Making it Happen Chapter 2

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Making it Happen Chapter 2


Making it Happen Chapter 2Versión en línea Activity por Esteban Santana 1 According to Ervin-Tripp, why do some people believe L1 and L2 acquisition cannot share a common theory? a Because L2 learners have no conceptual knowledge b Because of two misconceptions about transfer and conceptual knowledge c Because children learn differently from adults d Because L1 is always acquired faster than L2 2 According to the text, dependence on L1 during L2 acquisition: a Increases as the learner becomes more proficient b Stays constant throughout the process c Disappears once proficiency increases 3 According to Ervin-Tripp, what hypothesis can we make about second-language learning in natural situations? a Learners rely exclusively on L1 transfer b All second-language learners show similar processes such as overgeneralization, simplification, and loss of medial items c Only adults show predictable developmental stages 4 Which of the following is an example of overgeneralization? a Saying “sat” instead of “sit” b Mixing L1 and L2 words c Saying “sitted” instead of “sat 5 According to Taylor (1980), reliance on overgeneralization increases when: a Learners advance in the target language b Learners have high L1 proficiency c Learners are in the silent period 6 Which misunderstanding does the text reject? a That L2 acquisition depends only on memorization b That only L2 is built from prior conceptual knowledge c That L1 learners use cognitive strategies 7 Which characteristic is true for both L1 and L2 learners? a Both require a silent period b Both have more control over the input c Both make developmental errors and follow predictable stages 8 Which characteristic applies only to L1 learners? a Requires a silent period b Has L1 as a resource c Familiar with other cultures d Can apply rules more readily 9 Which factor is more typical of L2 learners? a Less world knowledge b More control over the input c A universal silent period d Guaranteed high motivation 10 According to the chart, modified input helps: a Only L2 learners b Both c Only L1 learners 11 Which of the following issues is more likely in L2 learners? a Being inhibited or anxious about errors b Making developmental errors c Lacking conceptual knowledge 12 According to Krashen, what is the main difference between acquisition and learning? a Acquisition is conscious; learning is subconscious b Both are fully conscious processes c Both depend only on formal instruction d Acquisition is subconscious; learning is conscious 13 According to Krashen, which items become acquired? a Items that are able to pass through the affective filter and become intake b Items that are consciously learned in formal lessons c Items that the learner memorizes and practices repeatedly 14 What factors make up the affective filter in Krashen’s model? a Age, language aptitude, and previous schooling b Memory capacity, grammar knowledge, and pronunciation skills c Inhibitions, motivation, and personality factors 15 What is “intake,” according to Corder? a Any input a learner hears b The part of input that is actually internalized c The output produced during communication d Information learned in formal grammar lessons 16 Learned items (rules) become part of the monitor and are used only when: a The learner is anxious b The learner is in the silent period c The rules are simple, the learner focuses on form, and there is time to apply them d The learner is producing spontaneous speech 17 Why is the monitor rarely used during normal conversation? a There is not enough time to consciously apply rules during real-time communication b Monitoring requires no attention c Speakers forget the rules d Learners avoid using the monitor by choice 18 The “optimal user” is defined as a learner who: a Applies the monitor appropriately, depending on the context b Avoids monitoring in every situation c Uses the monitor only when speaking spontaneously d Is unable to apply rules during grammar tests 19 In which situation does Krashen believe the monitor can be most effective? a During casual conversation b During the silent period c When taking grammar tests, writing papers, or giving planned speeches 20 According to Krashen, do learned rules become part of the acquisition store directly? a No, because rules can never be acquired in any form b Yes, as soon as the learner memorizes them c No, they become acquired only through comprehensible input, not through memorization

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Making it Happen Chapter 2

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Making it Happen Chapter 2Versión en línea

por Esteban Santana

According to Ervin-Tripp, why do some people believe L1 and L2 acquisition cannot share a common theory?

According to the text, dependence on L1 during L2 acquisition:

According to Ervin-Tripp, what hypothesis can we make about second-language learning in natural situations?

Which of the following is an example of overgeneralization?

According to Taylor (1980), reliance on overgeneralization increases when:

Which misunderstanding does the text reject?

Which characteristic is true for both L1 and L2 learners?

Which characteristic applies only to L1 learners?

Which factor is more typical of L2 learners?

According to the chart, modified input helps:

Which of the following issues is more likely in L2 learners?

According to Krashen, what is the main difference between acquisition and learning?

According to Krashen, which items become acquired?

What factors make up the affective filter in Krashen’s model?

What is “intake,” according to Corder?

Learned items (rules) become part of the monitor and are used only when:

Why is the monitor rarely used during normal conversation?

The “optimal user” is defined as a learner who:

In which situation does Krashen believe the monitor can be most effective?

According to Krashen, do learned rules become part of the acquisition store directly?