ENG503 (FINALS) Solved Fall2019

32 MCQs; 8 Questions of 3 Marks & 4 Questions of 5 Marks

Time Duration: 120 minutes

1. Learners of English; often no clear relation between spellings and pronunciation.

2. Grammar adds meanings that are not easily inferable from the immediate context

3. Pronunciation lessons work best if they involve students in actual speaking

4. Creative nonfiction usually takes reality as its origin

5. Which of the following types of corpus contains texts from different period? Diachronic
Corpus.

6. In education the acronym ICE stands for: INTERANTIONAL CORPUS OF ENGLISH.

7. Most of the literary works included in the language courses belong to classical English
literature

8. Lesson plan works as a map - shows where you start, where you finish and the route to
take to get there

10. The process of collecting information about learner needs is called (Need Analysis)

11. An aim refers to a statement of a general change that a program seeks to bring about in
learners.

12. Which type of evaluation finds out what is working well, and what is not, and what
problems need to be addressed? Formative Evaluation

13. Instruction Skills is what most people think of as teaching.

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14. Assessment and grading are essential tasks for all educators.

15. Research is a process of constant exploration and discovery

16. The performance of ELT has remained below satisfactory in many EFL/ESL contexts
including Pakistan

17. In education, ELT stands for (English Language teaching).

18. The social contexts of Emily Bronte’s novels need to be understood in the context of
Victorian morality in Britain.

19. According to Fairclough (1995), ideologies are acquired, expressed and enacted with the
help of language.

20. All the prosperous nations have developed a/an ‘research culture’.

Q. Ways Deductive Approach is criticized by Adamson?(3)

Criticism of DA (Adamson)

1. Teaches grammar in an isolated way.

2. Little attention is paid to meaning.
3. Practice is often mechanical.

Q. Three assumptions of Critical Discourse analysis?(3)

 Language use is always social.

 Discourse both reflects and constructs the social world.
 Power relations are discursive.
 Discourse does ideological work.
 Discourse is historical.
 The link between text and society is mediated. Discourse is a form of social action.

Q. What do you understand by the phrase “Controlled Practice” in the classroom? Enlist two
examples. (3)

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It focuses only on the target language giving students many opportunities to use it. Here are a
few examples:

 Drills and gap-fill

 Sentence completion
 Quizzes and tests
 Games, Information search, dictation, etc.

Q. Two benefits of describing ‘objectives’(3)

 They facilitate planning: once objectives have been agreed on, course/ planning,
materials preparation, textbook selection, and related processes can begin.
 They "provide measurable outcomes and thus provide accountability: given a set of
objectives, the success or failure of a program.

Q. Any six trends of research in ELT (3)

1. English Language Curriculum, Assessment, and Reform

What should be taught to students on different levels? How can school/university programs be
organized to optimize the English Language Learning development of students? What processes
can be employed to enable teachers and policy makers to understand the strengths and
weaknesses of schools?

2. Individual Differences

L2 Motivation, anxiety, attitudes, aptitudes are powerful contributor to the learner’s ability to
learn a language.

3. Learner Autonomy and Self Efficacy

The learner’s autnomy is very much important to make him a successful learner.

4. Course and Material Development

It is according to the needs of students and changing trends of the use of English in various social
and Academic fields. Not only development but the division is also a popular area of research.

5. Learning and Teaching Strategies

They are also very much important in various contexts.

6. Error Analysis

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It includes systematic methods to analyze learners’ errors. It also includes identifying,

describing, and explaining student’s errors.

Q. Define the term “Face” in the context of Pragmatics.(3)

It is defined as “the public self-image that every member wants to claim for himself”, and the
efforts made by interlocutors to “maintain each other’s face”. Under politeness theory, there is a
positive and a negative face.

Positive face reflects the desire to have one’s self-image approved of by others.

Negative face is a part of personality that desires not to be imposed upon.

Q.View of the Critical Period Hypothesis about age factor in language learning. (3)

Some linguists support the idea, known as the Critical Period Hypothesis that a learner needs to
begin learning the language before age 7 in order to develop native-like pronunciation.However,
more recent research suggests that other factors (environment, motivation, etc.) may be more
important factors in the development of native-like pronunciation (Schaetzel, 2009).We do not
yet have clear-cut evidence for a simple and straightforward link between age and the ability to
pronounce a new language. The primary aim is that students be understood. Good pronunciation
is needed for this, but a “perfect accent” is not (Harmer, 1991).

Q. What kind of educational learning material do computer Techonologies promote?(3)

To Levy it is, ‘the search for and study of applications of the computer in language teaching and
learning’. To find ways for using computers for the purpose of teaching and learning the
language.

Computer technologies promote educational learning, including:

word processing, presentation packages, guided drill and practice, tutor, simulation, problem
solving, games, multimedia CD-ROM, and internet applications such as e-mail, chat and the
World Wide Web (WWW) for language learning purposes.

Q. What kind of information is provided by curriculum?

Or Q. What questions does the curriculum address?

1. What is the purpose of educating students in this particular institution / educational level?

2. What kinds of knowledge should students is taught?

3. What kinds of learning experiences do the students need to go through in order to acquire the
knowledge and achieve our purposes?

