Chapter 10

Question 1

Pragmatic

Answer 1

Meaning based on context

Question 2

Invisible meaning

Answer 2

how we recognize meaning without it being written or said

Question 3

Linguistic context (co-text)

Answer 3

other words that affect our interpretation

Question 4

Physical Context

Answer 4

physical location will affect interpretation

Question 5

Deixis

Answer 5

pointers in a text that allows you to identify time and place

Question 6

Person Diexis, Place diexis, time diexis

Answer 6

person: him, them, she, those idiots)
Place: here, there ,that, near
Time: now, then , today

Question 7

Reference

Answer 7

the relationship of one linguistic expression to another, in which one provides the information necessary to interpret the other.

Question 8

Inference

Answer 8

use name to refer to something.
it is additional information used by the listener to create a connection between what is said and what
must be meant

Question 9

Anaphora

Answer 9

the use of a word referring to or replacing a word used earlier in a sentence, to avoid repetition

Another reference to an already mentioned entity.

Question 10

Cataphora

Answer 10

Begin with pronoun it then identifies entity

Question 11

Presupposition

Answer 11

What a speaker assumes is known or true by listener

Question 12

Pragmatic Markers

Answer 12

marks speakers attitude towards what is being said
ex: i mean, i don’t know, well

Question 13

The co-operative principle

Answer 13

underlying assumption that speakers are cooperating together
4 parts
Quantity: make contribution as informative as possible
Quality: do not talk about thinks that may not be true or accurate
Relations: be relevant
Manner: clear brief orderly

Question 14

Hedges

Answer 14

words/phrases to express uncertainty of what we’re saying
ex: around, like ,

Question 15

Implicatures

Answer 15

Indirectly implicating answer

Question 16

Politeness

Answer 16

showing awareness to another person’s face

Question 17

Negative and Positive face

Answer 17

Negative:
need to be free from imposition, independent

Positive:
need to be connected, to belong

Question 18

Speech acts

Answer 18

used to describe actions like requesting, commanding, questioning or informing

Question 19

Direct/Indirect speech

Answer 19

Direct:
Making statement
Indirect:
through question

Question 20

What kinds of deictic expressions are used here (e.g. We = person deixis)?
(a) We went there last summer.
(b) I’m busy now so you can’t stay here. Come back later.

Answer 20

(i) We (person deixis), went there (spatial deixis), last summer (temporal
deixis).
(ii) I, you (person deixis), here, come back (spatial deixis), now, later (temporal
deixis).

Question 21

How do we describe the pragmatic difference between the pair here and now versus there and then?

Answer 21

Speakers use here and now when talking about things close to them and there
and then for things distant or not close to them.

Question 22

What is the technical term for the phrase an old car in its relationship with it in the following utterance?
I have an old car, but it runs great.

Answer 22

Cataphora

Question 23

Second Language vs Foreign Language

Answer 23

setting is the difference between
SLA emerged into culture and language, foreign language taught formally

Question 24

Sustractive Bilingual

Answer 24

Loss of language

Question 25

Additive Bilingual

Answer 25

dual language

Question 26

Difficulties of L2

Answer 26

• insufficient time
  -focus
  -incentive

Question 27

L2 easy difficult

Answer 27

Easy:
Grammar, vocabulary

Difficulties:
pronunciation

Question 28

Critical age for SLA

Answer 28

ten to sixteen when the flexibility of our inherent capacity for language has not
been completely lost, and the maturation of cognitive skills allows a more effective analysis of the regular
features of the L2 being learned

Question 29

Affective Factors

Answer 29

• full textbooks, unpleasant classroom
  -lack of empathy (harder)

Children less affected

Question 30

Motivation SLA

Answer 30

Instrumental motivation:
they want to learn in order to achieve another goal.

