Teaching Speaking

1. Language as product means

• b. studying the rules of language
  • This definition focuses on the examination of language as a system, analyzing its components like grammar, phonology, and vocabulary.

2. According to Wilkins, the three categories of language needs are

• a. notional, functional and conceptual
  • Wilkins's framework emphasizes these three key areas for language learning. Notional refers to concepts and meanings, functional to the purposes of language use, and conceptual to the underlying ideas.

3. Expression of personal meaning in a verbal exchange can be developed only in a .......... atmosphere.

• b. relaxed
  • A relaxed and comfortable environment fosters genuine and authentic communication where learners feel safe to express their thoughts and feelings.

4. The basic steps of a pronunciation lesson are

• d. selection, presentation, recognition, production and basic rules
  • This sequence is a common and logical approach to teaching pronunciation:
    • Select the target sounds.
    • Present them clearly (e.g., through demonstrations, visuals).
    • Guide students to recognize and distinguish the sounds.
    • Have students practice producing the sounds.
    • Provide basic rules and explanations.

5. The easiest way for students to receive feedback on their speech performance is to

• d. teach them the details
  • By providing clear and specific feedback on their pronunciation, grammar, and fluency, students can identify areas for improvement and develop their speaking skills effectively.

6. In an example of a minimal pair used for the teaching of a problematic sound would be

• a. few sew
  • Minimal pairs differ by only one phoneme, highlighting the contrast between /f/ and /s/ in this case.

7. A course in oral skills should aim at enabling the learner to

• b. function effectively in oral interpersonal interactions
  • The primary goal of oral skills development is to equip learners with the ability to communicate effectively in real-life speaking situations.

8. Pronunciation is a component of

• c. listening, writing and speaking
  • While pronunciation is most directly related to speaking, it also plays a crucial role in listening comprehension and even influences writing (e.g., spelling).

9. You overheard the following exchanged by two learners involved in “role play”? A: Cant buy the dress. No money. B:You no money. I lend you. How will you react as a teacher?

• b. I will consider this a piece of meaningful conversation and let them go on with their practice
  • In authentic communication, learners will make mistakes. Focusing on fluency and meaningful interaction at this stage is more important than immediately correcting every error.

10. It is in the area of ··········· that non-native language teachers have the most difficulty.

• d. intonation
  • Intonation patterns in a language can be subtle and complex, presenting a significant challenge for non-native speakers to master and accurately convey to learners.

11. I: What is on the table?- -There is a book on the table. -Where is the bag? -The bag is on the floor. II: What is on the table? -A book. -Where is the bag? -On the floor.

• b. Exercise (II) is better than (I) because it introduces a more appropriate and natural language use.
  • Exercise II reflects more natural and concise responses in everyday conversation.

12. A highly frequent problem in speaking classes is that teachers ...........

• b. do not set realistic objectives for the classes?
  • Clear and achievable learning objectives are essential for effective language teaching. Without them, instruction may lack focus and direction.

13. Speakers use gambits in order to ……….

• c. initiate, maintain, and terminate conversations
  • Gambits are social formulas that help to manage the flow of conversation smoothly.

14. While speaking, "gambits" are often used to do all of the following EXCEPT ...........

• a. persuading listeners to accept your idea
  • While gambits can be used to influence others, their primary function is to manage the social aspects of conversation.

15. The frequent omission of junctional morphemes has led to the characterization of the .....

• b. ugrammaticality
  • Junctional morphemes (e.g., -s, -ed, -ing) are crucial for grammatical accuracy. Their frequent omission can lead to ungrammatical sentences.

**16. ............ is a fixed phrase to open, maintain and close conversations. **

• d. gambit
  • Gambits are pre-formulated expressions that serve social functions in communication.

**17. The routine language formulae that speakers use to open, maintain and close conversations are labeled as ...... talk. **

• c. phatic
  • Phatic communication focuses on maintaining social relationships rather than conveying information.

18. The term ...... refers to what the speaker says, but ........ refers to what the speaker means.

• a. locutionary / illocutionary act
  • Locutionary act refers to the literal meaning of the words, while illocutionary act refers to the speaker's intended meaning (e.g., making a request, giving an order).

**19. Propositional meaning refers to ........ **

• d. what the speaker says
  • It refers to the literal meaning of the words used.

20. Conversational gambits are used to ………. a conversation

• d. initiate and terminate
  • Gambits are used for both initiating and terminating conversations, as well as maintaining the flow.

21. Which is an example of teaching phonics synthetically?

• a. Introducing letters and then related sounds
  • Synthetic phonics focuses on teaching individual sounds first, and then blending them to form words.

**22. In order to express meaning comprehensively, we need facility in correctly .......... language elements.

• d. selecting and combining
  • Effective communication requires careful selection of appropriate vocabulary and grammatical structures, and combining them effectively to convey the intended message.

**23. In the expression of personal meaning , the number of possible .......... is infinite.

• d. variations
  • Personal expression is highly individual and can be expressed in countless ways.

24. At the early stages, students speak more in the narrative and .......... vein.

• a. descriptive
  • Early stages of language learning often involve simple descriptions and narrations of personal experiences.

**25. It is the .......... level which sets out what students with minimum requirements will know and will be able to do in particular situations.

• c. threshold
  • The threshold level defines the basic level of language proficiency needed for specific communicative purposes.

