ZÁÁRRÓÓVVIIZZSSGGAA TTÉÉTTEELLEEKK …sek.nyme.hu/btk/flli/anglisztika/Megosztott dokumentumok... · 1. What's the theoretical background to CLT? What are the characteristic

ANGOL NYELV ÉS IRODALOM TANSZÉK ZÁRÓVIZSGA Department of English Language and Literature State Exam Topics

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2008


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A TÉTELEK TARTALMA

TOPICS

a. METHODOLOGY – SZAKMÓDSZERTAN

b. PEDAGOGICAL GRAMMAR – PEDGÓGIKUS NYELVTAN

c. TESTING – ÉRTÉKELÉS ÉS MÉRÉS

d. APPLIED LINGUISTICS – ALKALMAZOTT NYELVÉSZET

e. SOCIOLINGUISTICS – SZOCIOLINGVISZTIKA


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1. a.) METHODOLOGY MAIN STREAM APPROACHES: THE GRAMMAR TRANSLATION METHOD THE DIRECT METHOD THE AUDIO-LINGUAL METHOD 1. What learning theory do these methods derive from and describe a typical activity for each of these

methods. 2. Choose one method and put down a possible procedure for a short lesson when presenting

something new. 3. Compare the learner's and teacher's roles in these methods.

b.) PEDAGOGICAL GRAMMAR c.) TESTING d.) APPLIED LINGUISTICS Communication as a multi-channelled phenomenon. e.) SOCIOLINGUISTICS Applied sociolinguistics Language diffusion policy or linguistic imperialism The spread of English-imperialism or hegemony?


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2. a.) METHODOLOGY MAIN STREAM APPROACHES: THE GRAMMAR TRANSLATION METHOD THE DIRECT METHOD THE AUDIO-LINGUAL METHOD 1. The Grammar Translation Method: objectives, typical classroom and coursebook structure. 2. The Direct Method: the reform movement: history and contributors, general features of the Direct

Method, techniques and typical classroom. 3. The Audiolingual Method: linguistic and psychological background, classroom processes.

b.) PEDAGOGICAL GRAMMAR c.) TESTING d.) APPLIED LINGUISTICS Context and culture

e.) SOCIOLINGUISTICS Applied sociolinguistics Normativism and prescriptivism Language acquisition planning or language education policy


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3. a.) METHODOLOGY THE HUMANISTIC APPROACHES: SUGGESTOPEDIA SILENT WAY COMMUNITY LANGUAGE LEARNING and TPR 1. What does ' humanism' mean in language teaching? Describe a typical „humanistic‟ activity. 2. Compare the learner's and teacher's roles in these methods. 3. Choose one method and put down a possible procedure for a short lesson when presenting

something new.

4. Explain the term „learner-centredness‟ and its importance in language teaching.

b.) PEDAGOGICAL GRAMMAR c.) TESTING d.) APPLIED LINGUISTICS Motivation in language learning

e.) SOCIOLINGUISTICS Applied sociolinguistics Status planning Corpus planning


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4. a.) METHODOLOGY THE HUMANISTIC APPROACHES: SUGGESTOPEDIA SILENT WAY COMMUNITY LANGUAGE LEARNING and TPR 1. History, inventors and essential features of Silent Way and Suggestopedia. 2. History, inventors and essential features of CLL and TPR.

b.) PEDAGOGICAL GRAMMAR c.) TESTING d.) APPLIED LINGUISTICS Formal instruction and classroom second language acquisition

e.) SOCIOLINGUISTICS Applied sociolinguistics Language policy and language planning


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5. a.) METHODOLOGY THE COMMUNICATIVE APPROACH 1. What's the theoretical background to CLT? What are the characteristic features of the approach? How

do the theoretical principles appear in practice? 2. Make a comparison of Communicative and Traditional Approaches. 3. The concept of communication, communicative competence, notions and functions.

b.) PEDAGOGICAL GRAMMAR c.) TESTING d.) APPLIED LINGUISTICS Theories of Second Language Acquisition 2:

Krashen‟s five hypotheses

The Variable Competence Model

The Universal Hypothesis

A neurofunctional theory

e.) SOCIOLINGUISTICS Societal multilingualism Pidgin and creoles Diglossia


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6. a.) METHODOLOGY THE COMMUNICATIVE APPROACH 1. Plan a communicative presentation of one of the functions: requesting, offering, apologising,

ordering. Make a short list of language forms which are suitable to use in these circumstances. 2. What is the communication continuum? Describe an activity which reflects the aims of a

