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EFL 2 - UNIT 01 (GRAMMAR)
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EFL 2 - UNIT 01 (GRAMMAR) Descripción: EFL 2 - Unit 1 (Terminology & Basic concepts) Autor: moi OTROS TESTS DEL AUTOR Fecha de Creación: 11/01/2023 Categoría: Otros Número Preguntas: 59 |
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"_____________ is the business of taking a language to pieces, to see how it works". morphology
grammar pragmatics. Language is made up of: phonology, morphology, syntax, semantics and pragmatics. phonology, phonetics, morphology, syntax, semantics and pragmatics. phonetics, intonation, morphology, syntax, semantics and pragmatics. Phonology is the study of how the sounds are organized and used in natural languages; an inventory of sounds and their features and the rules that specify how these sounds interact with each other. verdadero falso. Phonological knowledge allows the language user to produce sounds which form meaningful utterances, knowing which sounds belong to a particular language or recognize a foreign accent. verdadero falso. Phonetics is the basis for further work in morphology. verdadero falso. Phonetics is the basis upon which phonology is developed. verdadero falso. ________ analyzes the production of all human speech sounds, irrespective of the language. Phonetics Phonology Syntax. ________ analyzes the sound patterns of a particular language by determining which phonetic sounds are significant, and explaining how these sounds are interpreted by the native speaker. Phonetics Phonology Intonation. _________is the study of the forms and the structure of words in a language. Morphology Semantics Pragmatics. ________ are considered the smallest independent units of a language, words lexemes morphemes. ________ are the smallest meaning bearing units of language. words lexemes morphemes. Knowing morphemes (internal structure of words) is important for students because they help them with: the creation of new words and the modification of existing words. remembering new words and synonyms reading and writing. _________ is the study of the structure of sentences. syntax semantics morphology. “This book interesting has to” is an example of bad: syntax semantics morphology. _______ displays the relationships between words in a sentence, as well as possible structural differences in meaning (“fresh orange juice” could mean orange juice which is fresh, or juice made out of fresh oranges) syntax semantics morphology. ___________ is the study of meaning and attempts to understand what meaning is as an element of language and how it is constructed by language as well as interpreted, obscured and negotiated by language users. syntax semantics morphology. ___________ is close to pragmatics, but unlike the latter, this is a highly theoretical research perspective, and looks at meaning in language in isolation, in the language itself. syntax semantics morphology. ___________ is a more practical subject and focuses on meaning in language in use. syntax semantics pragmatics. ___________ is essential to describe the linguistic competence of students and it is responsible for their capacity to combine words to produce meaningful phrases and sentences. It shows that speaking a language involves more than just knowing the meaning of the words. We comprehend sentences because we know the meaning of individual words and we know the rules for combining their meanings. syntax semantics pragmatics. ___________ studies how context contributes to meaning and moves beyond the literal meaning of an utterance. It considers how meaning is constructed while focusing on implied meanings. syntax semantics pragmatics. ___________ regards language as an instrument of interaction, what people mean when they use language and how we communicate and understand each other. It is concerned with the negotiations of meaning between language users, the context of the utterances and the meaning potential of those utterances. syntax semantics pragmatics. It is very important that our EFL students understand ____________ because it sheds light on interaction processes and will allow them to construct and interpret layers of meaning beyond what is literally suggested. syntax semantics pragmatics. ___________ is a predictable set of rules of thumb to tell what is wrong from what is right. It tells you how you should speak, and what type of language to avoid. prescriptive grammar descriptive grammar mental grammar. ___________ is more a social than a linguistic tool. prescriptive grammar descriptive grammar mental grammar. __________ describes the language as it is used, not how it should be used. prescriptive grammar descriptive grammar mental grammar. __________ seems more useful for the language teacher because it gives a full characterization of the structural features of a particular language which helps students find the regularities that would make them capable of producing and understanding language. Likewise, it also helps teachers find guidelines to break down language sequences in a logical manner so as to provide students with. prescriptive grammar descriptive grammar mental grammar. _______ describes how L2 students process the grammar