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year 4:applied > applied linguistics ch 1-3 > Flashcards

applied linguistics ch 1-3 Flashcards

1
Q

what is “concerned with solving
or at least ameliorating social problems involving language.”

A

Applied linguistics

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2
Q

the theoretical and empirical investigation of real-world problems in which language is a central issue

A

Applied linguistics

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3
Q

true or false :
applied linguistic is using what we know about (the language) , how it is learned and how it is used to solve a problem or achieve some purpose in the real world

A

true

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4
Q

true or false :
the primary concerns of Applied Linguistics have
been first language acquisition theory, second language
pedagogy and the interface between the two, and it is these areas
which this volume will cover”

A

false

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5
Q

choose :
concerns of applied linguistics:

a) second language acquisition
b) second language pedagogy
c) grammatical function
d) all of the above
e) a and b

A

e

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6
Q

true or false:

Grabe‟s definition is
not far away: “the focus of applied linguistics is on trying to resolve
content-based problems that people encounter in the real world

A

false -language

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7
Q

true or false :
the distinction between
real and non-real in “applied linguistics” is a clear line .

A

false - flaky

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8
Q

true or false :

Kaplan proposed that applied linguistics is
simply not in the business of developing new theories. Its concern is with
new data.

A

t

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9
Q

t or f:
linguistics is concerned with new data

A

f: new theories

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10
Q

t or f :

the linguistics that will
be of most use to the upcoming applied linguistics will be analytic
linguistics

A

f- descriptive

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11
Q

t or f :
applied linguistics is more of a subject than a discipline

A

t-

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12
Q

t or f :

it may be appropriate for
linguistics to study scientific texts does not mean that science is part of linguistics.

A

t

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13
Q

who said : “by nature we retain best
what is learned in our tenderest years.”

a) me
b) a guy from the roman rhetorician Quintilian.
c) another guy from the 17th century

A

b

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14
Q

in the belief that
“free curiosity has a more positive effect on learning than necessity and
fear.”

A

intrinsic motivation

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15
Q

wo supported the belief that “free curiosity has a more positive effect on learning than necessity and
fear.”

A

Around 400 ad, St Augustine

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16
Q

advocated an inductive approach to learning?

A

St Augustine

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17
Q

“secondlanguage” refer only to the language a person learns after his first one.

t or f

A

f - any langauge “second or third

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18
Q

what the different between a “second language” and a “foreign language”

A

between a “second” language,
which has societal functions in the community where it is learnt (e.g.,
English in India or English as learnt by an immigrant to the USA), and a
“foreign” language, which is learnt for contact outside the community
(e.g., French as learnt in the UK).

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19
Q

In the early days of second language
learning studies, this goal was conceived primarily in terms of communicative competence

A

f - grammar and vocabulary

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20
Q

discourse competence have been traditional focus of second language learning

t or f

A

f - linguistic competence

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21
Q

pragmatic competence, which enables speakers to engage by linking ideas in longer written texts,
maintaining longer spoken turns, participating in interaction, opening
conversations and closing them;

t or f

A

f- discourse competence

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22
Q

sociocultural competence involves knowing the suitable degree of formality and directness
t or f

A

f - sociolinguistic

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23
Q

sociocultural competence includes awareness of the
background knowledge and cultural assumptions which affect
meanings

t or f

A

true

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24
Q

transfer is how student relate what they learn with what they previously know about the language.

t or f

A

false - generalization

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25
Q

generalization is relation what we learn in second language with our mother tongue.

true of false

A

false- transfer

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26
Q

generalization is not only a hindrance to learning but also a major cause of error.

true or false ?

A

false- transfer

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27
Q

appropriate transfer from French to English is:

a) over using the present perfect
b) omitting the articles
c) understanding relative clauses

A

c

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28
Q

transfer from French into English that lead to error is the logical object that becomes a grammatical subject in the passive form.

true or false

A

false- appropriate transfer

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29
Q

transfer between two close languages can make learning easier

true or false

A

true

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30
Q

……………. the ability to go beyond the information given.

A

generalization

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31
Q

generalization can be seen the clearist when student are forming correctly.

t or f

A

f- when we see it in errors

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32
Q

overgeneralization can only happen in linguistic competence.

t or f

A

f - also higher levels of discourse

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33
Q

the phrase “what’s the matter “ is linguistic overgeneralization.

true
or false

A

false- they are over used from what is wrong ? to when asking for help

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34
Q

when a German speaker says “ I would have it done!” instead of “ I would have done it “ is a n example of

a) transfer
b) generalization
c) both

A

both

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35
Q

the Italian error “ i think to go to Spain” is …..

