Using IE Tasks for Oral Testing
Processing Instruction & Structured Input
Structured Output
Listening Comprehension
Potpourri
100
Obtaining the greatest amount of information about a learner's language in the shortest amount of time is referred to as: (A) efficiency (B) economy (C) evaluation (D) equality
(B) economy
100
How learners initially perceive and process linguistic data in the target language is called: (A) structured input (B) intake (C) processing instruction (D) input processing
(D) input processing
100
Which of the following is NOT included as part of the production process of the L2? (A) access (B) monitoring (C) production strategies (D) none of the above
(D) none of the above
100
True or False? Listening situations can be categorized according to two sets of features: +/- collaboration and +/- visual stimuli.
TRUE
100
True or False? Communicative burden is the trouble that a student has in communicating.
False...it is the responsibility of a test-taker to initiate, respond, manage, and negotiate an oral event.
200
What is the washback effect?
Tests should pattern activities done in class.
200
What makes structured input different from input?
I+1, learners forced to process target structure in context
200
Is a speaker's competence greater than his/her output? Explain.
Yes. Learners have more in their implicit system and can understand more than they are able to produce.
200
What is inference as it relates to listening?
The construction of meaning of something that was not specifically said.
200
How can structured output also be considered input?
One learner's output is another learner's input.
300
According to the rubrics presented in the chapter, what 3 competencies do they take into account?
Grammatical, pragmatic, and sociolinguistic.
300
Give an example of a structured input activity.
Matching, T/F, Y/N, multiple choice, names of classmates, etc.
300
Give an example of a structured output activity.
Information-exchange, task with steps
300
What is the difference between collaborative and noncollaborative listening situations? Give an example of each.
Collaborative - Listener participates. Conversation. Noncollaborative - Listener is passive. Lecture.
300
What do all the studies on processing instruction conclude relative to structured input and explicit explanation?
That structured input is the causitive variable in processing instruction, and that explicit explanation is not necessary if the SI forces learners to make form-meaning connections.
400
Name and describe THREE of the FOUR criteria for designing a good test.
Economy, relevance, acceptability, comparability.
400
What are the two components that make up "communicative value"?
+/- inherent semantic value and +/- redundancy
400
Terrell states: "access does not follow automatically from acquisition". Explain this.
Just because a learner has incorporated a form into the developing system doesn't mean that it can be retrieved automatically at any given time.
400
What is one of the strategic responses that Rost (1990) says that a skilled listener will display?
1. Switch points, 2. Participate in socially appropriate ways, 3. Cues to speaker, 4. Prompts to speaker, 5. Cues on alignment, 6. Evaluate speaker's contributions, 7. Aware of power asymmetries, 8. Speaker's intent, 9. Willingly participate in unequal encounters, 10. Repair, 11. Utilize gambits.
400
Name ONE of the principles of input processing and explain it.
Text p. 139
500
Explain the difference between the ACTFL Oral Proficiency Interview and the Israeli National Oral Proficiency Test.
ACTFL OPI: Conversation-like, warm-up, level check, probes. INOPT: four formats (interview, role play, reporting task, discussion)
500
What are the THREE components of processing instruction?
1. Learners are given information about target structure. 2. Leaners are informed of a processing strategy that may negatively affect their picking up the form. 3. Learners are pushed to process the form through structured input.
500
According to the authors, paradigms may serve one sole purpose for learners that may make them somewhat justifiable. What is that purpose?
As an affective function: learners feel more "secure" if they have this way to keep track of grammar.
500
Give THREE ways that classroom and nonclassroom collaborative listening differ.
Type of participation, participants, control, setting, social roles, purpose.
500
Complete the following analogy. INPUT : FORM and STRUCTURE :: OUTPUT : _______ and _______
ACCURACY and FLUENCY
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