Integrative motivation:
want to learn for social purposes

Question 31

Grammar- Translation method

Answer 31

Vocabulary lists and sets of grammar rules are used to define the target of learning,
memorization is encouraged, and written language rather than spoken language is emphasized

Question 32

Audiolingual method

Answer 32

emphasize the spoken language

Question 33

Communicative approach

Answer 33

the functions of
language (what it is used for) should be emphasized rather than the forms of the language (correct
grammatical or phonological structures). Classroom lessons are likely to be organized around
concepts such as “asking for things” in different social settings, rather than “the forms of the past
tense” in different sentences.

Question 34

Task based approaches

Answer 34

-small groups to exchange information or solve problems

Question 35

Focus on the Learner

Answer 35

error helps learn
clue of active learning process

Question 36

Transfer

Answer 36

Positive transfer:
errors from code mixing that help learning like similar structures

Negative transfer:
code mixing that does both help

Question 37

Interlanguage and Fossilization

Answer 37

inter language:
errors made with no relation to L1 or L2/ a pidgin

fossilization:
incorrectly applying rules from l1 language into l2 continuously

Question 38

Input vs output

Answer 38

Input :
language that learner is exposed to

Output :
language they produce

Question 39

Communicative Competence

Answer 39

general ability to use language accurately
3types:

grammatical: accurate use of words and structures

sociolinguistic competence: social context when to use expressions

strategic competence:
organize message effectively and compensate

Question 40

SLA Learning Strategies : Transfer and Simplification

Answer 40

Transfer: positive should be encouraged, negative discouraged

Simplification: avoidance, overuse, over generalization, reduction

Question 41

Situational continuum , monolingual mode, bilingual language mode

Answer 41

Situational continuum : induce different language modes
monolingual mode: communication with monolingual
bilingual language mode : communication with bilingual does code switching

Question 42

Interference(error), static interference, dynamic interference

Answer 42

Interference(error): deviation of language due to deactivated language
static interference: permanent traces of a language on another
dynamic interference : accidental errors that aren’t consistent

Question 43

Why do we say that mathematics is learned, not acquired?

Answer 43

conscious process of accumulating knowledge,
typically in an institutional setting. It is not acquired, because ability doesn’t
gradually develop without conscious effort,

Question 44

What is meant by “subtractive bilingualism

Answer 44

the loss of héritage language

Question 45

What are four typical barriers to acquiring an L2 as an adult compared to L1 acquisition as a child?

Answer 45

-insufficient time
-incentive
-focus
-critical period passed

Question 46

What aspect of language learning do you think “the Joseph Conrad phenomenon” refers to?

Answer 46

The ability of an adult L2 learner to master aspects of the written language, but to
speak with a distinct L1 accent, as exemplified by the writer Joseph Conrad.

Question 47

What are two affective factors that can create a barrier in classroom language learning?

Answer 47

dull textbooks; unpleasant classroom surroundings; exhausting
schedule of study/work; being stressed, uncomfortable, self-conscious,
unmotivated

Question 48

What is one personality trait that is a positive factor in language learning?

Answer 48

self -confidence, low anxiety, positive self-image, ability to overcome
inhibitions.

Question 49

Which approach to language teaching is characterized by oral drills?

Answer 49

audiloingual

Question 50

What is the difference between positive and negative transfer?
11 What happens when an interlanguage fossilizes?
12 What is the difference between the two types of motivation to learn another language?
13 What kind of input is necessary for acquisition?
14 What are the three components of communicative competence?

Answer 50

Positive transfer is when the learner tries to use knowledge about a feature of
the L1 that is similar to the L2. Negative transfer is when the learner tries to use
an L1 feature that is really different from the L2.
14.11 An interlanguage fossilizes when it contains many forms that do not match the
target language and no further progress is being made.
14.12 Learners with instrumental motivation want to learn the L2 in order to achieve
some goal, such as a graduation requirement or a desire to read L2 material, but
have no plans to take part in much social interaction. Those with integrative
motivation want to learn the L2 for social purposes and to take part in the social
life of the community using that language.
14.13 Comprehensible input or negotiated input.
14.14 Grammatical, sociolinguistic and strategic competence.