|
participants/ objects
|
Example
|
Style
|
Literature
|
Find the target population form the
extract: Knowledge of core academic
vocabulary plays a
major role in many
gate keeping tests for
higher education and is critical to successful
academic
performance.( Csomay
E. & prades A.,2018)
|
higher education students
|
Knowledge of core
academic vocabulary
|
Tests
|
academic performance
|
What is target population in the research?
|
A population to whom the research could be generalized
|
The population in the world
|
prior researches
|
Specifically different answers
|
Subject attrition is when during the research….
|
Some participants are lost
|
Researcher lost his mind
because of the illness
|
One variable disappeared
because this notion
has stopped being used
|
Scoring close to the average
|
What is Case Study?
|
The in-depth study of instances of a
phenomenon in its natural context
|
Stating thoughts aloud,
taping and
analyzing
them
|
Analysis of spoken discourse
|
Getting close to the culture of the studied language
|
Quantitative research is characterized by…
|
The use of numbers to represent the data
|
The verbal description of its data
|
Describing the rules of research doing
|
Writing a Literature review
|
Qualitative research is characterized by….
|
The verbal description of its data
|
The use of numbers to
represent the data
|
The overview of the primary research
|
The description of the methods
|
What is the purpose of quantitative research?
|
Generalizing findings among large population
|
Uncoverin
g
informatio n in small purposeful
|
The overview of the primary research
|
The description of the methods
|
|
|
samples
|
|
|
What is the purpose of
|
quanlitative research?
|
|
Uncovering information in small purposeful samples Generalizin g findings among large population
|
The overview of the primary research
|
The description of the methods
|
|
What type of study can be used in qualitative research?
|
Case study
|
the
|
Survey
|
Questionnaire
|
Style
|
|
correct answer.
There are four main characteristics of ….: (1) meaning is primary; (2) there is a goal which needs to be worked towards
|
-
What is Survey
|
methodology?
|
|
Questining individuals on topic or topics and then
describing their responses
|
Stating thoughts aloud,
taping and
analyzing
them
|
Analyzing the corpora
|
Corpus-based study
|
|
Which of the followin
|
g
|
Questionnare, interview Interview, essay
|
Classroom observation, video lesson
|
Case study, brainstorming
|
|
are techniques of the
|
|
Survey method?
|
|
|
What closed-form questionnaire?
|
The items provide a set of alternative items answers
|
A question for discuss
|
Interview
|
rubric
|
What is Rubric?
|
A detailed definition of each level of rating scale
|
A portion of larger population
|
An explanation of the notion
|
The degree to which a treatment is correctly administered
|
What is Research Reliability?
The degree to which a datagathering procedures produce consistent results
|
The degree to which a measurem ent
procedure accurately captures
data and is used correctly
|
The degree to which a treatment is correctly administered
|
A statistics used in multivariable statistical procedues
|
|
How would you interpret CEFR?
|
Common European
Framework of
References
|
Common
English
Framewor k of
References
|
Complex English Frame Rules
|
Complex English Framework Reflection
|
Which 4 competences are taught in class within CEFR?
|
Listening, Speaking, Reading, Writing
|
Skimming,
Speaking,
Listening,
Reading
|
Grammar,
Listening, Speaking, Writing
|
Lexicology, Listening, Writing,
Reading
|
Within CEFR teaching and listening are based
on …
|
CLT
|
GTM
|
ALM
|
DM
|
An ability and knowledge of a
language user about
how, what and where
to speak appropriately
from the view point of culture, traditions,
shared rules and
norms…. Is a definition
of…
|
Communicative competence
|
Grammar competenc
e
|
Reading competence
|
Writing competence
|
An ability of understanding social meaning and being
understood within a social context is … .
|
Communicative competence
|
Competen ce in
grammar
|
Competence in logic
|
Competence in grammar and logic
|
How many aspects are there in
communicative competence?
|
4
|
10
|
8
|
12
|
The definition of CEFR is … .
|
is an international framework within
which the language ability of learner is explained and
assessed identically
(assessment)
|
is an
English
Facilitative
Rules within
which are
paid great
attention at the
grammar rules.
|
is common English teaching program
for learning stylistics and style.
|
is a commonwealth framework for
ELT students based mostly on the grammar of the language.
|
… is an international framework within
which the language ability of learner is
explained and assessed identically
(assessment).
|
CEFR
|
GTM
|
ALM
|
DM
|
What is not limited to assessment. It is also about teaching and learning?
|
CEFR
|
GTM
|
Lingua Franca
|
Communicative competence
|
The sister (she) of my friend (he), sitting in
front of me, is the best.
