Unit 2

Question 1

In the 1950’s and 1960’s, language teaching was dominated by________.

Answer 1

The audio-lingual (USA) method and the situational approach (UK), which stressed the importance of language forms.

Question 2

The Communicative Approach to Language teaching was developed_____________.

Answer 2

in the mid 1970’s from linguistic approaches that paid more attention to meaning, as a reaction against formalism and structuralism in three areas: linguistics, sociolinguistics and linguistic philosophy.

Question 3

What did Chomsky (1965) introduced?

Answer 3

A meaning component into his model of transformational-generative grammar.

Question 4

What did Fillmore(1968) develop?

Answer 4

“Case Grammar”, which would include semantic roles and was very influential on Halliday, who had a functional view of language.

Question 5

What did Halliday (1978) define to refer to context?

Answer 5

1) Field: It is referred to the setting and subject matter.
2) Tenor: It is the relationship between the participants.
3) Mode: It is referred to the channel of communication.

Question 6

What do you know about sociolinguistics?

Answer 6

Whilst Chomsky viewed language as a biological phenomenon, the sociolinguist Hymes argued that Communicative Competence is knowledge of grammar and knowledge of the appropriate use of grammar in concrete situations of everyday life.

Question 7

What did linguistic philosophers emphasize?

Answer 7

That language is used not to only to represent states of affair, but to participate in all kinds of verbal social interactions: asking questions, giving commands, expressing wishes, making promises. These different uses are known as speech acts(Austin 1962; Searle 1969).

Question 8

What is Pragmatics?

Answer 8

It is a discipline which studies how language is used for communicating.

Question 9

Following, Canale and Swain (1980) and Canale(1983), who expanded the notion of Communicative Competence, what are the four basic sub-competences?

Answer 9

1. Linguistic or grammatical competence.
2. Sociolinguistic competence.
3. Discourse competence.
4. Strategic competence.

Question 10

According to the CEFRL, the Communicative Competence includes…

Answer 10

Linguistic, Sociolinguistic and Pragmatic Competence.

Question 11

What does verbal communication encompass?

Answer 11

1. The phonology.
2. The morphology.
3. The syntax.
4. The semantics.
5. The words or lexicon.
6. Formulaic language.

Question 12

When speaking, we have to structure our discourse through:

Answer 12

1. Appropriateness
2. Coherence
3. Cohesion

Question 13

What are the 4 cooperative principles of maxims?

Answer 13

1. Maxim of quality.
2. Maxim of quantity.
3. Maxim of relevance.
4. Maxim of manner.

Question 14

What are methodological principles for teaching verbal communication?

Answer 14

1. Principle of activity.
2. Principle of motivation.
3. Principle of individualization.
4. Principle of socialization.

Question 15

What is nonverbal communication?

Answer 15

It is a process of generating meaning using behaviour rather than words.

Question 16

What are the main four areas of nonverbal communication?

Answer 16

1. Proxemics
2. Chronemics
3. Movement and body position
4. Paralangue

Question 17

What is Proxemics?

Answer 17

It is about positioning, orientation, space and physical contact.

Question 18

What is chronemics?

Answer 18

It is the study of the use of time in non-verbal communication.

Question 19

Regarding movement and body position, we can distinguish between…

Answer 19

1) kinesics, which is the study of body movements
2) posture, to determine a participant’s degree of involvement
3) gesture, which is a non-vocal bodily movement that transmits meaning
4) haptics, which is the study of touching in non-verbal communication
5) eye gaze, which refers to the role of the eyes in non-verbal communication.

Question 20

What do we know about paralangue?

Answer 20

Even speech contains paralinguistic elements, including voice quality, rate, pitch, volume and speaking style, as well as prosodic features such as stress, rhythm and intonation.

Question 21

What do we know about the notional-functional syllabuses?

Answer 21

The emergence of the Notional-functional syllabuses dates from Wilkin’s 1972 study. The work of Wilkins and a group of experts culminated in the Council of Europe Threshold Level Syllabus and became widely-known. It began to be used in the classroom with the publication of courseworks such as Brian Abbs and Freebairn’s “starting strategies” (1977). Having said this, let us continue with Communicative Language Teaching.

Question 22

Gestures for ‘work in pairs’, ‘open your books’, ‘listen’ and ‘write’ are universal, while…

Answer 22

individual teachers have developed nonverbal repertoires involving systems for 1) instruction (for example, the use of fingers to represent words)
2) correction (gestures to indicate time, tense and other linguistic features), and 3)management. (Maintain eye contact).

Question 23

What is TPR?

Answer 23

It is an approach originally developed in the 1960s in America by James Usher .TPR links learning to physical actions and ensures that learners will hear a lot of natural English in meaningful contexts without having to respond verbally.

Question 24

Earnheardt and Dan O’Neill (2016) underlined that there are five functions of non-verbal communication:

Answer 24

1) Reinforcement.
2) Substitution.
3) Contradiction.
4) Accentuation.
5) Regulation.