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4. What kinds of teaching methods should be used to help students acquire the knowledge and
achieve our purposes?

5. How should these learning experiences be organized?

6. How should we assess learners in order to see whether the purposes have been achieved?

By answering these questions, a curriculum provides information on: the goals of education,
subjects to be taught, activities learners should be engaged in (how), methods and materials,
allocation of time and resources and assessment of students and of the curriculum itself.

Q. How does one gain cultural intelligence?

First -- Increase your awareness of your own cultural values, beliefs, traditions, and norms and
how they affect your behavior.

Next -- Appreciatively observe everyday school life and ask non-judgmental questions. Make
tentative assumptions about the culture. Check your assumptions through additional observations
and/or discussions with individuals familiar with the culture. Learn from your mistakes. Study
and practice the language. Finally - Adapt some behaviors that enable you to function in the
culture.

An Activity to Gain Insight into a School Culture: A cultural interview activity -- Encourage
students or teachers to think about school culture and share their thoughts with the teacher.

Following questions can be helpful in such interviews:

 What would your friends tell a new student about this school?
 What is the one thing your friends would most like to change about this school?
 Who is a hero at this school? Why?
 What is your friends’ favorite thing about this school?
 What do your friends think a new teacher should know about this school?

Q. Define plot

The primary threads of your story form the plot. The plot is moved forward through the actions
of the characters. It is driven from the inciting incident or ordinary world, through the changes
that lead to the conclusion and denouement. Plot is not the story. Plot is a series of events you
have devised, and these events may not even occur linearly.

Q. Define preparing

The creative process begins in preparation, which includes active reading, imitation, research,
play and reflection: all conscious actions. The time when you are settling your project, deciding

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exactly what you are going to do. In this stage, you are also researching ways to help you achieve
it, including researching history and other factual data for fiction and creative nonfiction.

Ask yourself two questions:

• What am I preparing for?

• How shall I do this

Q. Elements of CA

CA introduced a continuing major theme of SLA research: ‘the influence of L1 on L2’. It

involves predicting and explaining learner problems based on the comparison of L1 and L2 to
determine similarities and differences. It is influenced by the theories of Structuralism and
Behaviorism. The focus of CA is on the surface forms of both L1 and L2 systems and on
describing and comparing the languages one level at a time – generally contrasting the
phonology of L1 and L2 first, then morphology, and then syntax. Lexicon and discourse usually
receive little attention. Following behaviorist view, CA assumed that language acquisition
essentially involves habit formation in a process of Stimulus – Response – Reinforcement (S-
RR). Assumption - transfer of elements acquired in L1 to the target L2. The process of CA
involves analyzing roughly comparable segments of the languages for elements which are likely
to cause problems for learners. Effective teaching would concentrate on areas of differences and
prepare materials accordingly.

Q. Socio- contextual and relational factors

Possible Relationships Between Language and Society

There are different theories on relationship between language and society.

 Social structure may either influence or determine linguistic structure and/or behavior
(AgeGrading).
 Linguistic structure and/or behavior may either influence or determine social structure
(Whorfian hypothesis).
 Language and society may influence each other (Marxist View).
 There is no relationship at all between linguistic structure and social structure
(Chomsky).

Q. Factors of language knowledge and awareness

1. Linguistics Factors • Teacher needs to understand the system and function of the second
language and the differences between L1 and L2 of the learner. • A teacher should know
how to speak and understand a language. He/she should attain the technical knowledge

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required to understand and explain the system of that language - its phonemes,
morphemes, words, sentences and discourses structures.
2. Learning Processes • How can a person ensure success in language learning? • What
cognitive processes are utilized? • What kinds of strategies are available to a learner and
which ones are optimal?
3. Age and Acquisition • To know about differences between children and adults’ learning
process. It is a common observation that children are better language learners than adults.
4. Instructional Variables • What are the effects of varying methodological approaches,
textbook, materials teacher styles and institutional factors?

Q. Cheating affects on individual and group learning.

Students do not remember when they copy from others when they do their own work. Students
are aware when cheating is allowed to occur - the teacher’s credibility is diminished, honest
students are disadvantaged, and they may feel compelled to cheat just to keep up. Unchecked
cheating can erode students’ motivation to learn.

Q. Approaches of need analysis

 Target-Situation Analysis (TSA) - focuses on the learner’s needs at the end of the
course and target level performance.
 Present-Situation Analysis (PSA) - focuses on the learners’ competence concerning
skills and language at the beginning of a course.
 Learning-Centered Approaches is a process of negotiation between individuals and
society, the latter including syllabus, materials, teaching method, etc., and divide needs
into necessities, lacks and wants.
 Strategy Analysis focuses on methods of learning i.e. preferred learning styles and
strategies

Q. Limitations of conversational analysis

 Lack of systematicity - list of all adjacency pairs is not exhaustive.

 Does not take into account pragmatic or sociolinguistic aspects of interaction.
 May be coupled with discourse analysis and cultural approaches.

Q. Strategies for teaching pronunciation

1. Cultivate Positive Attitudes Toward Accuracy

Teachers should create a classroom atmosphere in which learners work on their English
pronunciation in order to be understood.Background lesson on varieties of English will help
students work on specific pronunciation features.

