Session 4

Audiolingualism is primarily associated with the belief that language is best acquired through conscious reasoning and analytical thinking.

The humanistic approach to language learning solely focuses on intellectual engagement, disregarding emotional and social dimensions.

Oral language development is only somewhat helpful for reading, writing and spelling skills.

In a cognitivist view of language learning, errors are seen as detrimental and should be avoided at all costs, as they impede progress and indicate a lack of understanding.

Grammatical-unconsciousness raising is a bottom-up approach that withholds explicit grammar instruction to contribute to the learner’s literacy awareness.

Listening is considered the least important skill for language acquisition.

Intensive listening focuses primarily on understanding longer texts and extracting main ideas.

During the 'Evaluating' stage of listening, the listener mainly focuses on recalling all the specific details of the conversation.

Bottom-Up processing in listening involves using one's existing schema to comprehend the text.

Setting the listening purpose is a 'while-listening' activity designed to keep students engaged.

Providing opportunities for students to re-listen is a post-listening activity.

In 'Talk as Transaction', the primary focus is on maintaining strict adherence to grammatical and phonological accuracy.

Repetition drills, such as 'T: I like kiwi,' are designed to primarily improve a student's receptive listening skills and vocabulary acquisition through contextual understanding, rather than focusing directly on pronunciation or fluency in speaking.

In free writing, emphasis is placed on adhering to strict grammatical rules and punctuation conventions.

Guided writing, in its formal instance, involves a single teacher providing individualized scaffolding to many students with varying abilities.

Communicative writing focuses on language acquisition through conveying authentic and meaningful content.

The 'author's chair' is used as the location for the teacher to conduct lessons on writing skills.

The proofreading symbol [] indicates a misspelling that needs correction.

The proofreading symbol 'T', indicates that a writer should transpose the letters.

Beneficial backwash refers to a situation where assessment practices positively influence teaching and learning by aligning what is assessed with what is valued and taught.

Referential questions are designed to elicit responses that the questioner already knows.

The proofreading symbol 'WF' is universally accepted to indicate 'Wrong Font'.

The business permit number listed, 1607 series of 2024, ensures the business is authorized to distribute copyrighted material without restriction.

The phonics approach to reading instruction emphasizes teaching several macroskills simultaneously, focusing on meaning rather than individual sounds.

According to Chall's Stages of Reading Development, the initial reading stage typically occurs between the ages of 6 and 7 years and primarily involves letter recognition skills.

Return sweeps are quick, short hop and jump movements the eyes make while reading.

Lexical comprehension involves understanding facts that are not explicitly stated in a text and often requires inference.

Literal comprehension questions often ask 'how' and 'why' questions that require supporting an answer with logic or reason.

Interpretative comprehension relies solely on explicitly stated information without any need for inference.

Affective comprehension involves analyzing grammar patterns within a text.

In Chall's Stages of Reading Development, the 'Construction and Reconstruction' stage, typically occurring at ages 18 and above, involves readers being able to understand information from multiple viewpoints.

A student's regressions during reading could indicate difficulties with decoding or a lack of familiarity with the vocabulary used.

If a reader's span of recognition during a fixation includes only one or two words despite having good literal and interpretative comprehension skills, this definitively indicates an underlying neurological issue.

In the context of language transformation, altering 'I like kiwi' to 'I like kiwis' is classified as an example of replacement.

The statement, 'I like kiwis. I also like strawberries. No, I don’t' exemplifies the Q&A transformation approach.

Fixed routines are individual words used to express a particular idea.

A presentation delivered to a live audience is an example of non-interactive speaking.

In Speech Act Theory, the locutionary act refers to the intended meaning one wishes to convey.

If someone stops smoking as a result of being told 'You are smoking again,' this is considered a perlocutionary effect.

Felicity conditions only pertain to the speaker's sincerity; other factors are irrelevant.

Among felicity conditions, propositional condition refers to the speaker's serious intent.

Rate is considered an element of reading fluency.

Assuming that the only elements of reading fluency are rate and prosody, an increase in rate always positively correlates with improved reading comprehension.

