Introduction to Applied Linguistics 2014-2015

1. The “universal grammar” theory implies that: a) The same set of grammar rules is shared by all human languages. b) Certain languages have very primitive grammar systems. c) All human beings have an inner ability to use grammar rules in their native language.

2. Within the functions of grammar we can mention: a) Provide a means of association each sentence of a language has with its correct pronunciation and meaning. b) Register and correct mistakes and establish standards for language. c) Describe and compare human language.

3. The system of linguistic knowledge possessed by all native speakers of a concrete language and a principle for correct sentence formation and the creation of grammatical sentences is known as: a) Linguistic competence. b) Communicative competence. c) Universal grammar theory.

4. Gestures and body language constitutive part of: a) Sociolinguistics. b) Discourse analysis. c) Linguistic competence.

5. The knowledge of the notion of ………….. is necessary for the areas of Discourse Analysis, cross-cultural communication, and for correct use of language in general, because it is considered the goal of language education and it is a necessary element in efficient classroom practice. a) Linguistic competence. b) Communicative competence. c) Universal grammar theory.

6. Which of these sciences is interested in discourse analysis: a) Cognitive Psychology. b) Pragmatics. c) Semiotics.

7. The major source of vocabulary learning is: a) Extensive learning. b) Intensive learning. c) Any speaking activity.

8. The purpose of Intensive Reading is: a) To call students attention to grammatical forms, discourse markers, and others structure details to understand the literal meaning of test. b) To encourage learners to read self-selected books without the pressure of testing. c) To help students obtain detailed meaning from the text, identify main idea and enhance vocabulary and grammar knowledge.

9. Within the extensive reading tasks, a teacher may ask the students to: a) Find all phrasal verbs used in a text. b) Write a short summary of each paragraph of reading. c) Find all irregular verbs.

10. -------- tries to explain the particular choices made by speakers in their use of language, production and reception of meaning. a) Paralanguage. b) Pragmatics. c) Stylistics.

11. Within stylistics features we can mention the following: a) Figures of thoughts and descriptive language. b) Body language and tone of the voice. c) Kinesthetics.

12. A persuading technique in literature could be: a) Diminutives. b) Criticism. c) Rhetorical questions.

13. Stylistics analysis discusses: a) The use of grammar according to the literary genre. b) Derivations from the norms of language and parallel constructions. c) The influence of the literary genre upon the reader.

14. The terms “passivisation” and “conversationalization” form a part of: a) Corpus linguistics. b) Critical linguistics. c) Literary stylistics.

15. Language used in literature: a) Should not use non standard variations of language. b) Reflects social and individual identity of the language users. c) Reflects the intensions of speakers.

16. As a while-listening activity students may be asked to: a) Write a summary of the listened material. b) Start topic discussion. c) Listen for a specific information.

17. As an example of reflexive writing can be used: a) A complaint letter. b) An advertisement. c) A postcard or a letter to a friend.

18. The study and interpretation of texts from a linguistics perspective is called: a) Pragmatics. b) Stylistics. c) Rhetoric.

19. ……….. refers to a “space bubble” that speakers of different cultures maintain during the conversation. a) Proxemics. b) Kinesthetics. c) Context.

20. Within the Intensive Reading tasks, a teacher may ask the students to: a) Find all irregular verbs or idiomatic expressions used in a text. b) Write a short summary of each paragraph of reading. c) Discuss with the classroom the most difficult parts of the text.

1. Critical Applied Linguistics is the science that describes human languages. T. F.

2. Language can be defined as a special set of symbols, letters, numerals, rules, grammar sets, etc., used for the transmission of information. T. F.

3. The necessary conditions for a system to be called a Language are the usage of a lexicon (vocabulary) and rules to combine this lexicon (grammar). T. F.

4. The notion of communicative competence is described within the field of Psycholinguistics. T. F.

5. Phonetics, Phonology, Syntax, Semantics, and Morphology are components of Communicative competence. T. F.

6. Intonation, pauses for breath, body language and minimal silence are the elements of Discourse. T. F.

7. Discourse analysis represents one of the methods for teaching English as a Second Language. T. F.

8. Discourse analysis is a branch of linguistics that focuses on language use above and beyond the sentence. T. F.

9. Among elements of turn-talking are the length of sentence and correct grammar use. T. F.

10. Elements of discourse analysis constitute a part of communicative competence. T. F.

11. The “universal grammar” theory implies that all human beings have an inner ability to use grammar rules in their native tongue language. T. F.