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2. Identify Specific Pronunciation Features that Pose Problems for Learners

Prior language experiences have an impact on the way a language is learned, but these
experiences do not consistently have predictive value (Brown, 2000; Wardhaugh, 1970).
Develop lists of sounds that native speakers of particular languages may find problematic in
learning English. For example, speakers of Asian languages may have difficulty producing /l/
and /r/ sounds; speakers of Spanish may have difficulty in distinguishing between and producing
/sh/ and /ch/ sounds. The checklist can also be used to make learners aware of particular
problems.

3. Make Learners Aware of Prosodic Features It is extremely important to

comprehensibility. Prosodic training is for:

• Listen for rising intonation in yes/no questions.

• Compare question intonation in English with that of their native languages, imitate dialogues.

• Lead perception exercises on the duration of stress, loudness of stress, and pitch.

4. Focus on Developing Learners’ Communicative Competence

Learners need exposure to conversations so they can hear variation in pronunciation. Using
audio-, videotapes, especially of speakers of different varieties of English

Q. Types of reference

Endophoric Reference (Endophora) - where the interpretive source lies in the co-text. An
Endophoric reference can be divided into two sub-types:

Anaphoric Reference (Anaphora): where the referent lies in the prior text, e.g. respect a man,
he will do the more.

Cataphoric Reference (Cataphora): where the referent lies in the text to come, e.g. When I met
her, Mary looked ill.

Exophoric Reference (Exophora): where the interpretive source lies in the context, e.g. (Mary
is standing there) I like her.

Q. Course rationale

 Developing a course rationale

 Describing entry and exit levels
 Choosing course content
 Sequencing course content

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 Planning the course content

 Preparing the scope and sequence plan
 Course Rationale -- starting point in course development

Q. Disadvantages of IA

It may make learning process slow. The time taken to work out a rule may be at the expense of
time spent in putting the rule to some sort of productive practice. Students may hypothesize the
wrong rule - a danger where there is no overt testing of their hypotheses. It can place heavy
demands on teachers in planning a lesson; need to select and organize the data carefully so as to
guide learners to an accurate formulation of the rule. Some language areas (e.g., aspect and
modality) resist easy rule formulation. It may frustrate those students who prefer simply to be
told the rule.

Q. How to prevent cheating any 3 ways 3marks

 Make sure that your test accurately represents what you have taught.
 Define what cheating is before the first quiz or examination.
 Discuss what you consider cheating, what is unacceptable, and what you expect from
your students. (Peace Corps, n.d.)

Q. procedures of situational analysis

Oral approach is also known as Structural - Situational Method and Situational LT. It emerged in
Europe and the United States of America in 1920s and 1930s. This method was an attempt by
Harold Palmer and Hornby to present language items in a systematic way in the classroom.
Language was viewed as a system of structurally related elements i.e. phonemes, morphemes,
words, structures, and sentence types. These elements were must for the learners to master to
encode and decode the meaning.

Q. Six sub-genres of umbrella under non-fiction 3 marks

OR Six Sub-genres of Non-Fiction

Under the umbrella, it is called “Creative Nonfiction”, we might find a long list of sub-genres
such as: memoirs, personal essays, meditations on ideas, nature writing, travel writing, journals
or letters, cultural commentary, hybrid forms, and even, sometimes, autobiographical fiction. In
creative nonfiction, reality must be transformed into literature but remains recognizable. It is
grounded in life and vivid detail

Q. L2motivation self wla question 3 marks

Components of L2 Motivational Self System

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1. Ideal L2 self

 Portrays a range of qualities and aspirations one would like to own.

 Underlines the L2- related image of one’s ideal person.
 Can be an influential motivating factor provided the person one inspires to become is
proficient in L2.
 Relies on ‘the desire to reduce the discrepancy between [their] actual and ideal selves’
(Dörnyei, 2009, p. 29).
 The promotion of a hoped-for future self’ (MacIntyre et al., 2009, p. 195).
 Includes both ‘integrative and internalized instrumental motives’ (Dörnyei, 2009)

2. Ought-to L2 Self

 One’s inclination to develop certain qualities or skills to prevent negative and feared
outcomes in the future (Dörnyei, 2005, 2009).
 Primarily extrinsic and preventional in nature.
 It also incorporates those aspects of an individual’s future self which other people (such
as parents, family, friends) are perceived to desire for her/him – e.g., obligations.
 May play a more prominent role in Asian L2 contexts.

Q. Haliday wla question chapter no 38 start mein he ha 3= marks

Relationship Between Language and Education Halliday divided language learning into three
heuristic categories relevant to ELT:

 Language Learning
 Learning Through Language
 Learning About Language Language, education and development are interrelated in
language acquisition

Q. Curriculm vs syllabus . 3 marks

While a curriculum is a theoretical, policy document, a syllabus is a guide for teachers and
learners that indicate what is to be achieved. A curriculum is concerned with making general
statements about language learning, learning purpose, and experience, and the relationship
between teachers and learners. A syllabus is more localized and is based on the accounts and
records of what actually happens at the classroom level as teachers and students apply a
curriculum.