Communicative Approach from the point of view of error correction. 3. Jeremy Harmer refers to the communication continuum. What features would you say characterise

communicative activities? Give two detailed examples of activities that you have used which are communicative.

b.) PEDAGOGICAL GRAMMAR c.) TESTING d.) APPLIED LINGUISTICS Theories of Second Language Acquisition 1:

The Acculturation Model

Accomodation theory

Discourse theory

e.) SOCIOLINGUISTICS Societal multilingualism Language and politics Language rights


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7. a.) METHODOLOGY LEARNING THEORIES AND APPROACHES 1. Describe the learning theories and how they would reflect classroom methods and techniques?

2. What theory does each method derive from? Describe typical activities which reflect a learning theory.

b.) PEDAGOGICAL GRAMMAR c.) TESTING d.) APPLIED LINGUISTICS Focus on the learner

e.) SOCIOLINGUISTICS Societal multilingualism Language loyalty and reversing language shift Language and ethnic identity


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8. a.) METHODOLOGY LESSON STAGING : PHASES IN A LANGUAGE LESSON 1. What are the main stages of the language lesson? What are the characteristic features of a good lesson? 2. What are the characteristics of a good presentation? Give an example of a presentation you have

succesfully conducted. 3. Compare controlled and free stages of the lesson. Give examples of actual activities that you have

staged succesfully. 4. Why is pairwork and groupwork considered to be beneficial in classes? Give an example of both types

of activities you have used in your classes. 5. Give reasons and examples for the usefulness of follow-up activities.

b.) PEDAGOGICAL GRAMMAR c.) TESTING d.) APPLIED LINGUISTICS Second Language Acquisition.

e.) SOCIOLINGUISTICS Societal multilingualism Multilingualism


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9. a.) METHODOLOGY PRESENTING STRUCTURES 1. Give a general model for presenting structures. Justify the order of the stages. Mention problems that

might occur. 2. When planning the input phase the following questions should be considered:

What is to be introduced?

Who is the input to be managed by?

How is the new language material to be explained? Give a detailed answer to these questions. 3. What are the advantages and disadvantages of presenting something new to the whole class or

introducing any new language in pairs or small groups.

b.) PEDAGOGICAL GRAMMAR c.) TESTING d.) APPLIED LINGUISTICS The learning process.

e.) SOCIOLINGUISTICS Bilinguals and bilingualism Code switching and code mixing


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10. a.) METHODOLOGY TEACHING GRAMMAR 1. What is the place of grammar in language teaching? What is the place of grammar in the language

teaching methods? 2. Explain the essence of the three approaches to teaching grammar: inductive, deductive and

contrastive. 3. What is the difference between explicit and implicit knowledge? What is their relationship to accuracy

and fluency? 4. What are the stages of a grammar lesson? What are the typical activities used in different stages? 5. Grading and sequencing grammar items: linear and cyclical progression.

b.) PEDAGOGICAL GRAMMAR c.) TESTING

d.) APPLIED LINGUISTICS Error analysis.

e.) SOCIOLINGUISTICS Bilinguals and bilingualism Bilingual competence


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11. a.) METHODOLOGY TEACHING VOCABULARY 1. Difficulties in teaching vocabulary: which and how many: lexical selection and distribution. 2. What is the process of teaching and learning vocabulary items? What are the ways of presenting

vocabulary? 3. What does it mean knowing a word? Highlight with examples. 4. What do you think are the most appropriate ways of teaching vocabulary at different levels?