A

overgeneralization and transfer

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35
Q

simplification happens in the later stages of learning a new language.

t or f

A

f

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36
Q

” tea there !” is a example of …………
a) generalization
b) simplification
c) transfer
d) both transfer and simplication

A

d

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37
Q

formulaic speech is an example of simplification.

true or false

A

false- imitation

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38
Q

formulaic speech can only happen if you master the grammar point +.

true or false

A

false

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39
Q

when a teacher highlights the form that is a use of imitation.

true or false

A

false- generalization

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40
Q

the communicative methods where introduced in the 1960s and 1970s.

true or false

A

false 1970s -1980s

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41
Q

their was a greater focus on competence in language testing in the 1980s.

true or false

A

false- performance

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42
Q

what are the rules for a practical test.

a) knowledge of the grammar
b)control of language under real time.
c) talk within the context given
d) b and c

A

b and c

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43
Q

language testing is more of a sun genre of language teaching and doesn’t represent a core area in AL.

true or false

A

false - there are in fact grounds
for the view that language testing represents one of the core areas of
applied linguistics.

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44
Q

language tests control access to international
education by students studying through the medium of a second
language.
true or false

A

true

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45
Q

the importance of language tests is a function of the
social and financial roles they play.

true or false

A

false - social and political

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46
Q

the idea of formal language tests occurred in japan. where they
were used for the selection of individuals who would go on to be
trained to be the ruling elite.

true or false

A

false- china

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47
Q

language tests control the transition between school and higher education in some countries.

t or f

A

true

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48
Q

………..is a process of gathering information
about test-takers from observed performance under test conditions.

A

language testing

49
Q

language testing is the target of test inference.
true or false

A

false - is the mean of drawing the inference

50
Q

criterion is the target of language testing ?

A

yes

51
Q

A language
test is used to predict the student’s ability to cope with the demands of
the university settings.

true or false

A

true

52
Q

tests that require a need for a general or overall sense of
the second language ability of the test-taker are known as …

a) language test
b) constructing tests
c) proficiency test

A

c

53
Q

the ability to take part in communicative events depend on both the knowledge of linguists and sociolinguistic conventions

true or false

A

true

54
Q

sociolinguistic competence is …..

a) control of the linguistic system (including
grammar, vocabulary and pronunciation)

b) knowledge of the way language use is shaped by cultural
conventions in particular communities of use

A

b

55
Q

the ability to cope communicatively when one’s linguistic resources are not fully adequate is ………………

a) pragmatic knowledge
b) sociolinguistic competence
c) sociocultural competence
d) strategic competence

A

d

56
Q

the ability to construct coherent texts in speech and writing…..
a) pragmatic knowledge
b) sociolinguistic competence
c) discourse competence
d) strategic competence

A

c

57
Q

………………………….deliberate samples, in
this case of an individual’s language knowledge or language
behavior, in order to reach a conclusion about the likely general state
of that person’s knowledge or ability

A

language tests

58
Q

language tests doesn’t require technical expertise.

true or false

A

false

59
Q

………………. the process of gathering arguments
and evidence in support of the interpretations and uses we may wish
to make of test scores

a) test dependability
b) test validity
c) test construction

A

b

60
Q

tests are a value-neutral activities.

true or false

A

false- it involves implication of social value

61
Q

the representativeness of test content………

a) criterion validity
b) construct validity
c) content validity

A

c

62
Q

concerning
the coherence and defensibility of the theory (of knowledge, skill, and
so on) on which the test is based

a) criterion validity
b) construct validity
c) content validity

A

b

63
Q

the extent
to which measures produced by the test makes sense in the light of
other relevant measures.

a) criterion validity
b) construct validity
c) content validity

A

a

64
Q
A
64
Q

………………………..is the process of investigating the meaningfulness and defensibility of the inferences we make about individuals based on their test performance.

A

test validation

65
Q

…………………….is the process of
investigating the relationship between the claims of the test and
evidence in support of these claims, both from the test scores
themselves, or from independent evidence.

a) test scores
b) test investigation
c) validation of language tests

A

c

66
Q

“the extent to which an individual
possesses specific language learning ability is called language proficiency.

true or false.

A

false - language aptitude

66
Q
A
66
Q

current level of attainment in
second language is …..

a) language proficiency
b) language aptitude

A

a

66
Q

can be measured
before an individual commences second language study……

a) language proficiency
b) language aptitude

A

b

67
Q

language tests have a fundamental political character.

true or false

A

true

68
Q

tests can have a wash back effect, which means students can feel motivated and subconsciously do better on their next test.

true or false

A

false- means that they
may result in instructional programs or teaching practices changing to
reflect the test contents because language teachers want their
students to do well on high stakes tests for many different reasons

69
Q

tests (continuous, ongoing
evaluation)
and assessments ((given at a single point in time)

t or

A

f - the opposite

70
Q

tests are usually contextualized .

true or false

A

f - assessment

71
Q

assessments are usually informal/

t or f

A

t

72
Q

tests are ongoing and continuous.

t or f

A

f- assessments

73
Q

tests deemphasize the grade or score

t or f

A

f - assessments

74
Q

the OPI is a written test by the British council.

