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المحاضرة الرابعة عشر اللغويات التطبيقية - احمد السقوفي
[أسئلة مراجعة مجهود شخصي - اللغويات التطبيقية - د احمد السقوفي]
مراجعه للمادة

عدد الأسئلة: 12

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1) Cross-Linguistic Influence and Learner Language The Contrastive Analysis Hypothesis (CAH) In the middle of the twentieth century, one of the most popular pursuits for applied linguists was the study of two languages in contrast. CAH claimed that the principal barrier to second language acquisition is the ------------ of the first language system with the second language system, and that a scientific, structural analysis of the two languages in question would yield a taxonomy of linguistic contrasts between them which in turn would enable linguists and language teachers to predict the difficulties a learner would encounter.

matching

interference

2) and that a scientific, structural analysis of the two languages in question would yield a--------- of linguistic contrasts between them which in turn would enable linguists and language teachers to predict the difficulties a learner would encounter.

Do not have crorrectly.

taxonomy,

3) well known model was offered by Stockwell, Bowen, and Martin (1965), who posited what they called a------------- by which a teacher or linguist could make a prediction of the relative difficulty of a given aspect of the target language

hierarchy of difficulty

direct method.

4) The relatively permanent incorporation of incorrect linguistic forms into a person’s second language has been referred to as ---------- n

Flexibility

fossilization. التحجر

5) and---- (1976) provided a formal account of fossilization as a factor of positive and negative affective and cognitive feedback. They noted that there are two kinds of information transmitted between sources (learners) and audiences (in this case, native speakers); information about the affective relationship between source and audience, and cognitive information―facts, suppositions, beliefs. Affective information is primarily encoded in terms of kinesic

Vigil and Oller

noila and toty

6) Affective information is------- encoded in terms of kinesic mechanisms such as gestures, tone of voice, and facial expressions, while cognitive information is usually conveyed by means of linguistic devices (sounds, phrases, structures, discourse). The feedback learners get from their audience can be either positive, neutral, somewhere in between, or negative.

secondly

primarily

7) Categories of Error Treatment Types of Feedback ----------: An implicit type of corrective feedback that reformulates or expands an ill-formed or incomplete utterance in an unobtrusive way. L: I lost my road.

Recast

Clarification request

8) An elicitation of a reformulation or repetition from a student.-------- L: I want practice today, today. (grammatical error) T: I’m sorry? (clarification request) Metalinguistic feedback: provides “

Recast

Clarification request

9) provides “comments, information, or questions related to the well formedness of the student’s - utterance”. L: I am here since January. T: Well, okay, but remember we talked about the present perfect tense

Metalinguistic feedback

Elicitation

10) A corrective technique that prompts the learner to self-correct. Elicitation and other prompts are more overt in their response. ?L: (to another student) What means this word ?T: Uh, Luis, how do we say that in English? What does ……. L: Ah, what does this word mean

Elicitation

Metalinguistic feedback

11) A clear indication to the student that the form is incorrect and provision of a corrected form. L: When I have 12 years old ….. T: No, not have. You mean, “when I was 12 years old …….

Repetition.

Explicit correction

12) The teacher repeats the ill-formed part of the student’s utterance, usually with a change in intonation. L: When I have 12 years old … T: When I was 12 years old…

Repetition

Explicit correction

المواضيع والمشاركات في الملتقى تمثل اصحابها.
يوجد في الملتقى تطوير وبرمجيات خاصة حقوقها خاصة بالملتقى
ملتزمون بحذف اي مادة فيها انتهاك للحقوق الفكرية بشرط مراسلتنا من مالك المادة او وكيل عنه