How useful are discovery techniques? 5. Explain the terms active and passive vocabulary and different techniques for teaching them.

b.) PEDAGOGICAL GRAMMAR c.) TESTING d.) APPLIED LINGUISTICS A changed view of language learning – the „Chomskyan revolution‟

e.) SOCIOLINGUISTICS Bilinguals and bilingualism Language socialization The description of bilingualism


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a.) METHODOLOGY ERROR / MISTAKE AND CORRECTION 1. What is the difference between error and mistake? What are the main causes of errors? Give examples. 2. List some of the techniques to show incorrectness. When and how do you usually use correction

techniques in your classes? 3. How are errors treated at different stages of the lesson. Plan one activity to develop oral accuracy and

one to develop oral fluency. 4. How does the teacher‟s approach to errors change at different stages of the lesson? 5. The process of correction in speech and writing.

b.) PEDAGOGICAL GRAMMAR c.) TESTING d.) APPLIED LINGUISTICS Interlanguage

e.) SOCIOLINGUISTICS Styles, gender, and social class Social stratification Accommodation and audience design


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13. a.) METHODOLOGY TYPES OF SYLLABUS - STRUCTURES AND FUNCTIONS 1. "Instead of asking how speakers of the language express themselves or when and where they use the

language, we ask what it is they communicate through language. We are then able to organize language teaching in terms of the content rather than the form of the language" (David Wilkins) Which type of syllabus is explained in the above quotation? How many syllabus types do you know? Explain them briefly Describe a textbook you have used and the principles it is based on.

2. Explain the difference between a structure and a function and explain the different types of syllabus

based on structures and based on functions. 3. Why is coursebook evaluation important? What criteria would you use for evaluating a coursebook? 4. List some advantages and disadvantages of using a coursebook.

b.) PEDAGOGICAL GRAMMAR c.) TESTING d.) APPLIED LINGUISTICS Languages in the contemporary world

e.) SOCIOLINGUISTICS Styles, gender, and social class Language and gender


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14. a.) METHODOLOGY DEVELOPING SKILLS: SPEAKING 1. What are the main features of spoken communication which must influence the way we teach

speaking. Give practical examples of how you have taken those features into consideration when teaching.

2. What are the difficulties of developing speaking skills? What are the most important activities to

develop these skills? 3. Both oral practice drills and oral free practice have an essential value in language learning. Describe an

example of each that you have used in class. Describe what you were trying to achieve through the activities and how they fitted into your lesson plan.

4. What do we mean by integrating skills? Why is this type of integration valuable? Describe an activity

you set up in class in which you integrated the speaking skill with either the writing or reading skill. 5. What is meant by role play and how would you set it up? What's the difference in aim between the

students reading a dialogue in pairs and performing a role play. How can you prepare your students for setting up a role play.

b.) PEDAGOGICAL GRAMMAR c.) TESTING d.) APPLIED LINGUISTICS Comparing and contrasting first and second language acquisition.

e.) SOCIOLINGUISTICS Styles, gender, and social class Styles Specialized varieties or registers and domains Slang and solidarity


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15. a.) METHODOLOGY LISTENING 1. The structure of listening comprehension: top-down, bottom-up and interactive approaches. 2. What do you understand by the terms authentic and non-authentic materials. What factors would you

take into consideration when selecting texts for listening for your students. Give examples from your own classroom.

3. In what ways should listening materials and listening lessons reflect real life. Give examples of how

you have observed these criteria in your own classes. 4. Jeremy Harmer refers to type 1 and type 2 skills when talking about the receptive skills. What does he

mean by these skills? How have you tried to develop these skills with your own students. 5. Give a basic methodologycal model for teaching listening. Describe a particular listening lesson you

gave which followed this model.

b.) PEDAGOGICAL GRAMMAR c.) TESTING d.) APPLIED LINGUISTICS The development of the term „competence‟.

e.) SOCIOLINGUISTICS Locating variation in speech Dialect


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16. a.) METHODOLOGY READING 1. What do you understand by the terms authentic and non-authentic materials. What factors would you

take into consideration when selecting text for your students. Give examples from your own classroom.

2. Levels and types of reading. The role of background knowledge in reading. 3. Jeremy Harmer refers to type 1 and type 2 skills when talking about the receptive skills. What does he

mean by these skills? How have you tried to develop these skills with your own students? 4. Give a basic methodological model for teaching reading.

b.) PEDAGOGICAL GRAMMAR

c.) TESTING d.) APPLIED LINGUISTICS Aspects of first language acquisition.

e.) SOCIOLINGUISTICS Locating variation in speech Speech communities and repertoires