of a new language (how L2 knowledge is arranged to create the L2 user’s grammar in his mind). prescriptive grammar descriptive grammar mental grammar. _______ is important because it determines what can be learned or acquired or what falls beyond the ordinary functioning of the average student. prescriptive grammar descriptive grammar mental grammar. Grammar teaching can be beneficial if teachers take into account that: two lessons are brought to the classroom: errors are part of the natural process of language growth and not everything that can be explained can be learned at a specific moment in time due to cognitive constraints operating in the very process of language acquisition. errors in learning must be avoided and not everything that can be explained can be learned at a specific moment. errors are part of the natural process of language growth and everything that can be explained can be learned at a specific moment in time. According to research, grammar is mostly learned incidentally, when attention is focused on meaning-related aspects of the language instead of memorizing and applying the rules in an explicit way. with explicit instruction and some memorization both incidentally and with explicit instruction. The 'sentence machine argument' states that memorizing individual vocabulary items is not enough to master a language so knowing language regularities may provide students with the means to create a potentially large number of original sentences. it is possible to achieve a high level of language proficiency without any formal study, but even after reaching a high level a language plateau may occur eventually, which will make it difficult for students to progress and improve their linguistic competence. certain grammatical items seemed to catch the students attention and noticing them seemed to stick, so noticing is a prerequisite for acquisition. The 'fine-tuning argument' states that a wide lexical system helps and allows basic communication, but a limited knowledge of grammar could lead to ambiguity of meaning and communicative failure mainly regarding intelligibility and appropriacy. it is possible to achieve a high level of language proficiency without any formal study, but even after reaching a high level a language plateau may occur eventually, which will make it difficult for students to progress and improve their linguistic competence. certain grammatical items seemed to catch the students attention and noticing them seemed to stick, so noticing is a prerequisite for acquisition. The 'fossilization argument' states that a wide lexical system helps and allows basic communication, but a limited knowledge of grammar could lead to ambiguity of meaning and communicative failure mainly regarding intelligibility and appropriacy. it is possible to achieve a high level of language proficiency without any formal study, but even after reaching a high level a language plateau may occur eventually, which will make it difficult for students to progress and improve their linguistic competence. certain grammatical items seemed to catch the students attention and noticing them seemed to stick, so noticing is a prerequisite for acquisition. The 'advance-organizer argument' states that a wide lexical system helps and allows basic communication, but a limited knowledge of grammar could lead to ambiguity of meaning and communicative failure mainly regarding intelligibility and appropriacy. it is possible to achieve a high level of language proficiency without any formal study, but even after reaching a high level a language plateau may occur eventually, which will make it difficult for students to progress and improve their linguistic competence. certain grammatical items seemed to catch the students attention and noticing them seemed to stick, so noticing is a prerequisite for acquisition. The 'discrete item argument' states that a wide lexical system helps and allows basic communication, but a limited knowledge of grammar could lead to ambiguity of meaning and communicative failure mainly regarding intelligibility and appropriacy. it is possible to achieve a high level of language proficiency without any formal study, but even after reaching a high level a language plateau may occur eventually, which will make it difficult for students to progress and improve their linguistic competence. grammar can help reduce the apparent insurmontable enormity of a language learning task because it organizes and structures it into neat and smaller independent and separate items. The 'discrete item argument' states that a wide lexical system helps and allows basic communication, but a limited knowledge of grammar could lead to ambiguity of meaning and communicative failure mainly regarding intelligibility and appropriacy. it is possible to achieve a high level of language proficiency without any formal study, but even after reaching a high level a language plateau may occur eventually, which will make it difficult for students to progress and improve their linguistic competence. grammar works towards making language digestible and breaks it down into more easily learned categories. Meaning is given not just by using structures correctly, but by paying attention to context. TRUE