Q. Novel As communication.3 Marks

According to Helton, Asamani and Thomas (1998), the benefits of novels are:

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 Stimulate imagination.
 Help students to identify the emotions of the characters so that they can learn how others
cope with situations and problems similar to their own experiences.
 Examination of moral attitudes, while developing communication skills.
 Motivate students to become a lifelong readers.
 Help them master the skills that will enable them to acquire information, process this
knowledge, identify problems, formulate alternatives, and arrive at meaningful,
thoughtful, effective decisions and solutions.

Q. Types of dialect 3. Marks

Idiolect –

The speech variety of an individual speaker.

Sociolect –

A variety or lect which is thought of as being related to its speaker‘s social background rather
than geographical background. E.g., in India, social system “caste” determines which variety of a
language a speaker uses. Factors that contribute to bring variation in a Language : There are
many factors to cause variation like social situation, occupation, age, geography, education,
gender, social status/class, and ethnicity.

Q. Define Coherence...

It refers to the relationship which links the meanings of utterances in a discourse. Coherence
focuses on the unity of meaning. What is said or written should make sense in terms of people’s
normal experience of things. The key to the concept of coherence (“everything fitting together
well”) is not something that exists in words or structures, but something that exists in people. Not
all relations among the various parts of a discourse are explicitly marked. Still, we are able to
understand it because sociocultural and background knowledge.

A: Could you give me a lift home?

B: Sorry, I’m visiting my sister.

Q. Define Pidgin and creol...

Pidgin is a variety of language without native speakers which arises in a language contact
situation and operates as a lingua franca. Pidgin language, later on, can have native speakers, but
that pidgin is called creole

Q. Explain Rhythm...

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English speech resembles music as it has a beat. There are groups of syllables, within each
group there are strong and weak beats.

Our sense of self and community are bound up in the speech-rhythms of our first language
(L1).Therefore; it is common for students to feel uneasy when they hear themselves speak with
the rhythm of a second language (L2). They “sound foreign” to themselves usually
unconsciously. Teachers and students can overcome the difficulties and boredom often
associated with pronunciation by focusing their attention on the development of pronunciation
that is “listener friendly.”

Q. Explain Narrative view point...

Narrative Viewpoint: It relates to who is telling the story. Sometimes this is a character in the
story and sometimes it is an anonymous voice in the abstract that can be presumed.

Narrative Voice: It is unique characteristics of the narrator that make him distinguishable from
other narrators

Q. vocabulary

Vocabulary (the knowledge of words and word meanings) is one of the key building blocks in
learning a new language. Majority of meaning is carried lexically. Vocabulary is the total
number of words in a language one knows. It largely consists of ‘content’ words as opposed to
‘structure’ words. The term ‘word’, in vocabulary teaching, refers to expressions made up of one
or more terms which form units of meaning (Campillo). Therefore, idioms and multi-word verbs
such as phrasal and prepositional verbs (e.g., give up, to put up with) will be considered words in
the same way an single words (e.g., fan).

Q. motivation

Motivation involves the factors behind human actions; ‘why people think and behave as they do’
(Dörnyei, 2005, p. 1). Dörnyei, et al. (2006, p. 9) further elaborate that motivation deals with ‘the
direction and magnitude of human action, that is, the choice of a particular action, the persistence
with it and the effort expended on it’. It arises from a purpose and then guides human actions.
The concept of motivation seems to be a difficult and complex area to define. The
multidimensional nature and wide range of motives for human behavior make it impossible to
develop a comprehensive theory of motivation.

Q. Diglossia:

Diglossic situation exists in a society when it has two distinct languages which show clear
functional separation; that is, one is employed in one set of circumstances and the other is
entirely different set. “High” Versus “low” variety of a language.

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Q. Monolingual Corpra:

Monolingual Corpus is texts in one language only. Usually tagged for parts of speech and is used
by a wide range of users for various tasks from highly practical ones, e.g., checking the correct
usage of a word or natural word combinations, to scientific use, e.g., identifying frequent
patterns or new trends in language.

Q. Define Linguistic imperialism: (3)

Linguistic imperialism means the transfer of dominant language (and all the aspects of its
culture) to the speaker of other languages. For instance, the transfer of aspects of English
language to Urdu. Linguistic imperialism lingers not only in cultural spheres, but in ideological,
social, political and economic practices as well. To Phillipson (1992) “Linguistics imperialism
assumes the ‘active promotion’ of the language by the dominant class as an active expression of
power of the powerful over the powerless”. It is closely related to cultural imperialism, because
it is language which acts as a tool to mediate or permeate imperialism. Linguistic imperialism is
concerned with the study of ‘linguistic hierarchizations’. It addresses the issues of why some
languages come to be used more and others less.

Q. Teacher as tutor:

 Reads interesting materials aloud to students on the consistent basis

 Visits the school library regularly and set aside time for browsing and reading
 Explains to students, how to make a choice of what to read according to genre, level of
understanding and interest
 Tells them what s/he expect over a period.

Q. Lesson Planning:

A lesson plan is a framework for a lesson. It is an important tool that makes both the instructor
and the learner focus on the purpose of the lesson and enables learners to efficiently meet their
goals. A lesson is a unified set of activities that focuses on one teaching objective at a time.
Lesson plan works as a map - shows where you start, where you finish and the route to take to
get there. Lesson plans are the product of teachers’ thoughts about their classes; what they hope
to achieve and how they hope to achieve it. They are usually, though not always, in written form.
As many different kinds of plans as there are teachers.