12. Paralanguage refers to non-verbal elements of communication. T. F.

13. Pragmatics studies how the context influences the meaning of the words. T. F.

14. Collocations represent the main point of interest of Corpus Linguistics. T. F.

15. Intonation, body language, minimal silence – are elements of discourse. T. F.

16. One of the functions of grammar is to establish standards language. T. F.

17. Intensive reading represents a major source of vocabulary learning. T. F.

18. Cross –cultural differences constitutive important elements in translation. T. F.

19. Discourse Analysis is necessary I in students of some social science disciplines such as international relations. T. F.

20. When learner transfers the grammar rules of his native language into foreign one, it means that he is applying cultural rules of his mother tongue. T. F.

1. Alliteration. a) It is a repetition of similar sounds or the same sound; is a repetition of vowels and consonants in two or more words within a sentence. It occurs mostly in final syllables of lines in poems and songs. b) It's the repetition that occurs in one, two or more syllables or consonants at the beginning of a group of words with the same sound or group of sounds; or a sound of a voice that can change from one syllable to another. c) It refers to correspondence from repetitive sounds of consonants or syllables in a sentence or phrase; especially those that are at the end of a word.

2. Consonance. a) It refers to correspondence from repetitive sounds of consonants or syllables in a sentence or phrase; especially those that are at the end of a word. b) It is when between two or more words together the same vowel sound is repeated, although the words are formed by different consonants. Achieving the tonic syllable of the rhyming words. c) It is a grammatical form that is repeated within a sentence. When each element, comparison or idea in a sentence follow the same grammatical pattern and have the same level of importance, parallel construction is created.

3. Assonance. a) It is a repetition of similar sounds or the same sound; is a repetition of vowels and consonants in two or more words within a sentence. It occurs mostly in final syllables of lines in poems and songs. b) It's the repetition that occurs in one, two or more syllables or consonants at the beginning of a group of words with the same sound or group of sounds; or a sound of a voice that can change from one syllable to another. c) It is when between two or more words together the same vowel sound is repeated, although the words are formed by different consonants. Achieving the tonic syllable of the rhyming words.

4. Rhyme. a) It is when between two or more words together the same vowel sound is repeated, although the words are formed by different consonants. Achieving the tonic syllable of the rhyming words. b) It is a repetition of similar sounds or the same sound; is a repetition of vowels and consonants in two or more words within a sentence. It occurs mostly in final syllables of lines in poems and songs. c) It is a grammatical form that is repeated within a sentence. When each element, comparison or idea in a sentence follow the same grammatical pattern and have the same level of importance, parallel construction is created.

5. Parallel structure. a) It is a repetition of similar sounds or the same sound; is a repetition of vowels and consonants in two or more words within a sentence. It occurs mostly in final syllables of lines in poems and songs. b) It is when between two or more words together the same vowel sound is repeated, although the words are formed by different consonants. Achieving the tonic syllable of the rhyming words. c) It is a grammatical form that is repeated within a sentence. When each element, comparison or idea in a sentence follow the same grammatical pattern and have the same level of importance, parallel construction is created.

Language transfer. a) Transfer from the first, or native, language, into the target language. Adult learners have already established a system in their mind about how their native language is structured and works. So when learning second or foreign language, they tend to make comparisons with the already known native language and a transfer of knowledge can occur. b) When the grammar structure of native language helps students understand and produce correct sentences in target language. In this transfer, learners benefit from their first language. b) Some native Spanish language speakers ask “How many years do you have?” instead of “How old are you?” We can see that the grammar structure of Spanish is transferrred into English. As a result, an incorrect sentence is produced.

Positive transfer. b) Transfer from the first, or native, language, into the target language. Adult learners have already established a system in their mind about how their native language is structured and works. So when learning second or foreign language, they tend to make comparisons with the already known native language and a transfer of knowledge can occur. a) When the grammar structure of native language helps students understand and produce correct sentences in target language. In this transfer, learners benefit from their first language. c) Some native Spanish language speakers ask “How many years do you have?” instead of “How old are you?” We can see that the grammar structure of Spanish is transferrred into English. As a result, an incorrect sentence is produced.

