T.L.Skill Semester 1

Question 1

Engaging fully with the listening process to understand the speaker’s message.

Answer 1

Active Listening

Question 2

Understanding language by focusing on smaller units like sounds, words and grammar.

Answer 2

Bottom-Up Processing

Question 3

Using background knowledge, context, and expectations to understand the message.

Answer 3

Top-Down

Question 4

Breaking down speech into manageable “groups” to improve comprehension.

Answer 4

Chunking

Question 5

Differentiating between sounds, stress, and intonation patterns.

Answer 5

Sound Discrimination

Question 6

The ability to speak smoothly without frequent pauses or hesitations.

Answer 6

Fluency

Question 7

The ability to use correct grammar, vocabulary, and pronunciation.

Answer 7

Accuracy

Question 8

Words/phrases like “well,” “so,” and “you know” that help structure speech.

Answer 8

Discourse markers

Question 9

Verbal signals like “uh-huh,” “I see,” and “right” to show active listening.

Answer 9

Backchanneling

Question 10

Non-verbal aspects of communication like gestures, facial expressions, and tone.

Answer 10

Paralinguistic Features

Question 11

The ability to communicate effectively in various contexts.

Answer 11

Communicative Competence

Question 12

Fixing misunderstandings or clarifying points during speech.

Answer 12

Conversation Repair

Question 13

Functions of language such as requesting, apologizing or suggesting in which the verb is actualized by being said.

Answer 13

Speech acts

Question 14

Mimicking speech immediately after hearing it to practice fluency.

Answer 14

Shadowing

Question 15

The capacity of certain sounds, rhythms, or patterns to aid memory and recall.
Example: Rhymes or repetitive phrases in songs can enhance vocabulary retention.

Answer 15

Mnemonic Value

Question 16

The use of background knowledge or experiences to facilitate comprehension of listening materials.

Answer 16

Schema Activation

Question 17

The sequential relationship between elements in speech, such as how words combine in a sentence to create meaning.
Example: “I am going to the store” follows a specific structure in English.

Answer 17

Syntagmatic Relationships

Question 18

The aspects of speech that go beyond individual sounds, such as stress, rhythm, and intonation.

Answer 18

Suprasegmental Features

Question 19

Words or phrases that help listeners follow the structure of speech (e.g., “firstly,” “on the other hand”).

Answer 19

Cohesion Markers

Question 20

The mental effort required to process spoken language, influenced by factors such as speech rate, vocabulary complexity, and familiarity with the topic.

Answer 20

Cognitive Load

Question 21

Understanding the speaker’s implied meaning, intent, or attitude beyond the literal words.

Answer 21

Pragmatic Listening

Question 22

The omission of sounds in connected speech (e.g., “I’m gonna” instead of “I am going to”).

Answer 22

Elision

Question 23

The effect of a learner’s first language on their listening skills in the target language, especially in recognizing unfamiliar sounds or patterns.

Answer 23

Cross-linguistic influence

Question 24

The process of breaking down the speech stream into meaningful units, such as words or phrases.

Answer 24

Segmentation

Question 25

Speech used for social purposes rather than information transfer (e.g., "How are you?").

Answer 25

Phatic Communication

Question 26

The level of formality or style used in speaking, depending on the social context.

Answer 26

Speech Register

Question 27

The effort required by a speaker to encode and transmit a message effectively.

Answer 27

Communicative Load

Question 28

The ability to produce language with minimal conscious thought, a key goal in fluency development.

Answer 28

Automaticity

Question 29

Elements like pitch, stress, and rhythm that affect the melody and flow of speech.

Answer 29

Prosodic Features

Question 30

The theory that producing language (speaking) helps learners notice gaps in their knowledge and promotes learning.

Answer 30

Output Hypothesis

Question 31

The process in which speakers resolve communication breakdowns and ensure understanding through clarification, confirmation, and repetition.

Answer 31

Negotiation of Meaning

Question 32

The idea that learners use conscious knowledge of grammar to edit their speech, especially when aiming for accuracy.

Answer 32

Monitor Hypothesis

Question 33

Reformulating a learner's incorrect utterance into a correct one, often used in corrective feedback.

