MAKING IT HAPPEN – CHAPTER 2

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MAKING IT HAPPEN – CHAPTER 2

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Alfredo Iannizzotto

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MAKING IT HAPPEN – CHAPTER 2


Froggy Jumps MAKING IT HAPPEN – CHAPTER 2Versión en línea MAKING IT HAPPEN – CHAPTER 2 por Alfredo Iannizzotto 2 What term describes the innate set of grammatical principles common to all languages? a Universal Grammar b Lexical Grammar c Transformational Grammar 3 Which theory focuses on deep structure and surface structure in sentences? a Transformational Generative Grammar b Universal Semantics c Generative Lexical Analysis 4 What allows children to acquire language rapidly despite limited input? a Language Acquisition Device b Cognitive Load Theory c Cultural Linguistics 5 What is poverty of the stimulus a critique of? a Learnability of Language from Input Alone b Poverty in Education c Linguistic Relativity 6 Which concept suggests parameter setting differs across languages? a Semantic frames b UG parameters c Phoneme inventory 7 Which term refers to knowledge of language structure? a Pragmatic Competence b Linguistic Performance c Linguistic Competence 8 What is the term for the abstract representation of sentence meaning? a Deep Structure b Lexical Entry c Surface Form 9 Which of the following is NOT a central Chomskian idea? a Language is learned solely through imitation b Universal Grammar c Innateness in grammar 10 Which concept argues that syntax operates independently of meaning? a Semantics-Phonology Link b Morphology-Syntax Bond c Syntax-Pragmatics Distinction 11 Chomsky's view on language biology emphasizes? a Biological basis for language b Language as a social construct c Language purely learned through culture 12 According to Ervin-Tripp, why do some people believe L1 and L2 acquisition cannot share a common theory? a Because transfer is always accurate and reliable b Because of two misconceptions about transfer and conceptual knowledge c Because L1 and L2 are completely separate processes 13 According to the text, dependence on L1 during L2 acquisition: a Disappears once proficiency increases b Remains constant regardless of proficiency c Never affects L2 outcomes 14 According to Ervin-Tripp, what hypothesis can we make about second-language learning in natural situations? a L2 learning is entirely random in natural settings b All second-language learners show similar processes such as overgeneralization, simplification, and c L2 learners show no shared developmental patterns 15 Which of the following is an example of overgeneralization? a Saying “sitted” instead of “sat” b Using accurate past tense forms c Using no incorrect forms at all 16 According to Taylor (1980), reliance on overgeneralization increases when: a Learners advance in the target language b teachers reduce input comprehensibility c learners remain at initial stages 17 Which misunderstanding does the text reject? a That L2 development is identical to L1 development b That only L2 is built from prior conceptual knowledge c That L1 is never involved in L2 learning 18 Which characteristic is true for both L1 and L2 learners? a Both make developmental errors and follow predictable stages b L2 learners never follow stages c Only L1 learners make errors 19 Which characteristic applies only to L1 learners? a No need for input b Requires a silent period c Immediate active use of all forms 20 Which factor is more typical of L2 learners? a Identical speed of acquisition to L1 b Less focus on form c More control over the input 21 According to the chart, modified input helps: a Both b L2 only c L1 only 22 Which of the following issues is more likely in L2 learners? a Being inhibited or anxious about errors b Perfect accuracy from the start c No concern for errors 23 According to Krashen, what is the main difference between acquisition and learning? a Acquisition is conscious; learning is subconscious b Acquisition is subconscious; learning is conscious c There is no difference 24 According to Krashen, which items become acquired? a Only explicitly taught rules b All language items automatically c Items that are able to pass through the affective filter and become intake 25 What factors make up the affective filter in Krashen’s model? a Nothing affects acquisition b Inhibitions, motivation, and personality factors c Only cognitive load 26 What is “intake,” according to Corder? a Only correct forms b All heard input c The part of input that is actually internalized 27 Learned items (rules) become part of the monitor and are used only when: a Never in real-time speech b The rules are simple, the learner focuses on form, and there is time to apply them c Always during fast conversation 28 Why is the monitor rarely used during normal conversation? a Rules are always automatic b There is not enough time to consciously apply rules during real-time communication c People forget rules quickly 29 The “optimal user” is defined as a learner who: a Applies the monitor appropriately, depending on the context b Always relies on explicit rules c Never uses the monitor 30 In which situation does Krashen believe the monitor can be most effective? a When taking grammar tests, writing papers, or giving planned speeches b In spontaneous dialogue c During casual conversation 31 According to Krashen, do learned rules become part of the acquisition store directly? a Only if taught explicitly b Yes, memorization is enough c No, they become acquired only through comprehensible input, not through memorization

MAKING IT HAPPEN – CHAPTER 2

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MAKING IT HAPPEN – CHAPTER 2Versión en línea

por Alfredo Iannizzotto

What term describes the innate set of grammatical principles common to all languages?

Which theory focuses on deep structure and surface structure in sentences?

What allows children to acquire language rapidly despite limited input?

What is poverty of the stimulus a critique of?

Which concept suggests parameter setting differs across languages?

Which term refers to knowledge of language structure?

What is the term for the abstract representation of sentence meaning?

Which of the following is NOT a central Chomskian idea?

Which concept argues that syntax operates independently of meaning?

Chomsky's view on language biology emphasizes?

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?