TEST BORRADO, QUIZÁS LE INTERESE:
Preguntas y respuestas de repaso tema 3,4 y 5
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Preguntas y respuestas de repaso tema 3,4 y 5 Descripción: MASTER SECUNDARIA Autor: jose ruiz OTROS TESTS DEL AUTOR Fecha de Creación: 28/05/2024 Categoría: Letras Número Preguntas: 30 |
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1. According to research, which factors are considered key in language
learning? Age and motivation Physical attributes and age Motivation and physical attributes. 2. The Critical Period Hypotheses suggests that: . . There is no specific age range for optimal language acquisition Age does not affect language learning at all Early language exposure is beneficial for acquiring languages. 3. What is a primary difference between natural language acquisition and structured classroom learning? Natural acquisition focuses on formal grammar, while classroom learning does not Natural acquisition often involves immersion, while classroom learning focuses on formal grammar. Both methods focus equally on immersion and formal grammar. 4. Plurilingualism involves: Learning languages sequentially. Learning only one language at a time integrating various language skills. (Learning several languages at the same time). 5. Language aptitude involves: Phonemic discrimination and mathematical reasoning. Phonemic discrimination and memory for language information Memory for language information and mathematical reasoning. 6. How does technology support language learning? By replacing traditional teaching methods. By making traditional teaching methods obsolete By offering personalized learning enhancements. 7. In the context of language learning, ‘investment’ refers to: Focusing on short-term language proficiency goals. Spending money on language courses Engaging with a language for future social and material gains. 8. Anxiety’s impact on language learning can: Only act as a barrier Act either as a barrier or a motivator Only act as a motivator. 9. Recognizing sociocultural factors in language learning is important because: They do not influence the language learning process They have a minimal impact on language learning. The significantly influence the language learning process. 10. Plurilingualism differs from sequential language learning by: Ignoring the integration of language skills. Focusing on learning one laanguage after another. Promoting the learning of multiple languages at the same time. 7. In the context of second language acquisition, attention is defined as: A process of ignoring irrelevant stimuli A cognitive process that focuses on specific stimuli A method for memorizing lists of words. 8. According to the Output Hypothesis in SLA, language output by learners: Is a key factor in L2 acquisition Does not contribute to language learning Is less important than language input. 9. The significance of working memory in language learning is: Its involvement in manipulating language information for task execution. Its ability to store language information permanently Its role in forgetting unimportant information. 10. According to the Noticing Hypothesis, conscious awareness of the input: Is not necessary for language learning Is essential for converting input into intake in L2 learning Only applies to native language learning. 3. A defining feature of the interlanguage system in L2 learners is: It combines elements of the native language and the second language (L2). It is a fixed system that does not change. It only contains elements of the second language (L2). 4. What role does working memory play in language learning? Permanent storage of language knowledge. Temporary storage of processing of language-related information. Storing only non-language-related information. 5. The primary purpose of negotiation for meaning in language interaction is to: Resolve mismatches in understanding Practice vocabulary words Repeat sentence exactly. 6. Positive language transfer occurs when: Differences between the first language (L1) and the second language (L2) hinder learning. Similarities between the first language (L1) and the second language (L2) aid L2 learning. There is no relationship between the first language (L1) and the second language (L2). The primary role of noticing in second language acquisition is to: Remeber vocabulary list Practice pronunciation lists Enable conscious registration of linguistic input. 1. What is a primary characteristic of input in second language acquisition? Language exposure learners encounter. Vocabulary list given to learners Grammar rules provided by teachers. 1. The primary objective of formative assessment in language learning is to Grade students at the end of the term Inform and improve the teaching learning process Compare students to each other. 2. In Classroom-based Assessment (CBA), formative assessment differs from summative assessment by: Not being used by teachers Having fewer connections to classroom-external expectations. Having more connections to classroom-external expectations.. 3. External standards on educational assessment serve as: Guidelines for teaching methods. Benchmarks for evaluating curricula and tests. Requirements for classroom attendance. 4. A major concern regarding the alignment of proficiency frameworks with Second Language Acquisition research is: They represent language learning as a linear progression. They represent language learning as a non-linear progression. They do not align with any learning theories. 5. An essential feature of teacher Written Corrective Feedback (WCF) in L2 learning is that it: Provides written responses to linguistic errors. Provides verbal responses to linguistic errors. Ignores linguistic errors in student texts. 6. Diagnostic assessment is important in L2 classrooms because it: Grades students on a pass/fail basis. Reveals unique strengths and weaknesses of learners. Replaces formative and summative assessments. 7. Peer assessment benefits L2 learners by: Allowing students to avoid teacher feedback. Promoting higher-order cognitive skills and understanding of assessment criteria. Being an easier way to grade. 8. The primary focus of dynamic assessment in L2 classroom is to: Stimulate learner development during the assessment process. Evaluate learners at the end of the course. Replace formative assessments. 9. In the context of WCF, the purpose of direct corrective feedback is to: Provide the correct form of the error directly to learners. Identify the errors without providing the correct form. Ignore minor errors in the text. 10. The assessment cycle proposed by Rea-Dickins involves stages including: Planning, implementation, grading and reporting. Implementation, feedback, grading and review. Planning, implementation, interpretation and review. |
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