Q. Intonation:

Speech also uses changes in pitch. Speakers change their voice by making it higher or lower in
pitch at their will, it is called Intonation. The rise and fall of voice may be very sudden or gradual
and can be put together in various combinations (rise-fall-rise, fall-rise-fall, etc.). Speakers use

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pitch to send various messages. Sentence stress and intonation work together to help speakers
send precise messages.

Q. Parallel Corpus:

It is a corpus consisting of the same text in two languages. The texts are aligned (matching
segments, usually sentences are linked). The corpus allows searches in one or both languages to
look up translations. The user can then observe how the search word or phrase is translated.

Q. Functional Notational Approach:

People who study and use a language are mainly interested in how they can do things with
language - how they can make meanings, get attention to their problems and interests. They are
only interested in the grammatical structure of the language as a means to getting things done.

Objectives

 To explain language in terms of how people use it to live.

 Adopts a semantic and pragmatic orientation inside the grammar.
 It does not see semantics and pragmatics as extra levels of organization but sees them as
integral to the organization of the grammar.
 Communicative meanings that learners would need in order to express themselves and to
understand others effectively.

Q. Background CDA:

Backgrounding: What is chosen to de-emphasize or leave out of the text. It can easily be
identified in newspaper reporting.

Presupposition: Background knowledge, assumptions, attitudes and points of view that the text
presupposes.

Q. Guess work in vocabulary:

It is to infer meaning from the context in the same way as native speakers do. It can be more
efficient in the long run. It give them confidence that many words can just be ignored. Encourage
students to adopt a positive attitude towards new words instead of the negative one (Help!!).

Q. Importance of Vocabulary in Learning language:

The more words a learner knows, the more they will be able to understand what they hear and
read, and the better they will become at expressing what they want to when speaking or writing.
Motivational impact raises achievement and confidence in L2 learning. Vocabulary helps

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students in becoming independent learners. Without words to express a wide range of meanings,
communication in an L2 just cannot happen in a meaningful way.

Q. Define CALL:

The acronym CALL appears to have been coined at the beginning of the 1980s. To Levy it is,
‘the search for and study of applications of the computer in language teaching and learning’. To
find ways for using computers for the purpose of teaching and learning the language. Computer
technologies promote educational learning, including word processing, presentation packages,
guided drill and practice, tutor, simulation, problem solving, games, multimedia CD-ROM, and
internet applications such as e-mail, chat and the World Wide Web (WWW) for language
learning purposes.

Q. COHERENCE types:

 Referential coherence (consistency in who or what is being talked about)

 Temporal coherence (when the events occur)
 Locational coherence (where the events occur)
 Causal coherence (why events happen).

Q. Discuss ‘Incubation’ as a process of writing creativity.(3)

It is about planning and preparation, may overlap with the incubation stage. In evolution stage,
dreams, daydreams, unconsciousness, and random writing play an important role. Incubation
creates an incoming wave of the subconscious that washes over the pages you will write.

Q. Write about use of ‘Generic Nouns and Pronouns’ as Salient features of African English. (3)

Use of generic nouns or pronouns in regionally characteristic ways.

E.g.

He is a real/whole person [i.e. an adult]. Other examples include the use of ‘boy’ by girls for
their friends and ‘footing’ to mean ‘walking’ in Zambia (Tripathi, 1990).

Q. Advantages of CALL:

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It offers great flexibility for class scheduling and pacing of individual learning, choosing
activities and content to suit individual learning styles (Oxford, et. al 1998). It allows us to
incorporate multimedia applications, video, sound, and text. CALL widened its scope, embracing
the communicative approach and a range of new technologies. It allows the learner to interact
with both the program and other learners (Felix, 1998). It is no longer one subject - division
between computer mediated communication and CALL. In the past, teachers had to book
computer rooms or language labs to go with their learners and allow them to use CALL software
with mostly drill-type exercises. Today, technology has become integrated into the classroom
physically and pedagogically rather than being an ad on. Computers particularly have come to be
seen and used as a tool to accomplish certain tasks or to communicate. Therefore, Garrett (2009:
719) defines CALL now as ‘the full integration of technology into language learning’ with its
three elements of theory, pedagogy, and technology, playing an equally important role.

Q. Common Communicative Methodologies:

There are some basic ideas which are common in modern communicative methodology such as:

1. Use of the Mother Tongue: Everyone has a different opinion about when, how and how often
a teacher should use the mother tongue of her/his students. You may find it necessary to give
instructions or explain certain items of grammar in the mother tongue.

2. Eliciting: By drawing on the board or use pictures to elicit such things as rooms, methods of
transport, etc. • To use mime to elicit such things as sports, everyday activities, etc. • To work
backwards from answers to elicit question forms; e.g., write ‘She's a doctor’ on the board to elicit
‘What does she do?

3. Board Work: When writing new vocabulary, try to make it clear what part of speech the
word is from. • If you only write single words, students may not remember whether it’s a verb or
a noun. • Write ‘a house’ instead of just ‘house’.

