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اللغة وتقنية المعلومات - د. عبدالله الفريدان - محاضرة 3

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اللغة وتقنية المعلومات - د. عبدالله الفريدان - محاضرة 3 [أسئلة مراجعة مجهود شخصي - اللغة وتقنية المعلومات - د. عبدالله فريدان] مراجعة للمحاضرة الثالثة + أخر ثمان أسئلة منقولة من زبدة المحاضرات لجرح سيهات عدد الأسئلة: 56 - بعد إنهاء حل الكويز يمكنك تحميله بصيغة PDF. - سوف تحصل على نقطة إضافية في التقييم عن كل إجابة صحيحة.
1) 'CALL software' here can involve :
	involve any software or programs potentially usable by language learners in connection with learning/teaching or use of language (esp. EFL/ESL).
	specific programs like adventure games for native speaker children
	'generic' or content free software like email or word processing
	hard copy support materials, booklet
	All
2) Generic CALL :
	programs like adventure games for native speaker children
	content free software like email or word processing
3) Specific CALL :
	programs like adventure games for native speaker children
	content free software like email or word processing
4) 'CALL software' here can involve any software or programs potentially usable by language learners in connection with ................ or use of language (esp. EFL/ESL).
	learning
	learning/teaching
	teaching
5) is a matter of judging the fitness of something for a particular purpose" (Hutchinson and Waters 1989: 96)
	CALL
	Evaluation
	UUEG
6) implies an activity where something is declared suitable or not and consequent decisions are to be made or action taken.
	CALL
	Evaluation
	UUEG
7) 'Evaluation' therefore implies an activity where something is declared suitable or not and consequent
	decisions
	action taken
	Information
	1+2
	2+3
8) Select True Sentence :
	Evaluating is not the same researching
	Evaluating is the same researching
	Evaluating is equal the same researching
9) Done to find out things which then inform the value judgment and hopefully make it better
	Evaluating
	research
	evaluation of CALL
10) Research on its own may just end up with
	judgment
	information
	action
11) evaluation of CALL software is similar to .............. generally in language teaching.
	program evaluation
	Grammer evaluation
	materials evaluation
12) evaluation of CALL software is similar to 'materials evaluation' generally in ......
	language teaching
	language Learning
13) CALL software "CDROMs" is often .................. to an "individual exercise or task in a book"
	Opposite
	Analogous
14) "some series of CDROMs" constitute entire courses and so are parallel with complete .......
	Coursebooks
	series of coursebooks
	series of Books
15) There are some important differences between CALL software and Coursebooks, That Coursebooks :
	a book is not typically dynamic or interactive
	a book is more limited in its media capability
	use of written materials has few technological prerequisites: eyes and a desk
	the language content of material in a coursebook is essentially unalterable
	the activities to be done with each section of a coursebook are usually heavily constrained by the book itself
	All
16) There are some important differences between CALL software and Coursebooks, That CALL software :
	not always present an exercise the same way every time you use it
	involve sound as well as pictures, diagrams and text all in the same package
	Requires computers, network access
	some CALL software allows 'authoring', the teacher can put in his/her own choice of text, words etc
	may be very constrained ( hangman game), or may be almost entirely open in this respect (email)
	All
17) have often been seen as replacing a teacher rather than just teaching materials, though that clearly does not fit all software.
	CALL software
	Coursebooks
	Both
18) Constrained Program
	email
	hangman game
	wordprocessing
19) Entirely open
	email
	hangman game
	wordprocessing
20) content-free
	email
	wordprocessing
	hangman game
21) Three key aspects of CALL
	Creation
	Use
	Evaluation
	1+3
	All
22) CALL shares one important thing with ........... and tasks in general
	Learning materials
	teaching materials
	Both
23) CALL shares one important thing with teaching materials and tasks in general. All these are ...
	Non-evaluation
	under-evaluated
24) new coursebooks and types of task are constantly being proposed and promoted by their
	Used
	Creators
	adopted
	All
25) Are constantly being proposed and promoted by their (creators and adopted and used)
	Coursebooks
	CALL programs
	Both
26) Some teachers may well do a lot of evaluation of what they use :
	it remains within their personal teaching process
	is not published
	Both
27) What rarely happens is any proper evaluation of the value or effectiveness of any of this by teachers or researchers , we Can named as
	Correction
	evaluation
28) some teachers may well do a lot of evaluation of what they use but, if so, it remains within their personal teaching process and is not published
	Correction
	evaluation
29) Mostly evaluation cannot be done in the abstract , Because
	things are rarely universally good or bad
	some programs have features which in NO situation would be any good
30) With CALL you may feel
	some programs have good features to use
