Choose the best answer from A, B, C, or D

33 10. Permeability of interlanguage

B. Choose the best answer from A, B, C, or D

1. According to the behaviorism, human behavior including verbal behavior is dependent on three crucial elements of learning as follows, EXCEPT… a. stimulus, response, and reinforcement c. input, exposure, and environment b. stimulus, motivation, and environment d. motivation, input, and environment 2. Classroom environment in Audiolingual method is designed in such a way that there is a maximum amount of… a. group work b. role play c. comprehensible input d. mimicrymemorization 3. The followings are examples of positive reinforcement EXCEPT . . . a. a verbal praise c. a good grade b. a feeling of increased accomplishment d. a mock 4. Noam Chomsky views that much of language use … a. is imitated behavior e.g. children from their parents b. is created a new from underlying knowledge of abstract rules universal grammar. c. is learned by imitation and repetition d. is due to comprehensible input 5. Learning according to Cognitivism is characterized by the following features, EXCEPT… a. active b. constructive c. cumulative d. rote 6. All learning activities in cognitivism should be meaningful. In so doing, the teacher can do the followings, EXCEPT… a. Build on what the students already know b. Help the students relate new material to their life experiences and their previous knowledge c. provide a lot of pattern practices or drills and memorizations 34 d. Use inductive, deductive, or discovery learning procedures 7. Humanistic principles have important implications for education. According to this approach, the focus of education is . . . a. teaching b. learning c. training d. instruction 8. According to Nunan, humanistic approach to language teaching has a belief in the primacy of . . . within the learning process. a. rote learning c. meaningful learning b. affective emotional factors d. drills 9. Constructivism has the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Thus, knowledge must be … a. constructed by the learner c. supplied by the teacher b. handed down from generation to generation d. generated from the learner’s mind 10. One’s potential development cannot be manifested, if learning stops at object-regulation. It should be manifested by significant others in mediating learning, such as the following, EXCEPT… a. parents b. elders c. environment d. teachers 11. What follows are examples of ordinary Speech Act, EXCEPT . . . a. “I bet you ten dollar if it is raining this afternoon” b. “I warn you not to disturb my sister” c. “I watched a Bollywood movie last night” d. “I command you to finish your paper”. 12. Speech act usually contains verbs bet, warn, promise, name, etc. which are called . . . verbs a. performative b. constative c. imperative d. regular 35 13. The students’ ability to recognize and produce the distinctive grammatical structures of a language and to use them effectively in communication is called… competence. a. grammatical c. sociolinguistic b. strategic d. discourse 14. The students’ ability to interpret the social meaning of the choice of linguistic varieties and to use language with the appropriate social meaning for the communication situation is called…competence a. grammatical c. sociolinguistic b. strategic d. discourse 15. Classroom activities such as discussion groups, lectures, tape recorder, cooperative learning, etc. are likely most suitable for . . . learners. a. impulsive b. auditory c. visual d. kinesthetic 16. Extrovert learners commonly have the following traits as follows, EXCEPT . . . . a. warmth b. gregariousness c. assertiveness d. apprehensiveness 17. Selinker 1977 talked about cognitive strategies in second language learning, EXCEPT a. language transfer c. transfer of training b. strategies of second language learning d. error fossilization 18. The following features characterize an interlanguage the language of second language learner, EXCEPT . . . a. systematicity b. permeability c. fossilization d. variability 36 19. Selinker argues that interlanguage is resulted from the learner’s attempts to produce the target language construction. He mentions some learning processstrategies, EXCEPT . . . a. language transfer c. transfer of training b. overgeneralization d. fossilization 20. Many people die . . . because they are offers of the violence. Swedish offer = victim At the time he works in a fabric. Swedish fabrick = factory. I went every morning to spring. Swedish spring = run. These data are examples of . . . a. simplification errors c. overgeneralization errors b. transfer errors d. induced errors 21. Data: What did he intended to say? She did not wanted to learn English. I goed shopping yesterday. These data are examples of . . . a. simplification errors c. overgeneralization errors b. transfer errors d. induced errors 22. In Error Analysis, Linguistic Category classifies error according to either or both the language component and the particular linguistic constituent that is affected by an error. Language components may include EXCEPT . . . a. omission c. phonology b. syntax d. morphology 23. Research procedure in error analysis basically consists of three major stages: . . . a. elicitation, description, and explanation. c. identification, description, and explanation b. description, recognition, and explanation d. elicitation, identification, and description 24. Surface strategy taxonomy highlights the ways surface structure is altered; in this taxonomy, errors can be classified into the following terms EXCEPT . . . a. omission c. morphology b. addition d. misformation. 