4. Drilling: The opportunity to practice saying a new word, phrase or structure in a highly
controlled environment.

5. Pronunciation: It involves ‘modelling’ the pronunciation of new language for students to

imitate. The modelling can either be done by the teacher or by playing the course book cassette.

Q. Factors of fiction Writing:

Merriam Webster defines fiction as, “literature in the form of prose, especially novels, that
describes imaginary events and people.” The key elements of writing fiction are character, plot,
setting, structure, issues, narrative voice, narrative viewpoint, action, dialogue, language, and
style or genre (Griffith University, 2012, p. 17).

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Character: These are the people (or animals, or creatures). They provide a human element that
allows readers to imagine themselves inside the story. John Gardner once wrote that character is
the heart and mind of your story – it is what makes it live.

Plot: The primary threads of your story form the plot. The plot is moved forward through the
actions of the characters. It is driven from the inciting incident or ordinary world, through the
changes that lead to the conclusion and denouement. Plot is not the story. Plot is a series of
events you have devised, and these events may not even occur linearly.

Scenes: They are often perceived beforehand by the writer as they dream their way through the
story. They are usually a location in which characters are seen and heard at close quarters, and
they accomplish some action which has an outcome directly bearing on the forward movement of
the story.

Form and Structure: are interchangeable terms because it is almost impossible to separate them
in the act of writing. The structures of literary fiction allow you to frame your decision: the
architecture of all the action; how you place incidents, and when; where you position and resolve
conflicts.

Issues: Stories have problems. These are the things that make characters take action and that
drive the story forward. It is the problems and the way characters solve these problems that make
stories interesting, and building an arcing theme or moral or meaning into the story.

Q. Language and Culture:

Language is formed by culture, while culture is influenced by language. Without language,

culture cannot be completely acquired nor it can be effectively expressed and transmitted and
without culture, language cannot exist. Thus, culture shapes languages and language is also
formed by it. Language is the medium of culture. Thanasoulas (2001) stated: “Language does not
exist apart from culture, that is, from the socially inherited assemblage of practices and beliefs
that determines the texture of our lives. In a sense, it is ‘a key to the cultural past of a society’ -a
guide to ‘social reality’ (Sapir, 1929, p. 209, cited in Salzmann, 1998, p. 41).

Example: This is clearly seen in immigrant societies, for example, in America. These
immigrants are accustomed to a certain language, and therefore, despite the assimilation, will
continue to use it and keep it alive, creating different and cultured societies in this foreign land to
keep the language alive.

Q. Difference between Presupposition and Entailment:

Presupposition Entailment
A presupposition is something the speaker An entailment is something that logically
assumes to be the case prior to making an follows from what is asserted in the

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utterance. Speakers, not sentences, have utterance. Sentences, not speakers, have
presupposition. It is treated as a relationship entailments. The relationship between two
between two propositions. sentences where the truth of one (A) requires
the truth of the other (B).
Example: • Mary’s dog is cute. (=p) • Marry Example: (A) The president was assassinated
has a dog. (=q) p >> q entails (B) the president is dead.
Q.Word Stress Rules : (goggled the answer)

To communicate clearly when you are speaking in English, it’s important to stress the correct
syllables in each word. This is called word stress, which means pronouncing one syllable of a
multisyllabic word with greater emphasis (stress) than the other syllables in the word. Here are
four general rules to keep in mind about word stress as you practice pronunciation:

1. Stress the first syllable of: o Most two-syllable nouns (examples: CLImate, KNOWledge) o
Most two-syllable adjectives (examples: FLIPpant, SPAcious)

2. Stress the last syllable of: o Most two-syllable verbs (examples: reQUIRE, deCIDE)

3. Stress the second-to-last syllable of: o Words that end in -ic (examples: ecSTATic,
geoGRAPHic) o Words ending in -sion and -tion (examples: exTENsion, retriBUtion)

4. Stress the third-from-last syllable of: o Words that end in -cy, -ty, -phy and -gy (examples:
deMOCracy, unCERtainty, geOGraphy, radiOLogy) o Words that end in -al (examples:
exCEPtional, CRItical)

Q. Importance of Writing poetry...

Poems are made up of lines of words that do not usually reach the far side of the page. Words
themselves possess a small amount of music because they are made up of syllables, which are
themselves made up of short and long speech sounds, and gradations between, just like birdsong.
It ishearing your own nature. Poetry is more natural an art form than you might have been led to
believe. Lines in your poetry are units of your time. Those units of time operate with the rhythm
of language, the beat of your species and of you.

Hugo suggests, how we feel about ourselves may color how we write poems.

Inside Poetry: In writing poems, you hear, see and feel every word, space and punctuation
marks intimately. Some poets write to preserve moments of significance, often small and
apparently trifling instants or perceptions

Observation and Memory are as talismanic to poetry as character and story are to fiction. Poems
try to create a small and clear world that goes on recreating itself every time somebody reads it -
perceptual and temporal clarity.

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Awakening Language - Language is made to live through poems, but the living language of
poetry does not simply begin and end with the meaning of your words, and those words combed
into lines and stanzas.Words are sticky with meaning, history and association, and these elements
are brought to life through their choice and combination – and by chance created by meter,
rhyme and form.

