~|| الدورة التـآهيلية لطـلآب الترم الصيفي {انتسـآب} لعـآم 1432 ||~

[طالب متفائل]

بسم الله الرحمن الرحيم

أسعد الله صباحكم / مسائكم بالخيرات


تجدون بالمرفق التقرير الأول والنهائي لمادة النحو , ونشكر أخونا العزيز عطالله العنزي فهو من قام بحضور الدورة وكتابة التقرير , جزاه الله عنا خير الجزاء , ويمتاز هذا التقرير بالتعاريف وكل مثال عليه , فسوف يختصر لنا الوقت الكثير ويضيف لنا الفائدة الكبيره ,


تحياتي لكم
طالب متفائل

[nour al3mr]

الله يسدد خطـآكم ويوفقكم بآعـآلي الدرجـــــآت

سَتنقل المشـآركـة لموضوع خلاصة الدورة ..

لاحرمتم الأجر و الفضل ..

[نايف 26]

يا إخوان الذين حضروا الدورة التأهيلية لمادة التدريب العملي 1
هل يجب حفظ المثل الإنجليزي أم ترجمته فقط؟
أرجو التوضيح جزاكم الله خيرا.

[nour al3mr]

الدورة التاهيلية لطلاب الفرنسي 2 lanf241

[أبوظبي]

عندي ملخص جديدلمادة التطبيقات اللغويه
سوف انزله الان

[أبوظبي]

ملخص اللغويات التطبيقية للدكتور قرامي

من جهد الاستاذ :-
منصور حسن
مختصر الاجابات

LANE 423 - APPLIED LINGUISTICS


CHAPTER ONE: Language, Learning and Teaching


1'Applied linguistics is an interdisciplinary field'. Discuss what this statement means and provide examples of areas usually associated with applied linguistics

(Introduction: pp 5 – 6)

The applied linguistics may in effect be

considered a crossroads , an interdisciplinary area, a combination of linguistics with an interdisciplinary nature of applied linguistics. For example of areas are 1-psychology ,

2-pedagogy, 3-mathematics .


2Are ‘applied’ and ‘theoretical’ linguistics ‘mutually exclusive’? (Introduction: p 6)

• No , they are not

3What are the eight components of language and which fields are categorised under each component? (Chapter One: pp 5 – 6)

1. Explicit and formal accounts of the system of language on several possible levels

(1-phonological, 2- syntactic, 3- semantic).

2. The symbolic nature of language; (1-the relationship between language and reality)

(2- the philosophy of language);(3- the history of language).

3. Phonetics & phonology;(1- writing systems, 2- kinesics, 3- proxemics), etc

4. Semantics;(1- language and cognition; 2-psycholinguistics).

5. Communication systems;(1- speaker-hearer interaction; 2- sentence processing).

6. Dilectolgdy;(1- sociolinguistics; 2-language and culture; 3-bilingualism and 4-SLA)

7. Human language and nonhuman communication;(1- the physiology of language)

8-Language universals; 1- language acquisition

4‘Your understanding of how a learner learns will determine your teaching style.’ Can you give an example to illustrate this theory? (p 6)

you believe that nonverbal communication is a key to successful second langusge learning you will devote some attention to nonverbal system and cues.

5Naom Chomsky is possibly the most influential figure in( generative-transformational school) of linguistics. His approach was a direct response to an earlier school of thought which apparently ignored many important aspects of language acquisition. Which school is that and what are the main characteristics of languages it focuses on? (pp 9 – 10)

the school is the (behaviourist) and their main focus was rigorous application of the scientific principle of observation of human language.

6Who are traditionally associated with ‘constructivism’? Is constructivism a new school in applied linguistics? (p 11)

Jean piaget and lev Vygotsky , NO


7(Classical Method) which becomes known as the (Grammar Translation Method) in the 19th Century , many learners did not like it. Why? What are GTM’s major characteristics? (pp 15 – 16)

Because it did not

inhance astudents communicative ability in language.

the characteristics are:

Classes are taught in the mother tongue, with little active use of the target language.

• Much vocabulary is taught in the form of lists of isolated words.