37 25. The term transfer errors refer to errors which are . . . a. the direct result of misunderstanding caused by faulty teaching or materials. b. the result of the learners’ first language knowledge. c the result of the learners’ incomplete knowledge of the target language d. the result of the overgeneralization of the target language rules. KEY 1. A 6. C 11. A 16. D 21. C 2. D 7. B 12. A 17. D 22. A 3. D 8. B 13.A 18. D 23. C 4. B 9. A 14. C 19. D 24. C 5. D 10. C 15. B 20. B 25. B Check your answer with and score your right answer. Use the formula below to find out your achievement level of this chapter in this module. Meaning of level of achievement: 90 – 100 = excellent 80 – 89 = good 70 – 79 = fair 70 = bad Level of achievement Score of the right answer = x 100 Total score 38 References Adjemian, C. 1976. “On the Nature of Interlanguage System.” Language Learning. 26: 297-- 320. Agustien, H.I.R. 2006.Text-Based Curriculum and Genre Approach. A plenary paper presented at UPI National Seminar, 27 February 2006. Ausubel, David. A. 1968. Educational Psychology: A Cognitive View. New York: Holt Rinehart Winston. Bhatia, V. K. 1993. Analyzing Genre: Language Use in Professional Setting. London: Longman. Brooks. N. 1964. Language and Language Learning and Teaching: Theory Practice. Chicago: Rand McNally. Brown, H. Douglas. 1994. Principles of Language Learning and Teaching. New York: Prentice Hall. Brown, H. Douglas. 2004. Teaching by Principles: An Interactive Approach to Language Pedagogy . London: Longman. Burns, A. 2001. “Genre-Based Approaches to Writing and Beginning Adult ESL Learners”. In C. Candlin N. Mercer Eds., English Language Teaching in its Social Context: A Reader pp. 200-207. London: Rout ledge. Butt, D., Fahey, R., Feez, S., Spinks, S., Yallop, C. 2001. Using Functional Grammar: An Explorer’s Guide 2nd ed.. Sydney: NCELTR. Canale, M. and M. Swain. 1980. “Theoretical Bases of Communicative Approach to Second Language Teaching and Testing”. Applied Linguistics 71-74. Celce-Murcia, M., Z. Dornyei, S. Thurrell 1995. Communicative Competence: A Pedagogically Motivated Model with Content Specifications. In Issues in Applied Linguistics, 62: 5-35. Chomsky, N .1965. Aspects of the Theory of Syntax. Cambridge: MIT Press. Coelho, Elizabeth. 1997. “Jigsaw: Integrating Language and Content”. In Kessler, Carolyn Ed 1977. Cooperative Language Learning. 39 Corden, R. 2000. Literacy and Learning through Talk: Strategies for the Primary Classroom. Buckingham: Oxford University Press. Corder, S. Pit. 1982. Error Analysis and Interlanguage. London: Oxford University Press. Depdiknas. 2005. Peraturan Pemerintah Republik Indonesia Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan. Jakarta: Depdiknas Republik Indonesia. Ehrman, M. 1999. Second Language Learning Difficulties: Looking beneath the Surface. Thousand Oaks. CA: Sage. Ellis, Rod. 2004. Understanding Second Language Acquisition. Cambridge: C U P. Fees, Susan and Helen Joyce. 2002. Text-based Syllabus Design. Sydney: Macquarie UniversityAMES. Holzer, Siegfried. 1994. From Constructivism to Active Learning, The Innovator No.2 Hyland, K. 2002. Genre in primary classrooms: The New South Wales NSW K-6 syllabus. In C. N. Candlin D. R. Hall Eds., Teaching and researching pp. 96-103. Harlow, Essex, UK: Longman. Hymes, D. 1972. “On Communicative Competence”. In J.B. Pride and J. Holmes Eds., Sociolinguistics pp.269-93. Harmondsworth: Penguin. James, Carl. 1998. Errors in Language Learning and Use: Exploring Error Analysis. London: Longman. Kay, H., Dudley-Evans, T. 1998. “Genre: What Teachers Think [Electronic Version]. ELT Journal , 524: 308-314.. Long, M. H. 1990. “The Role of the Linguistic Environment in Second Language Acquisition. In W.C. Titchie and T.K Bathia Eds Handbook of Second Language Acquisition. New York: Academic Press. Nunan, David. 1991. Language Teaching Methodology. New York: Prentice Hall. Oxford, R. 1994. Language Learning Strategies: an Update. Eric Clearinghouse on Languages and Linguistics. Washington, D.C. ED376707. 40 Paltridge, B. 1996. Genre, text type, and the language learning classroom. ELT Journal, 503: 237-243. Piaget, J. 1972. The Language and Thought of the Child. Ohio: World Publishing Company Rogers, Carl. 1951. Client Centered Therapy. Boston: Houghton Mifflin Company. Saville-Troike, Muriel. 2006. Introducing Second Language Acquisition. Cambridge: C.U.P. Schiffrin, Deborah. 1994. Approaches to Discourse. Cambridge: Blackwell. Selinker, Larry. 1977. “Interlanguage.” In Jack C. Richards Ed. Error Analysis: Perspectives on Second Language Acquisition . London: Longman. Skinner, B. F. 1957. Verbal Behavior. New York: Appleton-Century-Crofts. Sridhar, N.S. 1980. “Contrastive Analysis, Error Analysis, and Interlanguage: Three Phases of One Goal.” In Kenneth Croft Ed. Readings on English as Second Language. 91--119. Sternberg, R. 1996 Cognitive Psychology. New York NY: Holt, Rinehart and Winston, Inc. Swales, J. M. 1990. Genre Analysis: English in Academic and Research Settings. Cambridge, UK: Cambridge University Press. Vygotsky. L. 1978. Mind in Society. Cambridge MA: Harvard University Press. Watson, John, B. 1913. “Psychology as the Behaviorist Views It”. Psychological Review, 20: 158—177. Yule, George, 1996. Pragmatics. Oxford: O.U.P. 41

CHAPTER 2 FOREIGN LANGUAGE TEACHING METHODS