Answer 33

Speech Recasts

Question 34

A single unit of spoken language, which may not always be a complete sentence.

Answer 34

Utterance

Question 35

Emotional factors like anxiety or motivation that can influence a learner's ability to process and produce language.

Answer 35

Affective filter

Question 36

The mental "dictionary" where words, their meanings, pronunciations, and usage contexts are stored.

Answer 36

Mental Lexicon

Question 37

The process of encountering and perceiving new vocabulary through listening or reading.

Answer 37

Input

Question 38

How vocabulary is organized in the brain, often in semantic networks or based on frequency and context.

Answer 38

Storage

Question 39

The process of accessing stored words during speech or comprehension.

Answer 39

Retrieval

Question 40

The organization of words in the mental lexicon based on meaning relationships (e.g., synonyms, antonyms, and categories).

Answer 40

Semantic networks

Question 41

The ability to retrieve a word from the mental lexicon quickly during real-time language use.

Answer 41

Lexical access

Question 42

Breaking down a word’s meaning into its basic semantic features (e.g., "woman" = [+human], [+female], [+adult]).

Answer 42

Componential Analysis

Question 43

Words or phrases that guide the listener or speaker in understanding the structure or emphasis of discourse (e.g., "however," "in contrast," "for example").

Answer 43

Lexical signals

Question 44

The process where exposure to a stimulus (e.g., hearing "dog") facilitates faster retrieval of related words (e.g., "bark," "cat").

Answer 44

Priming Semantic Priming: When related meanings enhance retrieval. Phonological Priming: When similar sounds enhance retrieval.

Question 45

Language that is slightly above the learner’s current proficiency level (i+1) but still understandable due to context or support.

Answer 45

Comprehensible input

Question 46

Listening for pleasure or general understanding, often with longer texts.

Answer 46

Extensive Listening

Question 47

Focusing on short, detailed passages to analyze language.

Answer 47

Intensive listening

Question 48

The patterns of rhythm, stress, and intonation that listeners rely on to decode meaning.

Answer 48

Prosody in Listening

Question 49

A classroom activity where learners reconstruct a spoken text collaboratively, focusing on listening for key details and structure.

Answer 49

Dictogloss

Question 50

The speed and rhythm of speech.

Answer 50

Temporal fluency

Question 51

The mental ease of formulating speech

Answer 51

Cognitive fluency

Question 52

The confidence and emotional readiness to speak.

Answer 52

Affective fluency

Question 53

Pre-assembled chunks of language (e.g., “How’s it going?”) that improve fluency by reducing cognitive load.

Answer 53

Formulaic Language

Question 54

The ability to manage conversations effectively, including turn-taking, topic management, and clarification.

Answer 54

Interactive Competence

Question 55

The use of linguistic devices like conjunctions and pronouns to link ideas.

Answer 55

Cohesion

Question 56

The logical flow of ideas in speech or writing.

Answer 56

Coherence

Question 57

The management of who speaks and when in conversation.

Answer 57

Turn-Taking

Question 58

Conversational structures where one utterance prompts a predictable response (e.g., question-answer, greeting-reply). Example: "How are you?" → "I’m fine, thanks."

Answer 58

Adjacency Pairs

Question 59

Grice's Maxims; Be as informative as needed

Answer 59

Quantity

Question 60

Grice's Maxims; Speak truthfully

Answer 60

Quality

Question 61

Grice's Maxims; Don't be off topic

Answer 61

Relevance

Question 62

Grice's Maxims; Be clear and concise

Answer 62

Manner

Question 63

Evaluating the content of speech for credibility, logic, and emotional appeal.

Answer 63

Critical listening

Question 64

Asking for more information (e.g., “What do you mean by…?”).

Answer 64

Clarification request

Question 65

Verifying understanding

Answer 65

Confirmation Checks

Question 66

Ensuring the listener understands (e.g., “Did you get that?”).

Answer 66

Comprehension Checks

Question 67

Adapting an L1 word to sound like an L2 word when the correct term is unknown (e.g., "université" in English instead of "university").

Answer 67

Foreignizing

Question 68

Restating information using different words or structures to aid understanding.

Answer 68

Paraphrasing