t or f

A

f - oral proficiency test by the ACTFL

75
Q

the probe stage of the OPI is designed to provide a short context for interactive
language use

t or f

A

f- designed to see if the student can perform at a higher
proficiency level

76
Q

the role-play stage at the OPI is designed to determine the proficiency level —
Novice, etc.

t or f

A

f level check

77
Q

Probe is (designed to see if the student can perform at a higher
proficiency level.

t or f

A

t

78
Q

The OPI TEST takes about 45 min

t or f

A

f - 20 to 25 min

79
Q

thee OPI has five stages

t or f

A

t

80
Q

the goal of a role play in the OPI is to see if the student can handle a
simulated real-life situation.

t or f

A

true

81
Q

Another way of integrating teaching and testing is the use of
portfolios and scoring rubrics

t or f

A

true

82
Q

culture is intricately related to language and but due to its complexity it can be avoided in ESL.

t or f

A

f - culture is intricately related to language and therefore cannot
be avoided when a foreign language is taught.

83
Q

………………..s a broad term which involves the systematic way of
gathering reliable and relevant information for the purpose of making
decisions.

a) evaluation
b) assessment
c) tests

A

a

83
Q

Evaluation can make
use of tests but it is not limited to such forms.

t or f

A

t

84
Q

…………….used to assess and provide
early feedback on the students’ learning before tests, midterm and final
exams are administered.

a) evaluation
b) assessment

A

b

85
Q

formative assessments are usually in the form of formal tests .

t or f

A

f - summative

86
Q

formative assessment are in the form of informal tests and quizzes.

t or f

A

t

87
Q

……………………..is used to monitor the students’
progress during a course, to check how much they have learnt of what
they should have learnt

A

formative

87
Q

……………….s used at the end of a term, a
semester, or a year, to assess how much has been achieved by
individuals or groups.

A

summative assessments

88
Q

………………………. in the social sciences is the process of
quantifying the characteristics of persons according to explicit
procedures and rules

a) tests
b) evaluation
c) measurements

A

c

89
Q

consistently provide accurate measures of precisely the abilities
in which we are interested is the criteria of washback.

t or f

A

false - validity - reliability

89
Q

have a beneficial effect on teaching (in those cases where the
tests are likely to influence teaching is the criteria of washback

t or f

A

t

89
Q

………………….refers to the degree to which the gathered
empirical evidence supports the adequacy and appropriateness of the
inferences that are made from the scores

a) reliability
b) validity
c) measurement

A

b

90
Q

… relates to the perceived content of the test and its
perceived effect.

a) external validity
b) internal validity
c) construct validity

A

b

91
Q

…………refers to the surface credibility or public
acceptability of the test. It involves intuitive judgment about the test
content.

a) content validity
b) face validity
c) respond validity

A

b

92
Q

………….shows whether the test contains a
representative sample of the relevant language skills. It can be proved
by a systematic analysis of the test content carried out by experts

a) content validity
b) face validity
c) respond validity

A

a

93
Q

…………….. relates to procedures which compare students’
test scores with measures of their ability taken from outside the test.

a) external validity
b) internal validity
c) construct validity

A

a

94
Q

concurrent validity happen at the same time as the test.

t or f

A

t

95
Q

………………comparing the test scores of the
candidates with some other measure for the same candidates taken
roughly at the same time as the test.

a) concurrent validation
b) predictive validation

A

a

95
Q

………….nvolves comparing the students’ test
scores with some other external measure taken some time after the test
has been administered.

a) concurrent validation
b) predictive validation

A

b

95
Q

validity refers to the consistency with which a test can be
scored, that is, consistency from person to person, time to time or place
to place.

t or f

A

f - Reliability

96
Q

Reliability of scoring can be achieved more easily with objectively
scored tests (e.g. tests of writing and speaking comprehension),

t or f

A

f - listening and reading

97
Q

……………….is achieved if the same scorer gives the
same set of oral performances or written texts the same scores on two
different occasions.

a) intra-rater reliability
b) inter-rater reliability

A

a

98
Q

………………..refers to the degree of consistency of scores
given by two or more scorers to the same set of oral performances or
written texts.

a) intra-rater reliability
b) inter-rater reliability

A

b

99
Q

………………y refers to the efficiency in terms of the necessary
equipment, the time needed for setting, administering or marking the
test

a) validity
b) practicality
c) reliability

A

b

100
Q

a test that in reliable must be valid. but a valid test may not be reliable.

t or f

A

f - the opposite

101
Q

if the teaching is poor but the testing is good there will be harmful washback.

t or f

A

f - the teaching is good but the testing id bad

102
Q
A
103
Q
A
104
Q
A
105
Q
A
106
Q
A
107
Q
A
108
Q
A
109
Q
A
110
Q
A

year 4:applied (5 decks)

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