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17. a.) METHODOLOGY WRITING 1. The classification of skills. A comparison of speech and writing. 2. Research on writing: product and process. 3. Students start writing with copying. What are the stages the teacher should take learners through to

get to essay writing? 4. What do we mean by integrating skills? Why is this type of integration valuable? Describe an activity

you set up in class in which you integrated the writing skill with any other skill. 5. What correction techniques do you use in your writing classes? Are there any techniques you would

avoid?

b.) PEDAGOGICAL GRAMMAR c.) TESTING d.) APPLIED LINGUISTICS The background to modern language teaching: A framework for the analysis of approaches and methods.

e.) SOCIOLINGUISTICS The ethnography of speaking and the structure of conversation Politeness and politeness formulas Term of address


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18. a.) METHODOLOGY COMMUNICATIVE ACTIVITIES 1. Jeremy Harmer refers to the communication continuum. What features would you say characterize

most of the communicative activities? Give two detailed examples of activities that you have used which are communicative.

2. What do you understand by the following:

communication games

problem solving activities

role-play / simulation 3. Give examples of each type of activity referring to your personal experience. Explain in each case:

How would you set it up and give feedback on the activity?

What are the aims of the activity? 4. Communicative reading and writing activities are as important as those which practice speaking. Give

an example of two such activities that you have used in class. 5. What do you understand by an information gap exercise and what is its value. Give examples of two

information gap exercises you have conducted in class explaining in detail how you set up and organized feedback on the activities.

b.) PEDAGOGICAL GRAMMAR c.) TESTING d.) APPLIED LINGUISTICS Applied Linguistics: past, present and future directions

e.) SOCIOLINGUISTICS The ethnography of speaking and the structure of conversation The ethnography of speaking The structure of conversation


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19. a.) METHODOLOGY CLASSROOM MANAGEMENT DEVELOPING MATERIALS AND SUPPLEMENTING COURSEBOOKS 1. Why do we supplement coursebooks?

How many ways are there for developing materials? Give examples how you have supplemented a coursebook.

2. What are worksheets? How can they be used and why?

Give an example of how you have used a worksheet? 3. Design a worksheet for oral practice and decide the advantages of using a worksheet for this activity

instead of writing prompts on the blackboard. 4. Give 4 advantages of using a coursebook and 4 drawbacks. Comment on the organisation of the

coursebook you have used. 5. What can teachers do to ensure that the students understand their instructions? Give advice on the

following:

How to give instructions

How to check that the students have understood. 6. What do you have to bare in mind when setting up pair work in class. 7. What are the advantages of groupwork compared to pair work.

b.) PEDAGOGICAL GRAMMAR c.) TESTING d.) APPLIED LINGUISTICS Applied Linguistics – an overview

e.) SOCIOLINGUISTICS The Social study of language The methods of enquiry What are the data?


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20. a.) METHODOLOGY HOW HAVE MODERN APPROACHES CHANGED THE ROLE OF THE TEACHERS AND LEARNERS. 1. "...being a fluent, accurate English speaker is a great help, but this alone does not make you into a

succesful teacher..." Mary Underwood

How do you interpret the above statement? 2. What are some of the different roles a teacher is called upon to perform in the classroom. Discuss with

reference to your own experience. 3. The only rational approach to teaching languages is an "eclectic approach”. Explain how your

classroom work has drawn from a variety of methods.

b.) PEDAGOGICAL GRAMMAR c.) TESTING d.) APPLIED LINGUISTICS Applied linguistics – the main topics of inquiry

e.) SOCIOLINGUISTICS The Social study of language The sociolinguist at work The approach in this book


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21. a.) METHODOLOGY THE REFLECTIVE MODEL OF PROFESSIONAL DEVELOPMENT 1. Describe briefly the “craft model”, the “applied science model” and the “reflective model” of

professional development. 2. How could you apply the “reflective model” to your experiences in teaching practice? 3. Receiving your teaching diploma is the start of a professional life, rather than the end of a training

process. Do you agree?

b.) PEDAGOGICAL GRAMMAR c.) TESTING d.) APPLIED LINGUISTICS Communication as a multi-channelled phenomenon.

e.) SOCIOLINGUISTICS The Social study of language The scope of enquiry Complementary approaches

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ZÁÁRRÓÓVVIIZZSSGGAA TTÉÉTTEELLEEKK …sek.nyme.hu/btk/flli/anglisztika/Megosztott dokumentumok... · 1. What's the theoretical background to CLT? What are the characteristic