Q. Ideology. Variety. and culture define 5

Simpson (1993, p. 5) defines ideology as "assumptions, beliefs, value- systems which are shared
collectively by social groups”. These concepts are dependent on language, because it is with the
help of language that people express everything. The relationship of language and ideology has
been explicitly studied in CDA. To Fairclough (1995), ideologies are acquired, expressed and
enacted with the help of language. He further contended that any variable structure of language is
ideologically ‘marked’. When it comes to ELT, an understanding of the relationship between
language and culture is important for language learners, users and for all those involved in
language education.

Language is formed by culture, while culture is influenced by language. Without language,

culture cannot be completely acquired nor it can be effectively expressed and transmitted and
without culture, language cannot exist. Thus, culture shapes languages and language is also
formed by it. Language is the medium of culture. Thanasoulas (2001) stated: “Language does not
exist apart from culture, that is, from the socially inherited assemblage of practices and beliefs
that determines the texture of our lives. In a sense, it is ‘a key to the cultural past of a society’ -a
guide to ‘social reality’ (Sapir, 1929, p. 209, cited in Salzmann, 1998, p. 41).

Q. Code switching=5 marks

It is a process in which the bilingual speakers shift back and forth between one language or a
dialect and another language or dialect within the same conversation (Trudgill, 2003).
MyersScotton (1993) coined a cover term for “alternations of linguistic varieties within the same
conversation”.

Kinds of Code-switching

1. Situational Code-Switching

It is a tendency to used different codes in different situations. When code switching is

constrained by where speakers happen to be, it can be called ‘domain-based’ or ‘situational code
switching’. When it is constrained by who a speaker happens to be talking to, it can be called
addressee-based.

2. Metaphorical Code-sWitching

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Each of the code represents a set of social meanings is called metaphorical code switching.

Reasons for Code-Switching

 To show identity with a group

 Lack of facility/vocabulary
 Lack of register
 To seek attention (advertisements)
 To express emotions and amusement

Q. 5strategies for class room management 5 marks

1. Create an Effective Learning Environment

• Arrange the room to facilitate your proximity to students and your mobility.

• Greet students at the classroom door and tell them what to do when they enter the classroom.

• Learn every student’s name and something about each student.

• End class with a routine that summarizes the day’s accomplishments, reminds students what
they need to do to prepare for the next day, ensures materials are put away, and leaves the room
clean.

• Develop a set of written behavior expectations (rules and procedures) with the class.

• Make parents your allies.

2. Establish Classroom Procedures

3. Create a Motivational Environment

• Create an attractive, enriched environment by asking students to decorate their own classroom.
• Develop lessons at a level that challenges students.

• Give clear directions.

• Demonstrate consistently that you believe all students will learn.

• Make learning interesting by relating lesson content to the students’ life and society.

• Use vivid, novel, or different attention getters at the beginning of the lesson.

4. Make Every Minute Count - Begin on Time

• End on time.

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• A few minutes of class time saved every day could add up to hours of additional academic
instruction.

5. Keep Everyone Engaged:

Both low and high achievers to participate in discussions and answer questions.

Q. Staus of English in Pak.5 Mark.

English remained a foreign language in India for several decades after independence. Kachru
defines modern South Asian English (SAE) as ‘the educated variety of South Asian English’,
with, ‘varieties within this variety’. The passage of the Official Languages Act 1967 made
English co-equal with Hindi ‘for all official purposes of the union, for Parliament, and for
communications between the union and the states’ (Ferguson, 1996: 31). One important aspect of
the value of English in South Asia is its capacity to provide neutralization. Choosing a given
code in a multilingual context asserts one or more identities, for example, of religion, caste, and
educational attainment, in addition to signaling the message. Similar to India, in contemporary
Pakistan, English continues to have a central position in the national life.

Q. CDA 5 tools discuss .5

CDA and Framing:

The way in which the content of the text is presented to its audience, and the sort of perspective,
angle and slant the writer or speaker is taking.

Foregrounding:

What is chosen to emphasize.

Backgrounding:

What is chosen to de-emphasize or leave out of the text. It can easily be identified in newspaper
reporting.

Presupposition: Background knowledge, assumptions, attitudes and points of view that the text
presupposes.

Topicalization: What has been put at the front of each sentence to indicate what it is about.
Agency: Who initiates the action, agent-patient relationship – who does what to whom? ,Who
has the most authority and power in the discourse? What agents have been left out of sentences ?

Q. 5 points regarding Difference ASPECTS OF discourse ANALYSIS:

 Discourse as the social construction of reality.

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 Discourse and socially situated identities.

 Discourse and Performance: ‘a Discourse is a ‘dance’ (Gee, 2005, p. 19).
 While we say something, we also do it.
 Discourse and Intertextuality.
 Difference between spoken and written Discourse: Writing is more structurally complex;
spoken discourse has its own complexity.
 Grammatical intricacy.