The meaning of this text depends on:
|
A social context
(whether she is or he is sitting)
|
A linguistic rule
|
A syntactical rule
|
A grammatical rule
|
What is the purpose of Linguistic competence?
|
discuss how linguistic
competence is tied
to form, meaning,
use
|
confirm
knowledge of the
building
blocks of language
|
to discuss the first feature of
communicative competence
|
Developing students’ working abilities
|
Who told that “...
the harmony between
thought and reality is
to be found in the
grammar of the language”
|
Ludwig Wittgenstein
|
George Lakoff
|
Mark Jonsen
|
Michel Foucault
|
How is language learnt at the level of linguistic competence?
|
through structure and meanings
|
through
form and structure
|
through meaning
and semantics
|
through phonetics and semantics
|
What units does the linguistic competence include?
|
phonology,
morphology, syntax, discourse
|
morpholog y, syntax, stylistics
|
morphology, syntax, discourse,
|
grammar, morphology, syntax, discourse
|
According to structural linguistics, how many elements is a
meaningful sign composed of?
|
2
|
3
|
5
|
4
|
What is “signifier”?
|
sound image
|
mental
image
|
meaningful image
|
meaningless image
|
What is “signified”?
|
mental image
|
sound
image
|
meaningful image
|
meaningless image
|
Linguistic competence is built upon structural linguistics of …..
|
Ferdinand de Saussure
|
Ludwig
Wittgenste
in
|
George Lakoff
|
Michel Foucault
|
According to de
Saussure, an objective phenomenon is characterized by …. the fact that
meaningful
words/sentences
exist independently of peoples’
interpretation of these words and sentences sentence patterns,
morpholog
ical
inflections, and lexical resources
|
phonological or
orthographic systems
|
sentence patterns and texts
|
|
|
What units does form,
|
as one of the linguistic
|
dimensions, consist of?
|
|
the sounds, written
|
|
symbols,
|
|
|
inflectional
|
|
|
morphemes,
|
|
function words, and
|
syntactic structures
|
|
the
sounds, written
symbols,
inflectional
morpheme s, and
function words
|
written symbols, inflectional
morphemes,
function words, and syntactic structures
|
grammatical structure, the sounds, and written symbols
|
What does pragmatic competence study?
|
Pragmatics studies the context within which an
interaction occurs as well as the
intention of the language user
|
Pragmatics studies the ability to
overcome
problems that
appear during
conversati on
|
Pragmatics studies the meaning within
which an interaction occurs as well as the intention of the language user
|
No correct answer
|
What is pragmatic competence
|
An ability to interpret and
convey meaning in social context
|
An ability to
overcome problems during
conversati on
|
An ability to use language rules
|
as a system of images
|
Who says: “Pragmatics deals with “what
people mean by their utterances than what the words or phrases
in those utterances might mean by themselves”.
|
Yule
|
CelceMurcia &
Olshtain,
|
Galperin
|
Komissarov
|
What do people do
|
while interpreting
|
words/sentences?
|
|
People while interpreting
words/sentences add their own
intentions to these words/sentences People while
interpretin g
words/sen tences
neglect
their own
intentions to these
words/sen tences
|
People while interpreting
words/sentences try not to add their
own intentions to these
words/sentences
|
No correct answer
|
|
A word/sentence at the level of form and
semantics may mean
…. thing, but it can be interpreted differently in use.
|
One thing
|
Two things
|
Many things
|
oral and written
|
What concepts help to teach pragmatic competence? All answers
|
Presupposi tions
|
Conversational implicature; Cultural schemata
|
The cooperative principle; Speech acts
|
|
Pragmatic competence needs to be taught in foreign language teaching classes?
|
as it enhances
students’ ability to
interpret meanings in social context, in real-life situations.
|
as it
enhances students’ ability to convey
meanings to the social context
|
as it enhances
students’ ability to
overcome problems in social context, in real-life situations.
|
grammar is at the heart of our ability to communicate with one
another
|
|
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