FALSE. Language could be categorized drawing on notions such as quantity, location or time, and functions such as making suggestions, apologizing or making requests. TRUE FALSE. The functional-notional approach has to do with: the use of grammar and vocabulary to analyze the communicative meanings that students would need in order to express themselves and to understand others effectively. inductive and deductive learning implicit and explicit grammar instruction. Functions refer to things like quantity, location or time making suggestions, apologizing or making requests. implicit and explicit grammar instruction. Notions refer to things like quantity, location or time making suggestions, apologizing or making requests. implicit and explicit grammar instruction. A functional syllabus is structured around individual functions and the language needed to express those functions (how to introduce yourselves, how to make requests e.g. 'Can you...?’, ‘Could you...’? around structures considered more complex (e.g. ‘would’ may be left for later stages of a course in ‘If I had known the answer, I would not have told you’). around implicit and explicit grammar instruction. A grammatical syllabus is structured around individual functions and the language needed to express those functions (how to introduce yourselves, how to make requests e.g. 'Can you...?’, ‘Could you...’? around structures considered more complex (e.g. ‘would’ may be left for later stages of a course in ‘If I had known the answer, I would not have told you’). around implicit and explicit grammar instruction. Functional grammar is interested in how speakers can do things with language. false true. The ability to communicate in an L2 is only attained if there is a solid knowledge of grammar false because knowledge of grammar does not always guarantee the ability to use the language. true because knowledge of grammar always guarantees the ability to use the language. true because knowledge of grammar sometimes guarantees the ability to use the language. PPP is the most renowned grammar teaching model false true. The presentation stage of PPP, which usually evolves around an oral or written text (short listening or reading text) that serves as the context that helps situate the item or point and clarify its meaning, could be: only inductive only deductive inductive, deductive or a mixture of both approaches . The freer exercises that follow the practice stage leads to the __________ phase, with students taking control of the learning situation. production presentation test. The PPP model is often criticized: for its teacher-centerness and for presupposing a certain level of motivation on the part of the students. because it only works with high level students because it doesn't promote motivation. The _______ model is based on the belief that the development of language is not a linear process, but rather a cyclical one. TTT PPP OHE. In the TEACH phase of TTT, the explicit grammatical explanation may only be overt when necessary. the explicit grammatical explanation is always necessary before the next stage the grammatical explanation is not necessary because the students find it on their own, by inferring the rules. . One of the most relevant advantges of the TTT model is that it fosters student autonomy, promotes collaborative learning and peer support because students tend to be encouraged to work in groups or pairs. students develop wirting skills students work individually to better grasp the contents taught. In the ESA model the teacher: seeks catching students’ attention, curiosity, inspiration and motivation so that they make the most of the second stage of the model. encourages students to work on their own encourages students to work in small groups. The one thing that OHE and III have in common is they try to exploit cognitive and discovery techniques they encourage individual work they don't work with authentic materials. The TBL model: reverses the bottom-up approach of other models and offers a top-down approan in which the task (not the language) is the focal point. is characterized by a bottom-up approach considers the task is secondary. A discrete item is Any unit of the grammar system that is sufficiently narrowly defined to form the focus of a lesson or an exercise (the present continuous, the definite article, the possessive pronouns) Learning that takes place without any intent to learn, that is, students are not aware of their acquisition of new knowledge. an element of meaning that expresses a concept or an idea, and can be very specific (vocab like table, schedule, trip) or very general (topics such as time, size, emotion, movement, etc.). Communicative acts that are used to achieve a purpose, usually involving interaction between people (promising, greeting, inviting, advising) Functions Notions Discrete items. Learning that takes place without any intent to learn; students are not aware of their acquisition of new knowledge. Incidental learning Notions Discrete items. ______ are elements of meaning that express a concept or an idea and may be very specific (vocabulary words) or very general (topics). Incidental learning Notions Discrete items. |
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