SEE 15

Question 1

What are the five important component of Language Teaching?

Answer 1

Students, Teachers, Materials, Teaching Methods, and Evaluation

Question 2

He states that teaching materials are often the most substantial and observable components of the pedagogy.

Answer 2

Nunan (1992)

Question 3

It must also be with a touch of creativity and innovation; Manifest your styles including the needs and interest of the learner.

Answer 3

Materials

Question 4

Includes anything which can be used to facilitate the learning of a language.

Answer 4

Materials

Question 5

This aids the instruction.

Answer 5

Materials

Question 6

Materials can be what according to Tomlinson, 2012?

Answer 6

Linguistic, Visual, Auditory, or Kinaesthetic

Question 7

Aside from what Tomlinson said, materials can also be…?

Answer 7

Instructional, Experiential, Elicitation, and Exploratory

Question 8

This deals with the selection, adaptation, and creation of teaching materials.

Answer 8

Materials Development

Question 9

What are the 5 Macro-Skills?

Answer 9

Listening, Reading, Speaking, Writing, and Viewing

Question 10

These are receptive skills that requires the learners to discern the language communicated.

Answer 10

Listening and Reading

Question 11

These are productive skills that requires learners to communicate.

Answer 11

Speaking and Writing

Question 12

This macro skill refers to perceiving, examining, interpreting, and construct meaning to improve comprehension.

Answer 12

Viewing

Question 13

This principle should arouse the interests of the learner.

Answer 13

Materials should achieve impact

Question 14

How can the materials achieve impact?

Answer 14

Novelty, Variety, Attractive Presentation, Appealing Content, and Achievable Challenge

Question 15

This principle refers to the materials that are suited to the level of learners comprehension, presented in a way that learners can understand the discussion easily, and uses simple words and illustrations.

Answer 15

Materials should help learners feel at ease.

Question 16

In this principle, Tomlinson stated that relaxed and self-confident learners learn faster.

Answer 16

Materials should help learners to develop confidence.

Question 17

In this principle, it is said that simulations are effective in providing communicative activities.

Answer 17

What is being taught should be perceived by learners as relevant and useful.

Question 18

This promotes concept attainment through experiential practice.

Answer 18

Simulations

Question 19

The principle that states that learners profit most if
they invest interest, effort, and attention in the learning activity.

Answer 19

Materials should require and facilitate learner self-investment

Question 20

The principle where Tomlinson stated that certain structures are acquired only when learners are mentally ready for them.

Answer 20

Learners must be ready to acquire the points being taught

Question 21

The principle where it is stated that learners should be aware of a gap between a particular feature of their interlanguage and the equivalent feature in the target
language.

Answer 21

The learners’ attention should be drawn to linguistic features of the input

Question 22

The principle where learners should be given opportunities to use language for communication
rather than just to practice it.

Answer 22

Materials should provide the learners with opportunities to use the target language to achieve communicative purposes

Question 23

Activities that can be done for interaction will be achieved.

Answer 23

Information or Opinion Gap Acts, Post-listening and Post-reading Acts, Creative Writing and creative speaking acts, and Formal Instruction.

Question 24

This exposes learners to features that are not the focus of the lesson.

Answer 24

Formal Instruction

Question 25

The principle that states that it is important for materials to recycle instruction and to provide frequent and ample exposure to the instructed language features in communicative use.

Answer 25

Materials should take into account the positive effects of instruction are usually delayed

Question 26

The principle that states that different learners have different preferred learning styles.

Answer 26

Materials should take into account that learners differ in learning styles

Question 27

What are the different styles of learning

Answer 27

Visual, Auditory, Kinesthetic, Studio, Experiential, Analytic, Global, Dependent, and Independent

Question 28

A style of learning where learners prefer to see the language written down

Answer 28

Visual

Question 29

A style of learning where learners prefer to hear the language

Answer 29

Auditory

Question 30

A style of learning where learners prefer to do something physical, such as following instructions for a game

Answer 30

Kinesthetic

Question 31

A style of learning where learners like to pay conscious attention to the linguistic features of the language and want to be correct.

Answer 31

Studio

Question 32

A style of learning where learners like to use the language and are more concerned with communication than with correctness.

Answer 32

Experiential

Question 33

A style of learning where learners prefer to focus on discrete bits of the language and to learn them one by one

Answer 33

Analytic

Question 34

A style of learning where learners are happy to respond to whole chunks of language at a time and to pick up from them whatever language they can.

Answer 34

Global

Question 35

A style of learning where learners prefer to learn from a teacher and a book.

Answer 35

Dependent

Question 36

A style of learning where learners are happy to learn from their own experience of the language and to use autonomous learning strategies.

Answer 36

Independent

Question 37

The principle that states to diversify language instruction as much as possible based upon the variety of cognitive styles.

