安庆师范学院《英语教学理论及方法》考试试题(含答案).doc

安庆师范学院《英语教学理论及方法》考试试题(含答案).doc

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EnglishLanguageTeachingMethodologyTest

（A）

I.MultipleChoices（30%）

Directions:

Inthispart,youaregivenfifteenquestionsorincompletesentenceswhicharefollowedbyfourchoicesmarkedA,B,CandD.Readthechoicescarefullyandchoosetheonewhichcanbestanswerthequestionorcompletethesentence.MarkthecorrespondingletterontheAnswerSheetfortheobjectiveitems（30points;2pointseach）.

1.The_________viewoflanguageconsiderslanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.

A.structuralB.functionalC.mentalistD.interactional

2.Thekeypointofisreflectedinhismostfamousquestion:

ifalllanguageisalearnedbehavior,howcanachildproduceasentencethathasneverbeensaidbyothersbefore?

A.Skinner’sbehavioristtheory

B.Chomsky’scognitivetheory

C.WatsonandRaynor’stheoryofconditioning

D.Hymes’stheoryofcommunicativecompetence

3.WhichoneofthefouraspectsincludedincommunicativecompetenceisroughlyequivalenttoChomsky’slinguisticcompetence?

A.possibilityB.feasibilityC.appropriatenessD.performance

4.Whichofthefollowingstatementabouttask-basedlanguageteachingisNOTtrue?

A.Studentsshouldbegiventaskstoperformorproblemstosolveintheclassroom.

B.Studentsaretask-driven.

C.Task-basedlanguageteachingisstudent-centered.

D.Task-basedlanguageteachingfollowsthePPPmodel.

5.Whichofthefollowingismostsuitableforspeaking?

A.TPRactions.B.Recognizingpictures.

C.Information-gapactivities.D.Matchingpictureswithdescriptions.

6.Oneofthemajorprinciplesbehindgoodlessonplanningis,whichmeansthecontentsandthetasksplannedforthelessonshouldbewithinthecapabilityofthestudents,followingtheprincipleofi+1principle.

A.varietyB.flexibilityC.learnabilityD.linkage

7.What'stheteacherdoingbysaying“Anythingelse?

”,whenastudentfinisheswithaveryshortanswer?

A.Controllingdiscipline.B.Givingprompts.

C.Evaluatingstudents'work.D.Directingstudents’attentiontothelesson.

8.ConsideringourEnglishlearningcontext,ourrealisticgoalsofteachingpronunciationshouldincludethefollowingexcept.

A.consistencyB.intelligibility

C.communicativeefficiencyD.native-likepronunciation

9.Theroleoftheteacherchangesfollowingtheaimsoftheclass.Theteachermayfunctionmoreasaifheismainlydoingpresentationofnewlanguagepoints,whereasheismoreofaresourceorprompterorparticipantonceacommunicativeactivitystarts.

A.controllerB.resource-providerC.participantD.organizer

10.WhichofthefollowingassumptionsaboutvocabularyisNOTtrue?

A.Avocabularyitemcanbemorethanoneword.

B.Bothteachersandstudentsneedtoknowthatthereisadifferencebetweenactiveandpassivevocabulary.

C.Wordscanbetaughtandlearnedmosteffectivelyingroupsofwordsthatarerelatedtoeachotherinmeaning.

D.Thebestwaytoexplainvocabularyistotranslate.

11.WhichofthefollowingstatementsaboutlisteningisNOTtrue?

A.Lackofbackgroundknowledgeconstitutesoneofthemainfactorsaffectingistening.

B.Studentsneedtobecomfortablewithsomeambiguityinlisteningandrealizethattheycanstilllearnevenwhentheydonotunderstandeverysingleword.

C.Teachinglisteningshouldfocusontheprocessoflisteningratherthantheresultoflistening.

D.Sincelisteningisakindofreceptiveskills,itisapassiveskill.

12.Thefactthatspeechisspontaneousmeansthatthatitisfulloffalsestarts,brokengrammar,,shortphrases,hesitationandfillers,etc.

A.completesentencesB.repetitions

C.formallanguageD.complexvocabulary

13.WhichofthefollowingstatementsaboutreadingisNOTtrue?

A.Weneedtoreadandunderstandallthewordsinordertounderstandatext.

B.Readingisasilentactivity.Readingalouddoesnothelpunderstanding.

C.Readingwithapurposewillbemosteffective.

D.Thelackofculturalknowledgemayaffecttherateofreadingcomprehension.

14.Thedeductivemethodforteachinggrammarisoftencriticizedforthefollowingreasonsexcept.

A.Itteachesgrammarinanisolatedway.

B.Littleattentionispaidtomeaning.

C.Thepracticeisoftenmechanical.

D.Itcouldsavetimewhenstudentsareconfrontedwithagrammarrulewhichiscomplexbutwhichhastobelearned.

15.WhichofthefollowingstatementsaboutassessmentifNOTtrue?

A.Assessmentimpliesevaluationbasedonacollectionofinformationaboutwhatstudentsknowandcando.

B.Testingispartofassessment,butitisonlyonemeansofgatheringinformationaboutastudent.