• Long elaborate explanations of the intricacies of grammar are given.

• Grammar provides the rules for putting words together, and instruction often focuses on the form of inflection of words.

• Reading of difficult classical texts is begun early.

• Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis.

• Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue.

Little or no attention is given to pronunciation


CHAPTER TWO: First Language

Acquisition

1Why studying first language acquisition is important in SLA? (p 20)

to drawing analogies between first and second language ,acquisition, and 'even' to justifying certain teaching methods and techniques on the basis of first language learning principles.

2B. F. Skinner - who designed the Verbal Behavior model - was one of the leading figures of the behavioristic approach. However, many critics including Chomsky found weaknesses in his theories. What aspects of language B. F. Skinner’s Verbal Behavior model did not explain? (p 23)


because it did not explain the novelty of language

3Which domains of language could not be explained by means of empirical observation and the scientific method as employed by behavioristic psychology? (p 24)


genetic and interactionist domains that could be explored 'only by approaches that probed more deeply.

4Chomsky is a prominent figure in the Nativist school of language acquisition. Among other theories, Noam Chomsky tried to explain children’s ability to learn their first language fast with what he called LAD. What does LAD stand for and what are its properties? (p 24)


LAD stand for language acquisition device. The properties are:

- The ability to distinguish speech sounds from other sounds in the environment.

- The ability to organize linguistic data into various classes that can later be refined.

- Knowledge that only a certain kind of linguistic system is possible and other kinds are not, and.

- The ability to engage in constant evaluation of the developing linguistic

5What does ‘Universal Grammar’ mean? And which approach of studying language acquisition it belongs to? (pp 24 – 25)

Universal Grammar means attempting to discover what it is that all children regarding of their environment stimuli the language and they hear around them. It is belongs to Nativist approach.

6Can you give examples of forms and functions of language? Which level did the Nativist approach focus on? (pp 27 – 28)

Examples of forms: 1-morphemes,2- words,3- sentences 4- the rules that govern them.

Examples of functions:1- meaningful,2- interactive purpose within a social pragmatic context that we accomplish with the forms.

The level did the Nativist focus on is forms of language.

7Lois Bloom (1971) criticizes the Nativist pivot grammar, why? Which aspect of human language Lois thinks the Nativist theory ignores? (p 28)

Lois Bloom (1971) she pointed out that the relationships in which words occur in telegraphic utterances are only superficially similar. For example, in the utterance "Mommy sock," which nativists would describe as a sentence consisting of a pivot word and an open word, Bloom found at least three possible underlying relations: agent-action (Mommy is putting the sock on), agent-object (Mommy sees the sock), and possessor-possessed (Mommy's sock).

8What is your understanding of the distinction between competence and performance in general and in first language acquisition? Has the competence-performance model met with universal acceptance? (pp 30 – 33)

Competence: refers to one's underlying knowledge of a system.

Performance: is the overtly observable and concrete manifestation of competence

no

9Which language skills are categorized under ‘comprehension’ and which under ‘production’? (p 33)

comprehension (1-listening,2- reading)

production (1-speaking,2- writing)

10Imitation is an important strategy in first language acquisition. Do you think that early stages of 'mimics' and 'echoing' are associated with phonology or semantics? (p 38)

Mimics and echoing are associated with phonology



Chapter 3 Questions: Age and Acquisition

1H. H. Stern (1970) believed some common arguments in second language teaching were based on first language acquisition research. What is the natural order of learning a language according to him? (p 50)

First , we practice1- the separate sounds, 2- word , 3- sentences.

2David Ausubel (1964) mentions a number of potential problems with the then-popular Audio-Lingual Method. What are these problems and how did teachers of the time respond to them? (p 51)

The rote learning practice of audiolingual drills lacked the meaningfulness necessary for successful first and second language.

thy widely accepted method

3What does CPH stand for? What does it mean? (p 53)

CRITICAL PERIOD HYPOHESIS a biologically determined period of life when language can be acquired more easily and beyond which time language is increasingly difficult to acquire.