Negative transfer. a) When the grammar structure of native language helps students understand and produce correct sentences in target language. In this transfer, learners benefit from their first language. b) Transfer from the first, or native, language, into the target language. Adult learners have already established a system in their mind about how their native language is structured and works. So when learning second or foreign language, they tend to make comparisons with the already known native language and a transfer of knowledge can occur. c) Adult learners make error as a result of an attempt to discover the grammar rules of a foreign language apart from the rules of their first or native language. Some native Spanish language speakers ask “How many years do you have?” instead of “How old are you?” We can see that the grammar structure of Spanish is transferrred into English. As a result, an incorrect sentence is produced. Another one of the most frequently negative transfer produced by Spanish speakers is pluralizing adjectives (ex: interesting books, beautiful flowers). It occurs because adjectives can be pluralized in Spanish.

41. Phonetics, phonology, syntax, semantics, and morphology are components of: a. Linguistic competence. b. communicative competence. c. pragmatic competence.

42. The notion of “competence” refers to: a. expertise. b. ability. c. creativity.

43. One of the functions of the grammar is to: a. register and correct mistakes. b. describe languages. c. establish standards for language.

44. The “universal grammar” theory implies that: a. the same set of grammar rules is shared by all human languages. b. certain languages have very primitive grammar systems. c. all human beings have an inner ability to use grammar rules in their native language.

45. The notion of communicative competence is described within the field of Psycholinguistics. T. F.

46. The terms possibility, feasibility, appropriateness, and attestedness are described in communicative competence. T. F.

47. The Pragmatics is influenced by communicative competence. T. F.

48. The notion o Communicative Competence plays an important role in Applied Linguistics. T. F.

49. For the areas of Discourse Analysis and cross-cultural communication, Linguistic competence plays very significant role. T. F.

50. The branch of linguistics that focuses on language use above and beyond the sentence is: a. discourse analysis. b. pragmatics. c. communicative competence.

51. Which of these sciences is interested in discourse analysis?: a. cognitive psychology. b. pragmatics. c. semiotics.

52. Discourse Analysis is interested in: a. spoken language. b. written language. c. both a and b.

53. Which of the following fields of linguistics studies the influence of the context into the word meaning?. a. semantics. b. pragmatics. c. linguistic competence.

54. One of the most significant elements of oral discourse analysis is turn-taking. T. F.

55. Some of the turn-taking elements are silence and body language. T. F.

56. Teaching discourse elements is necessary to achieve effective communication. T. F.

57. The notions of CULTURE and LANGUAGE do not influence each other. T. F.

58. Cross-cultural communication improves the abilities to express one´s Thoughts and ideas. T. F.

59. When teaching foreign language it is necessary to teach the cultural elements which are part of that language. T. F.

60. ---------- tries to explain the particular choices made by speakers in their language , production, and reception of meaning. a. pragmatics. b. stylistics. c. paralanguage.

61. The stylistic analysis discuses: a. derivations from the norms of language. b. creation of parallel constructions. c. both a and b.

62. The terms “passivisation” and “conversationalization” form a part of: a. critical linguistics. b. corpus linguistics. c. literary stylistics.

63. Within stylistics features are the following: a. body language. b. kinesthetic. c. figures of thoughts and descriptive language.

64. One of the language usages is Persuasion. T. F.

65. Techniques of persuasion are used to minimize cross-cultural misunderstanding. T. F.

66. Critical Discourse Analysis views language as a form of social practice and how it is reflected in spoken and written communication. T. F.

67. During Listening practice, the teacher should translate all unknown words in a recording. T. F.

68. During Speaking practice, teacher should correct every mistake made by students. T. F.

69. Writing is a reflexive activity. T. F.

70. Intensive reading is a class of reading. T. F.

71. Second Language Acquisition discusses how languages are learned by children and adults. T. F.

72. Second Language Acquisition is related to psychology and Psycholinguistics. T. F.

73. To know how adults and children learn languages is important Issue for developing effective teaching practices and techniques. T. F.

74. When a speaker makes similar mistake in both the native and target language, we speak about positive transfer. T. F.

75. Some of the factors that educators have to consider when teaching ESL/EFL are motivation and attitude toward target language. T. F.

76. Collocations represent the main focus of Corpus Linguistics. T. F.

77. Collocations represent the only concern of Corpus Linguistics. T. F.

78. When a learner assumes that the target language operates in the same way as a native language, we speak about the phenomenon of transfer. T. F.

