Select the best answer for each item.
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1 | | Within a traditional approach to form-focused output, how were the drills for a given grammatical point typically ordered? |
| | A) | communicative, meaningful, mechanical |
| | B) | mechanical, meaningful, communicative |
| | C) | meaningful, communicative, mechanical |
| | D) | meaningful, mechanical, communicative |
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2 | | Which of the following was not a potential benefit of structured output activities? |
| | A) | helps learners with accuracy |
| | B) | provides a technique of pattern practice |
| | C) | helps learners with fluency |
| | D) | provides structured input for other learners |
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3 | | Which of the following is a good example of Lee and VanPatten’s guideline “Present one thing at a time” for structured output activities? |
| | A) | limit a class hour’s activities to only one topic or subtopic |
| | B) | vary themes throughout a day but stay within one tense (past, etc.) |
| | C) | only present vocabulary or grammar in one day, not both |
| | D) | allow for varied activities in a class hour but focus on third person |
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4 | | Which of the following is not a good example of Lee and VanPatten’s guideline “Others must respond to the content of the output”? |
| | A) | drawing something in response to what they say |
| | B) | listening carefully and being ready to repeat |
| | C) | filling out a chart based on information shared |
| | D) | determining the truth value of statements made |
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5 | | What did Terrell find in his informal study on TPR and access times? |
| | A) | no difference between input group and input/output group |
| | B) | the input group accessed faster |
| | C) | the input/output group accessed faster |
| | D) | neither group was able to access successfully |
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6 | | Which of the following gives learners an opportunity to produce language in a context without focusing on a particular grammatical point? |
| | A) | a structured input activity |
| | B) | a structured output activity |
| | C) | an information exchange task |
| | D) | a paradigm |
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