The learner replaces one L2 form with another (rose --> flower). This is an example of the achievement strategy referred to as
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A. paraphrase
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B. code switching
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C. word coinage
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D. substitution
Frage 30
Frage
30. One item in L1 becomes two items in L2 (pożyczać --> borrow/lend). This is an example of
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A. parallel distribution
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B. coalescence
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C. convergent phenomena
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D. divergent phenomena
Frage 31
Frage
31. Most L2 learners fail to reach target language competence because they stop learning at some point. This is referred to as
Antworten
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A. regression
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B. backsliding
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C. fossilization
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D. inhibition
Frage 32
Frage
32. Expressions which are learnt as unanalyzable chunks and employed on particular occasions are referred to as
Antworten
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A. simplification
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B. formulaic speech
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C. transitional constructions
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D. idiosyncrasies
Frage 33
Frage
33. Language directed at the learner is called
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A. discourse continuum
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B. primary data
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C. input
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D. intake
Frage 34
Frage
34. Which theory explains SLA in terms of the degree of social and psychological distance between a learner and the target language group?
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A. Accomodation Theory
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B. Discourse Theory
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C. The Acculturation Model
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D. The Universal Hypothesis
Frage 35
Frage
35. Which theory attempts to explain SLA in terms of the adjustments which speakers make to their speech during interactions?
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A. Discourse Theory
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B. Affective Filter Hypothesis
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C. Accommodation Theory
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D. Variable Competence Model
Frage 36
Frage
36. Which view of SLA minimizes the role of the input?
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A. behaviourist
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B. mentalist
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C. interactionist
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D. none of the above
Frage 37
Frage
37. Which view of SLA emphasizes the role of the input?
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A. behaviourist
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B. mentalist
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C. interactionist
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D. none of the above
Frage 38
Frage
38. The knowledge a learner is unaware of and therefore cannot verbalize is referred to as
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A. implicit
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B. explicit
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C. declarative
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D. metacognitive
Frage 39
Frage
39. In which of the following theories were grammaticality judgments the chief source of data?
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A. Monitor Model
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B. Variable Competence Model
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C. Interlanguage Theory
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D. Universal Grammar
Frage 40
Frage
40. How do Dulay and Burt describe errors which do not reflect the first language structure but can be found in first language acquisition data?
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A. as interference errors
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B. as developmental errors
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C. as ambiguous errors
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D. as unique errors
Frage 41
Frage
41. Tarone claims that we can predict that the L2 use of a particular linguistic feature (e.g. the 3rd person singular -s) will be the most frequent in the following contexts:
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A. simple and careful
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B. A. simple and vernacular
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C. complex and careful
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D. complex and vernacular
Frage 42
Frage
42. Utterances such as ‘What you are doing?’ contain an intralingual error classified as
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A. false concept hypothesized
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B. ignorance of rule restriction
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C. incomplete application of rules
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D. overgeneralization
Frage 43
Frage
43. In a surface structure taxonomy the utterance ‘What you are doing?’ is described as an error of
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A. omission
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B. addition
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C. misinformation
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D. misordering
Frage 44
Frage
44. Utterances that are superficially well-formed but do not mean what the learner wanted to express are called
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A. ambiguous errors
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B. unique errors
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C. covert errors
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D. overt errors
Frage 45
Frage
45. The term ‘local errors’ is used to refer to errors that affect
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A. single elements in a sentence
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B. overall sentence organization
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C. the structure of a paragraph
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D. overall coherence of the message
Frage 46
Frage
46. In Bialystok’s model of SLA, implicit linguistic knowledge can be derived from explicit linguistic knowledge through
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A. inferencing
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B. language exposure
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C. functional practising
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D. formal practicing
Frage 47
Frage
47. Ellis’s and Tarone’s models of SLA are based on the notions of
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A. 'acquisition' and 'learning'
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B. 'input' and 'interactions'
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C. ‘attention’ and ‘planning’
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D. 'declarative' and 'procedural knowledge'
Frage 48
Frage
48. ‘Capability continuum’ is a set of
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A. overlapping stages of interlanguage development
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B. structures in the sequence of the U-shaped behaviour
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C. morphemes that reflect the natural order of acquisition
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D. speech styles ranging from formal to vernacular
Frage 49
Frage
49. Conscious application of rules to understand or produce the second language is the strategy of
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A. inferencing
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B. deduction
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C. induction
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D. resourcing
Frage 50
Frage
50. Inferencing is a strategy used in the process of
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A. simplification
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B. overgeneralization
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C. hypothesis formation
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D. hypothesis testing
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