4According to Walsh and Diller (1981), who will be more successful in what they call higher-order language functions such as semantics and grammar? College or elementary students? (p 56)

College students

5Is there any anthropological evidence to suggest that acquiring a perfect accent after puberty is possible?

yes

6According to Piaget, a person after the age of 11 is capable of certain skills. What are they? (p 61)

in Piaget's outline, at puberty (age eleven in his model). It is here that a person becomes capable of abstraction, of formal thinking which transcends concrete experience and direct perception .

7Can you mention some examples of the affective considerations in language acquisition? (p 64)

The affective domain includes many factors: 1-empathy, 2-self-esteem, 3-extroversion,4- inhibition, 5-imitation, 6-anxiety,7- attitudes.

8Can negative attitudes towards a language affect its learning? Who suffers from this problem more? Adults or children? (p 66)

Yes

Adults

9What are the characteristics of the Audio-Lingual Method (ALM)? (pp 74 – 75)
1. New material is presented in dialog form.

2. There is dependence on mimicry, memorization of set phrases, and over learning.

3. Structures are sequenced by means of contrastive analysis and taught one at a time.

4. Structural patterns are taught using repetitive drills.

5. There is little or no grammatical explanation: grammar is taught by inductive analogy rather than deductive explanation.

6. Vocabulary is strictly limited and learned in context.

7. There is much use of tapes, language labs, and visual aids.

8. Great importance is attached to pronunciation.

9. Very little use of the mother tongue by teachers is permitted.

10. Successful responses are immediately reinforced.

11. There is a great effort to get students to produce error-free utterances.

12. There is a tendency to manipulate language and disregard content.


CHAPTER 4: Human Learning

1Who invented the term ‘behaviourism’ and when? (p 80)

john B.Watson (1913)

2B. F. Skinner made a distinction between what he calls Pavlov’s respondent conditioning and his own operant conditioning. Which is more suitable for studying humans? What does ‘operants’ mean? (p 81)

operant conditioning

3Ausubel was best known for his distinction between rote and meaningful learning. What do they mean? Can you give examples of each type? (pp 83 – 84)

Rote learning involves the mental storage of items) having little or no association with existing cognitive structure. Most of us, for example, can learn a few necessary phone numbers and ZIP codes by rote without reference to cognitive hierarchical organization.

Meaningful , may be described as a process of relating and anchoring new material to relevant established entities in cognitive structure.

4According to Ausubel systematic forgetting theory, which items are more easily forgotten: telephone numbers or addresses, and why? (p 86)

telephone numbers ; addresses are retained as part of a meaningful set.

5Carl Roger has contributed significantly to the field of language learning. Was his focus more on 'teaching' or 'learning'? (p 89)

'Teaching.

6What qualities should language teachers have according to Carl Roger? (p 90)

1-to become facilitators of learning through the establishment of interpersonal relationships with learners. Teachers, to be facilitators, must first be real and genuine, discarding masks of superiority and omniscience.

2-Second, teachers need to have genuine trust, acceptance, and a prizing of the other person-the student-as a worthy, valuable individual.

3-And third, teachers need to communicate openly and empathetically with their students and vice versa.

7What are the different types of learning according to Gagne (1965)? (pp 92 – 94)

1. Signal learning

2. Stimulus-response learning.

3. Chaining .

4. Verbal association.

5. Multiple discrimination.

6. Concept learning

7. Principle learning.

8. Problem solving.

8What is the difference between transfer and interference? (pp 94 – 95)

Transfer is when first language helps learn a new language,

Interference happens when first language causes errors in the new language

9How interference is different from overgeneralization? (p 96)

Interference is caused by learner’s first language, overgeneralization happens because of the target language itself and usually has no associations with L1

10Name two famous aptitude tests. (pp 98 – 99)

Modern Language Aptitude Test. (MLAT).

Pimsleur Language Aptitude Battery. (PLAB).