Q. Scope of Research in ELT

In recent years, there has been a dramatic change in the scope of English language teaching
worldwide and an increasing demand for competent English language teachers, as well as for
language programmes. Its focus is on English language skills and competencies needed by
today’s global citizens. The teaching of English consumes a considerable portion of available
educational resources in many countries. English is not necessarily a neutral commodity offering
equal opportunities for all. English teachers need to appreciate the special status English has in
modern life. Research has gained significance in ELT and the façade of research has also
changed tremendously over the last decade. It subjects to numerous changes, innovations and
perspectives. The global spread of English and its impact.is a major reason of increasing research
trends in ELT.

Q. Benefits of Bilingualism.(5)

Bilingualism strengthens cognitive abilities.

Bilingual people tend to be more creative and flexible.

They can be more open-minded, and they also find it easier to focus on a variety of tasks
simultaneously.

And being able to speak two languages helps in other ways TOO.

Q. Relationship between language and identify with reference to ELT. (5)

Language can be defined as a shared set of verbal codes and as a generic, communicative
phenomenon especially in descriptions of instructions. In ELT, teachers and students use both
spoken and written language to communicate. Students learn to read and write - learn the
discourse of academic disciplines (academic literacies). When it comes to the discussion of
language and education, both definitions are important.

Relationship between Language and Education

Halliday divided language learning into three heuristic categories relevant to ELT:

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 Language Learning
 Learning Through Language
 Learning About Language

Q. Factors affecting L2 motivation

1. Cultural Interest L2 learners are represented important aspects of the socio-cultural

attributes of L2 community. It was observed that the awareness about the cultural items
of an L2 community influenced L2 attitudes of the learners. Even where direct contact
with the native speakers TL is rare, cultural products, such as books, media and music
provide L2 learners with the opportunity to be familiar with L2 community.
2. Attitudes Towards L2 Community Successful L2 learning is largely driven by learners’
attitudes towards L2 community. It focuses not only on learners’ attitudes towards L2
community and its ethno-linguistic vitality but also on their desire to meet with this
community and travel to the countries that belong to it.
3. Integrativeness Learners may want to integrate into the L2 culture and become similar
to the L2 speakers (Dörnyei et al., 2006).
4. Instrumentality (Promotion and Prevention) it is one of the most important and widely
accepted aspects of motivational research in L2 settings. A significant motivational factor
in the
5. Previous Pakistani studies. Utilitarian value of the target language serves as an
important incentive for the learners.
6. International Posture A tendency to see one as connected to the international
community. It concerns for international affairs. The readiness to interact with the people
other than those from the local context (Yashima, 2009).

Q.Teacher as an organizer

Teachers use many metaphors to describe what they do. Within the classroom, teacher’s role
may change from one activity to another. If they are fluent at making changes, the effectiveness
as teachers may greatly enhance. Teacher’s role such as prompter, resource, or tutor may well
fulfill this concept.

Resource

Students do not know everything so they need the teacher’s help as a resource. Teachers give
information, such as teaching grammar, explaining vocabulary, showing how to write essay or
how to prepare a presentation and equip them for creative writing tasks. Students might ask how
to say or write something or what a word or phrase means. They might want to know information
in the middle of an activity or they might want information about where to look for a book or a
website. This is where a teacher can be one of the most important resources they have.

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Controller

They are in charge of the class and of the activity taking place. Controllers take the role, telling
students things, organize drills, read aloud, and exemplify the other qualities of a teacher-fronted
classroom.

Prompter

When students are involved in a role play activity and lose the thread of what is going on and
may not be quite sure how to proceed:what should teachers do in these circumstances? They
should hold back and let the students work things out for themselves or instead nudge them
forward in a supportive way. Controller makes announcements, orders to be restored, provide
explanations in a question and answer session. If we opt for the latter we are adopting some kind
of a prompting role.

Q. Usage of corpus

1. The insights derived from native-speaker corpora contribute to a more accurate language
description, which then feeds into the compilation of pedagogical grammars and
dictionaries.
2. The analysis of learner language provides insights into learner’s needs in different
contexts, which then form learner dictionaries and grammars.
3. Research on learner corpora also contributes to our understanding of language learning
processes (Granger et al., 2002).
4. Corpora of language teaching course books enable the examination of the language to
which learners are exposed.
5. Facilitate the development of more effective pedagogical materials.

Q. Activities for Teaching Vocabulary:

 Semantic Map
 Word Cards
 Reading Technique
 Venn Diagram Technique
 Cross Word Puzzle
 Anagrams
 Word Definition
 One Word Substitution
 Linking Words
 Finish the Sentence

Q. Teaching Pronunciation to Beginners:

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A teacher can decide the resources, lesson plans and activities to improve student’s
pronunciation skills according to their level. For the beginners the teacher may follow these
areas.

 Syllable stress
 Voiced and voiceless consonants
 Silent letters
 Pronunciation Activities
 Slap That Word!
 Fun game for learners asking them to associate words that are posted on the wall of the
classroom - reinforce pronunciation patterns.
 Read and Rhyme - asking students to come up with words that rhyme with others
presented on cards.
 Encourage them to speak as much as they can.

Q. Teaching Vocabulary at elementary level;

 Useful for teaching vocabulary at the elementary level.

 Help teachers to establish a link between a word and its meaning.
 Realia – objects in the class.
 Mime, gestures, actions, facial expressions, etc.
 Interesting, direct and makes an impression on the class

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