Answer 37

Materials should take into account that learners differ in affective attitudes

Question 38

The principle that states that it is extremely valuable to delay second language (L2 ) speaking for beginners of a language until they have gained sufficient confidence in understanding it.

Answer 38

Materials should permit a silent period at the beginning of instruction

Question 39

The principle that states that materials should stimulate thoughts and feelings in the learners.

Answer 39

Materials should maximize learning potential by encouraging intellectual, aesthetic and emotional involvement which stimulates both right and left brain activities

Question 40

The principle that states that controlled practice appears to have little long term effect on the accuracy.

Answer 40

Materials should not rely too much on controlled practice

Question 41

The principle that states that feedback is important which is focused first on the effectiveness of the outcome rather than just on the accuracy of the output.

Answer 41

Materials should provide opportunities for outcome feedback

Question 42

What are the factors to consider in preparing language materials

Answer 42

Learners, Curriculum and Content, Resources and Facilities, Personal Confidence and Competence, Copyright Compliance, and Time

Question 43

This is the first and most important factor to consider when preparing language learning materials.

Answer 43

Learners

Question 44

These are the variables that will significantly impact on decisions about teaching materials.

Answer 44

Curriculum and Context

Question 45

This factor will impact on decisions in materials design.

Answer 45

Resources and Facilities

Question 46

These are the factors that will determine an individual teacher’s willingness to embark on materials development.

Answer 46

Personal confidence and competence

Question 47

A less exciting, but important factor to consider in designing materials.

Answer 47

Copyright Compliance

Question 48

This is a disadvantage for teachers who wish to design their materials.

Answer 48

Time

Question 49

The view that materials and methods cannot be seen in isolation, but are embedded within a broader professional context.

Answer 49

The Framework: Context and Syllabus

Question 50

A contextual factor that will particularly affect topics chosen and types of learning activity, such as the suitability of games or role-play.

Answer 50

Age

Question 51

As with age, this may help in the specification of topics and learning activities.

Answer 51

Interests

Question 52

Teachers will wish to know this even where their classes are based on a ‘mixed proficiency’ principle rather than streamed according to level.

Answer 52

Level of proficiency in English

Question 53

Something that learners might show themselves to be 'good at'.

Answer 53

Aptitude

Question 54

This may affect, for instance, the treatment of errors or the selection of syllabus items – areas of grammar or vocabulary, and so on.

Answer 54

Mother Tongue

Question 55

This helps to determine intellectual content, breadth of topic choice, or depth to which material may be studied.

Answer 55

Academic and Intellectual Level

Question 56

This is directly related to the Motivation.

Answer 56

Attitudes to learning, to teachers, to the institution, to the target language itself and its speakers.

Question 57

A whole range of factors will affect this.

Answer 57

Motivation

Question 58

With school-age pupils, this may be less significant than with many adult learners, where it is often possible to carry out quite a detailed analysis of needs.

Answer 58

Reasons for Learning

Question 59

This will help in the evaluation of the suitability of different methods, for instance, whether problem-solving activities could be used, or whether pupils are more used to 'rote learning', where the material is learned by heart.

Answer 59

Preferred Learning Styles

Question 60

This can affect methodological choices such as a willing acceptance of role-playing and an interactive classroom environment, or a preference for studying alone, for example.

Answer 60

Personality

Question 61

This is the whole teaching and learning environment, in a wide sense.

Answer 61

Setting

Question 62

This is the overall organizing principle for what is to be taught and learned.

Answer 62

Syllabus

Question 63

Three distinct levels of Rodgers (2001)

Answer 63

Approach, Design, and Procedure

Question 64

A level from Rodgers that is the most general level, and refers to the views and beliefs– or theories – of language and language learning on which planning is based.

Answer 64

Approach

Question 65

A level from Rodgers where the principles of the first level are converted into the more practical aspects of syllabuses and instructional materials.

Answer 65

Design

Question 66

A level from Rodgers that refers to techniques and the management of the classroom itself.

Answer 66

Procedure

Question 67

Six Broad Types of the Syllabus

Answer 67

Grammatical or Structural, Functional-Notional, Situational, Skills-based, Topic-based, Task-based

Question 68

This type of syllabus is organized according to a list of grammatical structures.

Answer 68

Grammatical or Structural

Question 69

This type of syllabus based on the communicative and interpersonal uses to which language is put and, in contrast to the formal structural system of the first type, highlights what people do through language.

Answer 69

Functional-Notional

Question 70

This type of syllabus presents a set of everyday situations or ‘settings

Answer 70

Situational

Question 71

This type of syllabus focuses on language skills, and is concerned with what learners do as speakers, listeners, readers, writers.

Answer 71

Skills-based

Question 72

This type of syllabus uses topics or themes as its starting point.

Answer 72

Topic-based

Question 73

This type of syllabus invokes the concept of the task.

Answer 73

Task-based