Vocabulary
Define receptive and productive vocabulary.
Receptive Vocabulary: Words that students can recognize and understand when listening or reading.
Productive Vocabulary: Words that students can actively use when speaking or writing.
When a vowel is followed by one or two consonants at the end of a word, it usually has a ______ vowel sound.
A. Short B. Long
A. Short
True or False?
Some English words have no stressed syllables.
False.
Every English word has at least one stressed syllable.
Name and define two listening activities.
Show & Tell, Total Physical Response (TPR), T/F Listening, Dictation, Dicto-Comp, Focused Listening, Problem-Solving Activities
Define skimming and scanning.
Skimming: Reading quickly to understand the main idea or general meaning of a text.
Scanning: Reading quickly to locate specific information in a text.
What are high-, mid-, and low-frequency vocabulary words? Explain how you would design a level-appropriate vocabulary lesson based on these categories.
High-frequency vocabulary: Words that are used very frequently in everyday communication
Mid-frequency vocabulary: Words that occur less frequently but are useful in a variety of contexts
Low-frequency vocabulary: Words that are rarely used in everyday communication, often including specialized or technical terms
Level-Appropriate Vocabulary Instruction:
Beginning students: Focus primarily on high-frequency vocabulary needed for everyday communication.
Intermediate students: Continue developing high-frequency vocabulary while introducing more mid-frequency words.
Advanced students: Introduce more sophisticated and low-frequency vocabulary based on their academic, professional, and personal needs.
True or False?
Beginning-level readers should receive more emphasis on top-down strategies than on bottom-up skills.
False.
Beginning-level readers need a strong bottom-up component to develop foundational skills, including word recognition, vocabulary, and grammatical processing. However, top-down strategies should also be incorporated to support comprehension.
At the beginning of the semester, we studied several language acquisition theories. Which theory is most widely applied in modern language classrooms?
Interactionism
Interactionism emphasizes that language acquisition occurs through meaningful interaction and communication with others.
There are several factors to consider when selecting listening materials. Name two of them.
Speech Rate, Student Interest and Relevance,
Background Knowledge, Length & Number of Listenings, Cultural Appropriateness, Vocabulary Level (Level-appropriateness)
True or False?
Prosodic features also carry a great deal of communicative information.
True.
True or False?
An English word can function as only one part of speech.
False.
What is the top-down reading strategy? Give two examples of reading skills that use this strategy.
Top-down Strategy: Using the big picture, such as background knowledge and context clues, to understand a text.
Examples:
Previewing, Predicting, Activating Prior Knowledge, Making Inferences, Skimming, Using Context to Guess the Meaning of Unknown Words
There are several aspects of pronunciation that should be taught in language classrooms. Give two of them.
Accurate Pronunciation of Individual Sounds, Syllable Stress, Word Stress in Sentences, Intonation, Enunciation (Producing sounds clearly and distinctly)
What are three obstacles ESL students face when listening to spoken English?
Reduced Forms in Spoken English
Distinguishing Small Differences Between English Sounds
Intonation and Emphasis Cues
Different Accents
Understanding a Great Deal of Vocabulary
Understanding Grammar Structures
Understanding Cultural Background Knowledge
Rapid Speech & Linking Sounds
What are the two areas that should be addressed in your lesson plan rationale?
Topic and Skill
For beginning-level students, which is more important: grammatical accuracy or vocabulary development? Explain why.
Vocabulary development is more important for beginning-level students because they need basic vocabulary to communicate. Even with limited grammatical knowledge, students can communicate meaning if they know enough words.
What is the bottom-up reading strategy? Give two examples of reading skills that use this strategy.
Bottom-up Strategy: Using individual words, grammatical structures, and sentence-level information to understand a text.
Examples:
Decoding words, Identifying word meanings, Analyzing grammatical structures, Recognizing sentence structures, Identifying specific details, Recognizing cohesive devices (e.g., pronoun references and conjunctions)
Give three examples of minimal pairs.
ship / sheep (/ɪ/ vs. /iː/)
bat / pat (/b/ vs. /p/)
light / right (/l/ vs. /r/)
In psychology, _________ _________ refers to a person's ability to function effectively in uncertain situations. In language education, it refers to the ability to communicate effectively without understanding every single word.
AMBIGUITY TOLERANCE
________ is a subfield of linguistics that studies how context contributes to meaning.
→ Meaning depends on where, when, and how an utterance is produced.
*Where and when: the social and situational context
**How: tone of voice, intonation, facial expressions, etc.
Pragmatics
Define breadth and depth of vocabulary knowledge.
Breadth: The number of words students know.
Depth: How well students know each word, including its various meanings and uses.
Define intensive reading and extensive reading activities.
Intensive Reading: Reading short, challenging texts carefully to understand specific details, vocabulary, and grammatical structures, with teacher support.
Extensive Reading: Reading large amounts of interesting, easy material for pleasure and general understanding, with an emphasis on developing reading fluency.
Vocabulary Coverage:
Intensive Reading: Students may encounter more unfamiliar vocabulary and receive teacher support. (Ideally, students should already know about 75% of the words.)
Extensive Reading: Students should already know 95–98% of the words.
According to Searle, what is the minimal unit of human communication? Give three examples.
Speech act
Examples:
Requesting: "Could you open the window?"
Apologizing: "I'm sorry I'm late."
Promising: "I'll help you tomorrow."
Why is schema building important in a listening class?
Schema building activates students’ background knowledge and helps them predict and understand what they are going to hear.
________ _________ is the ability to understand a speaker’s intended meaning and use language appropriately in different social contexts.
Pragmatic Competence