11What are the seven areas of intelligence? Which type of intelligence attributes to the production of intonation patterns? Learning of phonology? Communicative process? (pp 100 – 102)

1. linguistic

2. logical-mathematical

3. spatial (the ability to find one's way around an environment, to form mental images of reality ,and to transform them readily)

4. musical (the ability to perceive and create pitch and rhythmic patterns)

5. bodily-kinesthetic (fine motor movement, athletic prowess)

6. interpersonal (the ability to understand others, how they feel, what motivates them, how they interact with one another)

7. intrapersonal intelligence (the ability to see oneself, to develop a sense of self-identity)

-communicative process.

12James Asher (1977) suggested a method of language teaching called TPR.1- What does TPR stand for 2- what is its limitation? (p 107)

Total Physical Response

TPR work well with beginners


Chapter Five: Styles and Strategies

1Can you give some examples of ‘process’? What do ‘style’ and ‘strategies’ mean, and which of the three concepts is the most general? (pp 112 - 113)

1-association, 2-transfer, 3-generalization, 4- attrition

Style is a term that refers to consistent and rather enduring tendencies or preferences within an individual.

Strategies are specific methods of approaching a problem or task.

Process is the most general of the three concepts.

2According to the ambiguity tolerance theory, language learners will encounter contradictory information. Can you mention some examples? (p 120)

1-words that differ from the native language, 2-rules that not only differ but that are internally inconsistent because of certain "exceptions.

3In ESL reading tasks for adults, who were slower, impulsive or reflective learners? Who was more accurate? (p 121)
Reflective learners

4Who prefer reading and studying charts, visual or auditory learners? Who are more visual, American or Korean students? (p 122)

Visual learners.

Korean students.

Chapter Six: Personality Factors

1What does affective mean? (p 143)
Emotion or feeling

2Where do people derive their sense of self-esteem from? What is the difference between global, situational and task self-esteem? (pp 145 – 146)

People derive their sense of self-esteem from the accumulation of experiences with themselves and with others and from assessments of the external world around them.

1. General, or global, self-esteem is said to be relatively stable in a mature adult, and is resistant to change.

2. Situational or specific self-esteem refers to one's self-appraisals in particular life situations.

3. Task self-esteem relates to particular tasks within specific situations.

3What is the difference between intrinsic and extrinsic motivation? (p164)

Intrinsically motivated activities are ones for which there is no apparent reward except the activity itself .

Extrinsically motivated behaviors are carried out in anticipation of a reward from outside

دعواتكم لنا ولجميع المنتسبين بالتوفيق والنجاح
.

[asim]

أبا ظبي رحمك الله
الأفضل من هذا كلام الدكتور وحلوله في الدورة
واحذف منصور حسن مع الفرنسي2 .

[عثمان البكري]

السلام عليكم

اخواني اريد منكم ان تدلوني على الملزمه448 شكسبير اللي اوصى بها الدكتور عمر وقيل انها في الخوارزم ولكن هل اجدها هنا ام لا

ارجو منكم افادتي عن هذه الملزمه

[ابو ريان 126]

يا اخوان الله يوفقنا واياكم لكل ما فيه خير
ونصيحه اخويه من واقع تجربه لا حد يكثر ملخصات في الوقت هذا < وقت الاختبارات > لأنها بتلخبط اكثر ما تفيد بالنسبه للي نزل اسئلة 423 لاخونا اكورد وفقه الله وسهل اموره اللي اخذها مباشره من الدكتور الفاضل قرامي ومع تعليقات دكتور الماده بنفسه يعني اشوف انها كافيه ووافيه واي زياده عليها او تعديل في صيغتها بتلخبطنا وتشوش علينا .
اتمنى لي ولكم التوفيق

[أبوظبي]

ملاحظة مهمة

هذه الاسئلة التي وضعها الدكتور في الدورة التاهلية بس
مختصرة الاجابات
وهي الاسئلة التي كتبها اخي العزيزاكوووررددد
تمنياتي للجميع بالتوفيق والنجاح
وفلمارك فور اال
والاستاذ منصور صاحب فضل كبير علي وعلى كثير من الزملاء
وملخصاته بدون معرفته ايش المحدد تطلع دقيقه جدا وكانه هو مدرس المادة
وانا اخذ ملخصاته والمادة التي يلخصها لي لا تقل عن 85 وما فوق
وسلامتكم