79. Critical Applied Linguistics refers to the description of language. T. F.

80. Critical Applied Linguistics is concerned with the practical use of Language. T. F.

Linguistic competence: is the system of linguistic knowledge possessed by all native speakers of a concrete language. It is a principle for correct sentence formation, and the creation of grammatical sentences. (Competence – is also the study of grammars which are psychologically real, and which contain all linguistic knowledge, both innate and acquired). is a branch of linguistics that focuses on language use above and beyond the sentence. It is not a method for teaching languages. It is a way of describing and understanding how language is used. It is a general term for a number of approaches to analyzing written, spoken or signed language used. Discourse analysis refers to the analysis of language in its social context. It analyzes both written and spoken language.

DISCOURSE ANALYSIS: is a branch of linguistics that focuses on language use above and beyond the sentence. It is not a method for teaching languages. It is a way of describing and understanding how language is used. It is a general term for a number of approaches to analyzing written, spoken or signed language used. Discourse analysis refers to the analysis of language in its social context. It analyzes both written and spoken language. Linguistic competence: is the system of linguistic knowledge possessed by all native speakers of a concrete language. It is a principle for correct sentence formation, and the creation of grammatical sentences. (Competence – is also the study of grammars which are psychologically real, and which contain all linguistic knowledge, both innate and acquired). The knowledge about discourse analysis can help learners better understand the kinds of language they are exposed to outside the classroom: the language of service encounters in shops, banks, restaurants, together with the language of newspaper, the everyday language and informal conversation. The goal is to verbalize thoughts, introduce new information, repair errors in what we say, take turns talking, think of others, and perform acts.

Turn taking: or “turn” the basic unit of speech of the individual speakers. A turn is when one speaker talks and this turn end when another speaker begins speaking (takes a turn). The goal of conversation analysis is to know how speakers achieve smooth turn-taking. TURN – TAKING elements: Intonation, pauses for breath, body language, phrases or interjections, silence. Linguistic competence: is the system of linguistic knowledge possessed by all native speakers of a concrete language. It is a principle for correct sentence formation, and the creation of grammatical sentences. (Competence – is also the study of grammars which are psychologically real, and which contain all linguistic knowledge, both innate and acquired).

TURN – TAKING elements: One of the most significant elements of oral discourse analysis is turn-taking T. Intonation, pauses for breath, body language, phrases or interjections, silence. Teaching discourse elements is necessary to achieve effective communication. T.

In the case of a Spanish speaker acquiring English, there are many similarities that can be used to facilitate positive transfer. Although Spanish is a Romance language and English is a Germanic language, these two languages have notable similarities in regards to semantics, syntax and phonology because of their common Latin origins (Nicholls). One similarity between English and Spanish is that both languages utilize the Roman alphabet. 1. This provides a basis on which to build a phonemic and phonological foundation. In addition to a common alphabet, thirty to forty percent of English words are cognates, meaning they have a related word in Spanish. Excluding the placement of nouns and adjectives, Spanish and English sentences generally have the same basic structure (“Capitalizing on…”) and both languages derive meaning from word order as well (Carrier, Falk-Ross). 2. When teaching a Spanish-speaking English Language Learner (ELL), there are some obvious similarities as well as subtle commonalities in regards to semantics that can be emphasized in order to facilitate positive transfer from Spanish to English. One of the most obvious bridges from Spanish to English is cognates. 3. Cognates are words that have similar meaning, spelling and pronunciation in two languages (“Using Cognates…”). Positive and negative transfer both occur in relation to cognates due to the fact that even though many genuine cognates exist, there are also many unreliable or false cognates (Nicholls). 4. In addition to using cognates to facilitate positive transfer, syntactical patterns can be very helpful in promoting positive transfer from Spanish to English as well. Spanish nouns generally end in –ncia and English nouns often end in –nce. Spanish words ending in –oso and English words ending in –ous are typically adjectives. Spanish verbs that end in –ificar commonly correspond with English verbs ending in –ify. Adverbs ending in –alemente typically translate to English adverbs that end in –ally (Nicholls). The English ending -tion generally translates to the Spanish ending -ción. In regards to cognates, Spanish generally does not use double letters in English cognates. For example, posible translates to “possible” and ilegal to illegal. Cognates that include a “k” in their English spelling will typically be spelled with a “c” or “qu” in Spanish (Erichsen, “Improve…”).