	some programs have features which in NO situation would be any good
31) As Chapelle says (2001 p52): "Evaluation of CALL is a situation-specific argument", thats mean :
	things are rarely universally good or bad
	a lot is really 'relative' in Evaluation of CALL
	most features may be good for one type of person, situation etc. but bad for another
	All
32) as an activity where you match materials to teaching/learning situations
	Evaluation Call
	Software and materials evaluation in ELT
	Call Software
	Software and materials evaluation in CALT
33) There are three things to think about Software and materials evaluation in ELT
	nature of the materials/software
	nature of the T/L situation, the learners and their needs, uses
	a rating or judgement to make of suitability of one of the (Nature) for the other
	All
34) analysing the specific task it is used for/in "It's not so much the program, more what you do with it" Jones 1986.
	The nature of the T/L situation
	The nature of the materials/software
	judgement
35) is often ....... to evaluate two or more programs of the same type together
	easier
	hardest
36) .............compare a CALL activity/program with a non-CALL (pen and paper)
	Unhelpful
	usefully
	superfluous
37) Example for comparing a CALL activity/program with a non-CALL (pen and paper) counterpart
	writing research
	Study
	Analysis
38) We can deal with the three components :
	We can think of a specific type of learner, teaching situation, required activity etc
	We can start with the materials/program and consider what range of people, situations, ways of being used etc
	All
39) Types of occasion evaluation of teaching materials, including CALL
	Evaluation of materials prior to purchasing them or creating access to them for any learners
	Evaluation after purchase or otherwise acquiring availability of software, but before use
	Evaluation after the program has been acquired and used with some learners for a bit
	All
40) a result of evaluating materials you decide whether to buy or adopt them or not, for some specific learners, This Related with
	Evaluation of materials prior to purchasing
	Evaluation after purchase
	Evaluation after the program has been acquired and used
	All
41) usually the question is what learners it would suit. So the consequent action is to use it with/recommend it to these learners not those, and so on, This Related with
	Evaluation of materials prior to purchasing
	Evaluation after purchase, but before use
	Evaluation after the program has been acquired and used
	All
42) the question is whether it was a success and the action is to use/not use the program again with these or other learners, or to alter the way it is used in some way ,This Related with
	Evaluation of materials prior to purchasing
	Evaluation after purchase, but before use
	Evaluation after the program has been acquired and used
	All
43) empirical Program related with :
	Evaluation of materials prior to purchasing
	Evaluation after purchase, but before use
	Evaluation after the program has been acquired and used
44) The evaluators we are thinking of here are primarily
	Curriculum/program planners
	language teachers
	government education departments
45) other people evaluate materials
	curriculum/program planners
	government education departments
	reviewers writing for journals
	researchers in applied linguistics
	All
46) In the realm of CALL, it is especially ........... for teachers to be good at evaluating
	no necessary
	necessary
47) it is especially necessary for teachers to be good at evaluating , Why !
	There is a lot of Good material
	There is a lot of poor material
	There is a lot of material to evaluate
48) curriculum designers who might evaluate to choose suitable coursebooks for a course are ......... likely to extend this activity to CALL
	more
	less
	equal
49) selecting call software can be as hard as selecting normal teaching materials
	True
	False
50) CALL programs have often been seen as replacing a teacher
	True
	False
51) one of differences between normal teaching materials and call software is
	normal teaching materials needs network while call software doesn't need
	a book is more limited in its media capability. CALL can involve sound as well as pictures, diagrams and text all in the same package
	none of them
52) there is a borderline between evaluating software itself and evaluating the use of software
	True
	False
53) Evaluation of CALL is ………
	a situation-universal argument
	a situation-specific argument
	non
54) you cannot really evaluate without also thinking of how the material will be used in the learning and teaching process
	True
	False
55) judgmental evaluation is done
	after using
	before using
56) empirical evaluation is done
	after using
	before using

معلومات حول الكويز

اللغة وتقنية المعلومات - د. عبدالله الفريدان - محاضرة 3
[أسئلة مراجعة مجهود شخصي - اللغة وتقنية المعلومات - د. عبدالله فريدان]
تفاصيل أخرى:
مراجعة للمحاضرة الثالثة + أخر ثمان أسئلة منقولة من زبدة المحاضرات لجرح سيهات
تم حل الكويز 416 مرة بنسبة نجاح 60%
القسم: E8
مناقشة الكويز: اللغة وتقنية المعلومات - د. عبدالله الفريدان - محاضرة 3

معلومات صاحب الكويز

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