C.Individual-referenceassessmentisbasedonhowwellthelearnerisperformingrelativetohisorherownpreviousperformance,orrelativetoanestimateofhisorherindividualability.

D.Assessmentistofindoutthestudents’weakness.

III.TrueorFalse（30%）

Directions:

Inthispart,youaregiventhirtystatementsaboutEnglishteaching.Readthesestatementscarefullyanddecidewhethertheyaretrueorfalse.Mark“A”for“True”,“B”for“False”ontheAnswerSheetfortheobjectiveitems（30points;1pointseach）.

16.Onequestionthatallapproachesoflanguageteachingshouldansweris“Whatislanguage?

”Theanswertothisquestionisthebasisforsyllabusdesign,teachingmethods,teachingproceduresintheclassroom,andeventhetechniquesusedintheclass.

17.Languageacquisitionisasubconsciousprocesswherelanguageisacquiredasaresultofnaturalandlargelyrandomexposuretolanguage.

18.ThebehavioristtheoryoflanguagelearningwasinitiatedbybehavioralpsychologistSkinner.Basedonthetheoryofconditioning,Skinnersuggestedlanguageisalsoaformofbehavior.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.

19.ThegoalofCommunicativeLanguageteachingistodevelopstudents’linguisticcompetence.

20.Communicativecompetenceentailsknowingnotonlythelanguagecodeortheformoflanguage,butalsowhattosaytowhomandhowtosayitappropriatelyinanygivensituation.

21.Theroleoftheteacherchangesfollowingtheaimsoftheclass.Theteachermayfunctionmoreasacontrollerifheismainlydoingpresentationofnewlanguagepoints,whereasheismoreofaresourceorprompterorparticipantonceacommunicativeactivitystarts.

22.Speechflow,suchasstress,intonation,pauses,etc.canhelptoconveythemeaningthatisintendedbythespeaker.Theyshouldbetaughtfromtheverybeginning.

23.Therearetwomethodsinteachinggrammar:

thedeductivemethodandtheinductivemethod.Theformerstartswithrealexamples,andthroughastudyoftheexamplescomestothegrammarrulethatissuggestedintheexamples.Thelatterstartswiththepresentationofthegrammarrulesfirstandthenprocessestothestudyofillustrativeexamples.

24.Receptivewordsrefertothosewhicharenotonlyunderstoodinlisteningandreading,butalsoproducedreadilyinspeechandwriting,esp.thoseusedineverydayspeech.

25.Thepurposeofpre-listeningactivitiesistoactivatethestudents’schema,inotherwords,toaddcontext,sothattheactuallisteningitselfbecomeseasier.

26.AttheearlystageofthePPPmodelmorefocusshouldbelaidonaccuracywhereasatthelaterstage,fluencybecomesthefocusofteaching.

27.Efficientreadingdependsfirstofallonhavingapurposeforreading,i.e.,knowingwhyyouarereadingatext.Thepurposewillusuallydeterminewhatspecificinformationyouaregoingtolookforandtheappropriatetypeofreadingskillstobeused.

28.Thebottom-upmodelofteachingreadingreflectsthebeliefthatone’sbackgroundknowledgeplaysamoreimportantrolethannewwordsandnewstructuresinreadingcomprehension.

29.Thepurposeofpre-readingistofacilitatewhile-readingactivities.ThisstageofreadingisoftencalledLead-in,wherethestudentsandteacherpreparethemselvesforthetasksandfamiliarizethemselveswiththetopicofthereadingexercises.

30.Thewaytotransferinformationfromoneformtoanotheriscalledatransitiondevice.Pictures,drawingsmaps,tables,diagramsandcharts,etc.aresometransitiondevicesthatareoftenusedinteachingreading.

31.Inordertomotivatestudents,weshouldadvocateauthenticwritingtasksthathavesomecommunicativeelements.Itisnecessarytoengagetheminsomeactofcommunication.Thismeanseitherwritingforaspecificrecipientorengaginginanactofcreativewritingwheretheirworkisintendedtobereadbyanintendedaudience.

32.Norm-referencedlanguageassessmentisbasedonafixedstandardorasetcriterion.

33.Theteachingofpronunciationshouldfocusonthestudents’abilitytoidentifyandproduceEnglishsoundsthemselves.Studentsshouldnotbeledtofocusonreadingandwritingphonetictranscriptsofwords,especiallyyoungstudents,becausephonetictranscriptsaremoreabstractandlessmeaningful.

34.TheCommunicativeApproachlaysemphasisondevelopingthecommunicativecompetence.Ittakesintogreatconsiderationtheneedofthestudents—whattoteachisbasedonconsiderationofwhatlanguagethelearnerswouldmostlikelyusetocommunicateintheforeignlanguage.

35.Themorecommunicativeanactivityis,thelessthecontrolthatisneeded.

36.Whenacommunicativeactivitiesstarts,theteacherisleftnothingtodo,sincenon-teacher-interventionisimportantinagenuinecommunicativeactivity.Hecansitinfrontoftheclassanddosomeprivatereadinguntilthe