Which transformation best describes changing 'I like apples' to 'I don't like apples'?

In the context of speaking situations, which scenario exemplifies a 'partially interactive' activity?

According to Speech Act Theory, identifying the speaker's intention behind the statement 'The exam is going to be difficult' relates to which act?

Within the framework of felicity conditions, what aspect does the 'sincerity' condition primarily address?

Considering the elements of reading fluency, what best demonstrates strong prosody?

A teacher is preparing a lesson focused on improving students' ability to distinguish between factual claims and opinions in news reports. Which type of listening activity aligns best with this objective?

A student struggles to understand a spoken news report due to unfamiliar cultural references despite comprehending the individual words. Which type of processing would be most effective in helping the student overcome this comprehension barrier?

In an English as a Second Language classroom, a teacher wants to improve students' active listening skills before a debate. Which pre-listening activity would be least effective in achieving this goal?

A teacher asks students to listen to a conversation between two friends planning a trip and then role-play a similar conversation with a different destination. Which pair of listening and speaking styles/functions is best exemplified in this task?

Which activity combines bottom-up and top-down listening strategies for effective language learning?

A student in Chall's 'Reading to Learn New Information' stage is assigned a research report. Which skill would be most crucial for them to effectively complete this task?

A teacher observes a student frequently making regressions while reading. What is the most likely underlying cause of this?

Which of the following activities would be an example of applied comprehension?

A teacher following a phonics approach would most likely use activities that emphasize which of the following?

In controlled writing, which aspect of writing is primarily emphasized?

Which of the following percentages most closely represents the amount of time students typically spend listening when using a foreign language?

A student is practicing pronunciation and intonation by mimicking a native speaker. Which type of listening is the student most likely engaged in?

During a group discussion, a student actively nods, makes eye contact, and asks clarifying questions. This behavior best exemplifies what type of listening?

A teacher plays an audio recording of a conversation and pauses it periodically, asking students to predict what the speakers will say next. Which listening activity is this teacher implementing?

A university professor is delivering a lecture to a large audience. According to the described styles and functions of speaking, which category does this scenario best exemplify?

Which characteristic is most indicative of free writing?

In guided writing, what is the primary distinction between the formal and informal approaches?

What is the main purpose of 'communicative writing'?

In a classroom setting, what is the intended use of the 'author's chair'?

Which proofreading symbol indicates that a space needs to be inserted between two words?

How would you best describe 'beneficial backwash' in the context of pedagogy and assessment?

Which reading approach emphasizes teaching several macroskills at once, focusing on the overall meaning rather than individual sounds?

According to Chall's Stages of Reading Development, which stage involves readers learning to understand information from multiple viewpoints?

What type of eye movement during reading involves the eyes swinging back from the end of one line to the beginning of the next?

If a teacher asks 'How did Maleficent feel towards Aurora?', what type of reading comprehension is being assessed?

A student is asked, 'Do you think Maleficent would turn evil if Aurora’s father did not betray her?' Which type of reading comprehension does this question exemplify?

In teaching writing, which approach emphasizes grammar patterns, sentence structure, and proper mechanics?

A teacher prefaces a reading activity with a discussion about common social behaviors and scripts to enhance students' grasp of the characters' actions and the story's unfolding events. Which facet of reading comprehension is the teacher aiming to bolster?

During reading, what does 'fixation' refer to?

A student in Chall's 'Reading to Learn New Information' stage encounters a text filled with jargon from an unfamiliar field. While they can decode the words, comprehension is severely lacking. Which comprehension type is the primary obstacle for this student?

A highly skilled reader fixates on almost every single word in a sentence during reading, and yet their comprehension is exceptionally high across all comprehension types. Which eye movement characteristic is most likely impaired or inefficient in this reader?

Within transformations, what type is exemplified when 'I like kiwi' becomes 'I don't like kiwis'?

In the context of language transformations, which type involves replacing the word 'kiwi' with 'banana' in the sentence 'I like kiwi'?

Which of the following best exemplifies a 'fixed routine' in language use?

