T.L. Skill 2 Midterms

Question 1

Approach to grammar teaching that puts an emphasis on the component parts of the language system, divided into seperate forms.

Answer 1

Grammar as Product

Question 2

Approach to grammar that puts an emphasis on the myriad of ways in which grammar is deployed from moment to moment in communication.

Answer 2

Grammar as Process

Question 3

Approach to grammar teaching that focuses on the forms rather than meaning

Answer 3

Formal Grammar

Question 4

Grammar “rules” made up through analysis of the language. Often misrepresent the nature of the language and fails to see contextual language that doesn’t fit the “rule”.

Answer 4

Idealization

Question 5

Knowledge of the world

Answer 5

Schematic Knowledge

Question 6

Knowledge of the Language

Answer 6

Systemic Knowledge

Question 7

Deducing meaning from context and relevant knowledge of the world rather than linguistic forms.

Answer 7

Top-down processing

Question 8

Deducing meaning from linguistic forms rather than world knowledge or context.

Answer 8

Bottom-Up Processing

Question 9

New information in a sentence is preceded by a given information.

Answer 9

Given-New Principle

Question 10

The amount of language which a message or proposition consists of.

Answer 10

Linguistic Distance

Question 11

Learners coming up with new hypothesises for language forms over time through renoticing.

Answer 11

Restructuring

Question 12

Expressions that are easily available because they are stored as wholes.

Answer 12

Procedural knowledge

Question 13

The progressive shaping of language into familiar forms, motivated by the need to have ready-to-hand language to signal useful/familiar functions.

Answer 13

Proceduralization

Question 14

Goal of noticing activities

Answer 14

Making a certain form salient (stand out) to learners.

Question 15

Guiding students to make their own discoveries about grammar.

Answer 15

Consciousness-raising

Question 16

Providing good conditions for noticing

Answer 16

Intake facilitation

Question 17

Aims to see tangible evidence that the learners can do things with the language.

Answer 17

Structuring activities

Question 18

Stretching learners’ linguistic ressources so that they use language which is grammatically rich. It requires them to operate at the outer limits of their current abilities.

Answer 18

Interlanguage Stretching

Question 19

Learners get plenty of time to plan/rehearse a scene or roleplay but during the presentation stage unexpected information is added.

Answer 19

Strategic Interaction.

Question 20

The gap in knowledge between what is known and known to be known between all learners

Answer 20

Context-Gap

Question 21

Activities in which learners are given practical reasoning tasks with the security of knowing there is a single right answer.

Answer 21

Reasoning-Gap Activity

Question 22

An approach which allows a focus on grammatical forms, but at the same time retains a measure of self-expression and meaning-focus. Guiding learner’s own attention to grammar;

Answer 22

Grammar as a Skill

Question 23

Applying grammar to your lexis knowledge. (ex: Deconstructing chunks.)

Answer 23

Grammaticizing

Question 24

Noticing activities with explicitly formulated information about forms and their functions.

Answer 24

Noticing FOR the learner

Question 25

Noticing activities in which learners are guided to work out information about forms and their functions for themselves.

Answer 25

Noticing BY the learner

Question 26

Structuring activities with mechanical manipulation of the language and repetition of forms.

Answer 26

Structuring FOR the learner

Question 27

Structuring activities in which the learner have to process or manipulate forms as a choice to make meanings clear.

Answer 27

Structuring BY the learner

Question 28

Reading which serves immediate needs or wishes.

Answer 28

Reading for Survival

Question 29

Reading which serves the role of extending our general knowledge of the world.

Answer 29

Reading for Learning

Question 30

Reading for the sake of reading.

Answer 30

Reading for Pleasure

Question 31

The verbal record of a communicative act.

Answer 31

Text

Question 32

Cohesion

Answer 32

Formal unity of a text

Question 33

Coherence

Answer 33

Semantic/Functional unity of a text

Question 34

3 ways of Analysing texts

Answer 34

1. In terms of Formal Features 2.In terms of Propositional Meaning 3. In terms of Communicative Function.

Question 35

Social groups which share both a language or code and conventions regarding its use.

Answer 35

Speech Communities

Question 36

Written texts encountered in the wild such as street signs or advertisements.

Answer 36

Environmental Prints

Question 37

3 contexts to consider when reading

Answer 37

1. The immediate Context 2.The Institutional Context 3. The Wider Social Context.

Question 38

Complex set of values, beliefs, knowledge and expected behaviours which are part of the shared culture of the author(s) and the intended reader.

Answer 38

Wider Social Context.

Question 39

The whole range of culturally recognizable types of language activity, both spoken or written.

Answer 39

Genre

Question 40

Mental constructs which allow for the organization of information in long-term memory. It allows us to relate incoming information to already known information.

Answer 40

Schema

Question 41

How knowing the topic of the text can benefit to my understanding of it.

Answer 41

Topic Schema

Question 42

How knowing the genre of a text can benefit to my understanding of it.

Answer 42

Genre Schema

Question 43

Decoding the text through graphophonic, syntactic and semantic clues. (Bottom-up)

Answer 43

Reading as a Psycholinguistic Process

Question 44

This hypothesis claims that there is no correlation between effective reading and performance on different subskills such as phonetic analysis.

Answer 44

Reading as a Unitary Process

Question 45

The audience a writer intended the text to be read by

Answer 45

Model Reader

Question 46

Texts which allow the reader a wide range of interpretative choices.

Answer 46

Open Texts

Question 47

Texts which demand conformity, encouraging only a restricted range of interpretations.

Answer 47

Closed Texts