GUÍA PERFECCIONAMIENTO

1. What is BICS? (p.39)

a. Basic international communication
b. Basic interpersonal communications
c. Cognitive academic tasks
d. Basic international communicative system

2. What are the two main points Lile Bachman made in his discussion paper? (p.50)
a. Not revealing the traits, we were looking
b. He has concerned about the variety of abilities and wondered whether this lack of consistency in the
subscores
c. Make up the overall score
d. We were going ahead with something

3. Mention one thing learned from this project (Lile Bachman made in his discussion paper) (p.50)
a. Language acquisition argument
b. Subcomponents based on just some of that material
c. Examining subcomponents
d. How difficult is to achieve reliability with the kinds of protocol that we have been using

4. What are the principal characteristics of Schachter’s criticism of the operationalization of grammar?
(p.53)
a. To bear mainly on the multiple-choice test in the large-scale P
b. Due to the nature of the last
c. Score for syntactic accuracy
d. Not to look at the amount of use of relative clauses

5. What does P scale mean? (p. 57)

a. Psycholinguistic / pedagogy continuum
b. Poliforum perplefic scale
c. Pedagogy
d. Aspects of classroom

6. What does COLT stand for? (p. 59)

a. Common ordinary language teaching
b. Caramel and orange latte and tea
c. Communication on lower tenses
d. Communicative orientation of language teaching
7. Why are immersion programs mainly experiential? (p.63)
a. Because of the way the programs were designed
b. Because they were only two programs
c. Because of their emphasis on substantive content
d. Because the study points to that

8. How many parts does the comprehensive output have? (65)

a. 7
b. 5
c. 2
d. 12

9. What is “i+1”? (p. 74)

a. Comprehentional language
b. Student´s knowledge
c. Comprehensive input
d. A math equation

10. What is CLT? (P. 84)

a. Communicative language teaching
b. Communication last task
c. Communicative last teaching
d. Communicative language talking

11. “The core French study” serves to_______ (p. 85)

a. To raise the question of whether statistically significant differences are pedagogically significant
b. To rise the importance of teaching French
c. To improve speaking in French
d. To know how to speak English

12. Language teaching methods in the past have always been mainly________ (p.94)
a. Experimental
b. Communicative
c. Analytic
d. Uncritical

13. Allen´s curriculum design model, which distinguished three components, are______ (p. 96)
a. Translation, grammar, and audio bilingual
b. Communication, competence, and transmitting.
c. Additional, objective, and experimental
d. Structural-analytic, functional-analytic, and experimental
14. _________ teaching is very familiar, but it is not clearly formulated (p.97)
a. Ambivalent
b. Specifically
c. Analytic
d. Natural

15. The range of analytic techniques can be summarized in terms of the main division of linguistic
analysis:_________ (p. 98)
a. Phonology, morphology, syntax, lexis, semantics, discourse and socio linguistics
b. Functional and analytic activities
c. Vocabulary and spelling
d. Grammar and pronunciation

16. He provides a valuable review of the historical development of communicative language teaching (p. 110)
a. Leonard Bloomfield
b. Ferdinand de Saussure
c. Noam Chomsky
d. David Stern

17. David Stern clarifies the conceptual distinctions between_________ (p. 110)
a. Analytic and experimental strategies
b. Advantages and disadvantages
c. Strategies and discusses
d. Aspects of language

18. Was derived from current theories of communicative competence. (p. 112)
a. Following features
b. Pedagogic features
c. Topic control
d. COLT

19. Since the target language was generally used for _________ during the observation periods, this
category was counted as an experimental feature. (p. 112)
a. Restricted form
b. Type E classroom
c. Classroom management
d. Topic control

20. ___________ research has shown that Portuguese-Canadians have experienced job segregation since
their arrival in Canada. (p. 134)
a. Taylor´s
b. Kalin´s
c. Kralt´s
d. Reitz´s
21. _______model “Social psychology of second language acquisition remains the precursor and basis of all
model. ( p.139)
a. Giles´s
b. Lambert´s
c. Karol´s
d. Clement

22. _____________ focuses specifically on the second language acquisition of linguistic minority groups
(142)
a. Giles and Byrne´s model
b. Clement´s model
c. Blanc´s model
d. Garners´s model

23. What does DBP mean? (p. 146)

a. Divided in a bib paradoxical
b. Development of bilingual proficiency
c. Process of bilingual development
d. Role of context and age in learning

24. The self-evaluation ratings indicate that the vast majority find _____________, _____________
understanding and speaking English quite easy to extremely easy. ( 149)
a. Pronunciation and spelling
b. Listening and oral production
c. Vocabulary and phonetic
d. Reading and writing

25. In second language situation _______ varieties, may come to be accepted as standards, and there tends
to be less reference to standard noun ( p. 153)
a. Standards
b. Ways
c. Styles
d. Local

26. How is language to young children? (p. 159)

a. Easy and conscious
b. Informal
c. More simple, slower and related to events and objects
d. Hard and unconscious
27. What is the difference between “learning” and “acquisition”? (p. 160)
a. Acquisition is harder and more difficult
b. Acquisition is better
c. Acquisition is unconscious and natural and learning is not.
d. Acquisition is easier

28. What factors might affect second language learning besides intelligence? (p.162)
a. Empathy, field independence and other cognitive styles
b. Willingness and patience
c. Knowledge and courage
d. Familiar environment and likes

29. These are variables that mediate the effect of aptitude: (p. 168)
a. Patience and perseveration
b. Intelligence, manner of presentation and motivation
c. Writing, speaking and reading skills
d. Previous knowledge, sociolinguistic and grammar production

30. It is the ability to recognize the grammatical functions of words (other linguistic entities) in sentences
structures: (p. 164)
a. Reading comprehension
b. Previous knowledge
c. Foreign language learning
d. Grammatical sensitivity