A presentation given to a group of colleagues, where they can ask questions at the end represents which speaking situation?

According to Speech Act Theory, what does the 'illocutionary act' primarily concern?

If someone feels insulted after hearing the statement, 'That was a creative solution,' which aspect of Speech Act Theory does this align with?

If a speaker says, 'I promise to pay you back tomorrow,' but has no intention of doing so, which felicity condition is being violated?

In reading, what element refers to the rhythm, stress, and intonation of speech, contributing to expressive reading?

Which scenario exemplifies a violation of the 'preparatory' felicity condition in Speech Act Theory?

In Speech Act Theory, which of the following scenarios best demonstrates a perlocutionary effect?

How does the 'Q&A' transformation primarily alter a student's comprehension and application of language structures?

Which of the following scenarios exemplifies a 'partially interactive' speaking situation?

Considering the elements of reading fluency, what underlying skill is most directly enhanced by focusing on prosody?

A highly skilled reader demonstrates exceptionally fast saccadic movements but struggles with interpretative and applied comprehension. Which underlying issue most likely contributes to this discrepancy?

A teacher aims to enhance students' affective comprehension skills using a complex literary text. Which instructional strategy would be most effective?

In applying the phonics approach to reading instruction, what is the most appropriate initial step to take when introducing new concepts to students?

A teacher notices a student consistently makes right-to-left eye movements while reading. What intervention strategy would best address this issue?

A language instructor is devising a series of pre-listening activities to prepare students for a complex lecture on climate change. Which activity would most effectively support deep comprehension and engagement with the lecture's content?

A language instructor notices that their students struggle to differentiate between the main points and supporting details in spoken lectures, even after multiple listenings. Which type of listening would be most beneficial for focusing on this specific skill?

A student is struggling to understand a lecture because they are unfamiliar with the topic being discussed. To improve comprehension, which activity should the student engage in before listening to the lecture?

A student is participating in a foreign exchange program and needs to improve their ability to quickly understand announcements made over the school's PA system, often filled with unfamiliar vocabulary and slang. Which approach would be most effective for enhancing this student's listening comprehension for this specific context?

Listening

Intensive Listening

Responsive Listening

Selective Listening

Extensive Listening

Bottom-up Listening

Top-down Listening

Talk as Performance

Display Questions

Audiolingualism

Humanistic Approach

Oral Language Development

Grammatical-Consciousness Raising

Transformation (+/-)

Substitution

Expansion

Fixed Routine

Interactive Speaking

Non-Interactive Speaking

Partially Interactive Speaking

Locutionary Act

Illocutionary Act

Perlocutionary Act

Phonics Approach

Whole Language Approach

Pre-Reading Stage

Initial Reading Stage

Reading to Learn

Fixation (Eye Movement)

Inter-fixation

Regressions (Eye Movement)

Lexical Comprehension

Literal Comprehension

Free Writing

Guided Formal Writing

Guided Informal Writing

Communicative Writing

Author's Chair

Proofreading symbol: New Paragraph

Proofreading symbol: Insert Comma

Beneficial Backwash

Referential Questions

Proofreading symbol: Capitalize

Why is Listening Important?

Receiving (Listening)

Understanding (Listening)

Evaluating (Listening)

Responding (Listening)

Q&A

Felicity Conditions

Perlocutionary

Preparatory Conditions

Comprehension

Interpretative Comprehension

Applied Comprehension

Affective Comprehension

Return Sweeps

Saccades

Remembering (Listening)

Listening Comprehension

Pre-Listening Activities

While-Listening Activities

Post-Listening Activities

Talk as Transaction

General Conditions

Sincerity Condition

Propositional Condition

Fluency

Essential Condition

Reading Rate

Reading to Learn New Information

Fixation

Controlled Writing

Accuracy (Reading)

Prosody (Reading)

Pre-Reading (Chall's Stages)

Perlocutionary Effect

Initial Reading (Chall's Stages)

Question & Answer (Q&A)

Multiple Viewpoints

Listening Importance

Talk as Interaction

Pre-Listening

Bottom-Up Processing

Top-Down Processing