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جرح سيهات · 2013- 5- 11

المحاضرة السادسة

بالمحاضرة الثانية اخذنا عاملين والحين راح يتم شرحهم بهاذي المحاضرة
Chapelle's criteria: language learning potential, and learner fit.

===============
Language Learning Potential

Chapelle (2001) describes this criterion as the degree of 'beneficial' focus on form that the so@ware provides to its learners
=============
Chapelle (1998) also argues that if the input has been made salient it will help with language learning

=====

UUEG focuses : intensively on the forms of the perfect tense
==========
It promotes input saliency by highlighting these forms and writing them
in italicized, bold letters
==============
Chapelle (2001) and Skehan (1998 in Chapelle 2001) suggest some condiAons which might characterise a task that
draws learners' attention to the form. I will focus on two of them – namely, ‘modified interaction’ and ‘modified
input’.
=========================

that when using UUEG an interactional modification between the learners and the computer is
to be expected,

==============

students are shown the hyperlinked words. These students were expected to obtain help by clicking on
each word to get its meaning.

======
Modified output

Chapelle argues that CALL software should have the ability to let students 'notice' their errors as this would help them
to shift to 'a syntactic mode' that aids in internalizing the new form

================

In UUEG, the feedback is very
appropriate and one of the potential strengths of the software

======================

Chapelle (1998) also argues that learners should be given the chance to correct their errors

====================
Learner fit

In Chapelle's descrip?on (2001), learner fit takes account of both the language level and its learners’ characteris?cs.

=================
انتهت المحاضرة السادسة والاسئلة zhz للمحاضرة

lecture 6
35- beneficial focus on form : mean …..
a- the software let you focus on the form of the language benefit from that focus and you start produce
b-- the software let you focus on the program
c- none of them
36- Chapelle (1998) also argues that if the input has been made ………………… it will help with language learning.
a- unclear
b- salient
c- none of them
37- Chapelle likes to relate Call evaluation to…….
a- SLA
b- FLA
c-TLA
38- UUEG focuses intensively on the forms of the perfect tense. It promotes input saliency by ………..
a- highlighting these forms
b- writing them in italicized
c- highlighting these forms and writing them in italicized, bold letters

39- There is different ways to enhance output for example by color, animation, picture.
a- true
b- false
40- Chapelle (2001) and Skehan (1998 in Chapelle 2001) suggest some conditions which might characterize a task that draws learners' attention to the form.
a- modified input
b- modified interaction

c- modified interaction’ and ‘modified input’

41- in the speaking task the students are asked to log into the chat rooms to compare their pronunciations (after they have compared their recordings with those of the model) author expected ……………………… to take place

a- an interactional modification
b- an input modification
c- none of them
42- Chapelle argues that CALL software should have the ability to let students 'notice' their errors as this would help them to shift to 'a syntactic mode' that aids in internalizing the new form.
a- true
b- false
43- In UUEG,the …………………. is very appropriate and one of the potential strengths of the software
a- planning
b- feedback
c- none of them
44- Chapelle (1998) also argues that learners should be given the chance to correct their errors
a- true
b- false
45- in the demo version of program there is no ……….
a- information about program
b- orientation' page
c- none of them

2013- 5- 11	#243
جرح سيهات مشرف قسم اللغة الإنجليزية سابقاً الملف الشخصي: رقم العضوية : 36988 تاريخ التسجيل: Sun Oct 2009 المشاركات: 3,035 الـجنــس : ذكــر عدد الـنقـاط : 40744 مؤشر المستوى: 137 بيانات الطالب: الكلية: الفيصل - التعليم عن بعد الدراسة: انتساب التخصص: انجليزي المستوى: المستوى الثامن	رد: مرآجعة مقرر اللغه وتقنية آلمعلومآت قبل الأختبار :: هـنـآآ :: المحاضرة السادسة بالمحاضرة الثانية اخذنا عاملين والحين راح يتم شرحهم بهاذي المحاضرة Chapelle's criteria: language learning potential, and learner fit. =============== Language Learning Potential Chapelle (2001) describes this criterion as the degree of 'beneficial' focus on form that the so@ware provides to its learners ============= Chapelle (1998) also argues that if the input has been made salient it will help with language learning ===== UUEG focuses : intensively on the forms of the perfect tense ========== It promotes input saliency by highlighting these forms and writing them in italicized, bold letters ============== Chapelle (2001) and Skehan (1998 in Chapelle 2001) suggest some condiAons which might characterise a task that draws learners' attention to the form. I will focus on two of them – namely, ‘modified interaction’ and ‘modified input’. ========================= that when using UUEG an interactional modification between the learners and the computer is to be expected, ============== students are shown the hyperlinked words. These students were expected to obtain help by clicking on each word to get its meaning. ====== Modified output Chapelle argues that CALL software should have the ability to let students 'notice' their errors as this would help them to shift to 'a syntactic mode' that aids in internalizing the new form ================ In UUEG, the feedback is very appropriate and one of the potential strengths of the software ====================== Chapelle (1998) also argues that learners should be given the chance to correct their errors ==================== Learner fit In Chapelle's descrip?on (2001), learner fit takes account of both the language level and its learners’ characteris?cs. ================= انتهت المحاضرة السادسة والاسئلة zhz للمحاضرة lecture 6 35- beneficial focus on form : mean ….. a- the software let you focus on the form of the language benefit from that focus and you start produce b-- the software let you focus on the program c- none of them 36- Chapelle (1998) also argues that if the input has been made ………………… it will help with language learning. a- unclear b- salient c- none of them 37- Chapelle likes to relate Call evaluation to……. a- SLA b- FLA c-TLA 38- UUEG focuses intensively on the forms of the perfect tense. It promotes input saliency by ……….. a- highlighting these forms b- writing them in italicized c- highlighting these forms and writing them in italicized, bold letters 39- There is different ways to enhance output for example by color, animation, picture. a- true b- false 40- Chapelle (2001) and Skehan (1998 in Chapelle 2001) suggest some conditions which might characterize a task that draws learners' attention to the form. a- modified input b- modified interaction c- modified interaction’ and ‘modified input’ 41- in the speaking task the students are asked to log into the chat rooms to compare their pronunciations (after they have compared their recordings with those of the model) author expected ……………………… to take place a- an interactional modification b- an input modification c- none of them 42- Chapelle argues that CALL software should have the ability to let students 'notice' their errors as this would help them to shift to 'a syntactic mode' that aids in internalizing the new form. a- true b- false 43- In UUEG,the …………………. is very appropriate and one of the potential strengths of the software a- planning b- feedback c- none of them 44- Chapelle (1998) also argues that learners should be given the chance to correct their errors a- true b- false 45- in the demo version of program there is no ………. a- information about program b- orientation' page c- none of them