**26. Wilkins believes that the semantic approach to presentation of language structures is necessary if learners are provided with adequate .......... capacity.

• a. cognitive
  • The semantic approach focuses on meaning and understanding, requiring learners to engage with language at a deeper cognitive level.

27. To be able to communicate well, students' personal use of the language from the beginning must be ...........

• a. purposive
  • Language learning should be goal-oriented and focused on achieving specific communicative objectives.

**28. Speaking is considered to be a .......... skill.

• d. productive
  • Speaking involves actively producing language.

**29. The .......... approach breaks the global language down into an inventory of grammatical structures.

• b. synthetic
  • The synthetic approach focuses on breaking down language into its constituent parts (e.g., grammar rules, sounds) for systematic learning.

**30. To facilitate comprehension and expression of one's own message, the acquisition and use of a large number of .......... is necessary.

• a. vocabulary items
  • A rich vocabulary is essential for effective communication, both in comprehension and production.

**31. The continued use of simplified, reduced form which suffices to convey denotative, referential information in communication is referred to as the .......... stage.

• b. pidginization
  • Pidginization is the process of simplification of a language for communication between speakers of different languages.

**32. Speaking proficiency equivalent to that of an educated native speaker is referred to as .......... proficiency.

• c. maximal
  • Maximal proficiency represents the highest level of language competence, comparable to that of a highly educated native speaker.

**33. General fluency is concerned with the ease with which .......... in the foreign/second language.

• b. messages are encoded and decoded
  • Fluency refers to the smooth and effortless production and comprehension of language.

34. One of the best ways of learning to discriminate between different sounds is to practice with ...........

• b. minimal pairs
  • Minimal pairs help learners to perceive and produce subtle phonetic distinctions.

35. Which of the following is a characteristic of normal speech?

• d. Omission of redundant elements
  • Normal speech often involves the omission of unnecessary words or sounds for efficiency.

36. The phonological code consists of all the following except for ...........

• a. stylistic variations
  • Stylistic variations are more closely related to the semantic or pragmatic level of language.

37. Which of the following categories belongs to the semantic code?

• c. Emotional overtones
  • Emotional overtones (e.g., sarcasm, irony) add layers of meaning beyond the literal words.

38. Which of the following is an example of sandhi-variation?

• b. Contextual variations
  • Sandhi-variation refers to the slight changes in pronunciation that occur at word boundaries in connected speech.

39. Lecturettes are written in two general forms of ...........

• d. simplified and full
  • Lecturettes can be presented in a brief, simplified form or a more detailed and comprehensive format.

40. The devices used to open and close conversations are called ...........

• a. conversational gambits
  • Gambits are specifically designed for initiating, maintaining, and terminating social interactions.

41. According to Taylor, participants do not need to .......... in order to communicate in real life situations.

• c. have the choice of what to say
  • Real-life communication often involves constraints and limitations on what can be said.

42. The emphasis of paragraph-pattern approach is on the .......... of writing.

• b. organization
  • The paragraph-pattern approach focuses on teaching students to structure their writing effectively using common organizational patterns.

43. In helping students to acquire an articulation and intonation which are comprehensible and acceptable to native speakers, the problem lies in the ..........

• a. degree of difference between the L1 and L2 sound systems
  • The greatest challenge often lies in adapting to the new sound system and intonation patterns of the target language.

44. Knowledge of the physical aspects of sound production helps teachers to ...........

• c. give their students useful guidance in correcting faulty production
  • Understanding how sounds are produced allows teachers to provide more specific and effective feedback on pronunciation.

45. For discrimination purposes , a sound should NOT be presented in isolation since ..........

• a. it will affect sound perception in association with other sounds
  • Sounds are typically perceived in the context of other sounds within words and phrases.

46. The term " Propositional meaning" refers to ..........

• a. what the speaker says
  • Propositional meaning refers to the literal meaning conveyed by the words themselves.

47. The routine language formula that speakers use to open, maintain, and close conversations is referred to as .......... talk .

• c. phatic
  • Phatic communication serves social functions, such as establishing and maintaining rapport.

48. Information about the speaker’s intentions , beliefs , and attitude toward the listener is called ...........

• a. illocutionary meaning
  • Illocutionary meaning refers to the speaker's intended meaning and purpose behind their utterance.

49. The range of possible alternative items which could occur in a certain position in speech is referred to as ...........

• d. chunks
  • Chunks refer to prefabricated units of language, such as phrases or collocations, that are stored and retrieved as single units.

50. The commonly used set of phrases to initiate, maintain, further, or terminate conversations are called ...........

• a. gambits
  • Gambits are pre-formulated expressions used for social interaction in conversation.

51. The term "talking to" describes real language situations in which the speaker ...........

• d. cooperates with the listener(s) to create and comprehend the message
  • "Talking to" implies a dynamic and interactive process of communication.

52. According to Chastain , the term "wait time" refers to the time needed for ...........

• d. cognitive processing before oral production
  • Wait time allows students to think and formulate their responses before speaking.

53. The encoding process in communication involves the use of .......... skills.

• b. listening and speaking
  • Encoding involves the process of translating thoughts and ideas into language.

54. The term .......... refers to a means of communication that enables people with different languages to communicate with each other.

• a. lingua franca
  • A lingua franca is a language used for communication between people who speak different native languages.

55. The structural influence led to the teaching of .......... in the sound system of the language.

• c. phonemic distinctions
  • Structural linguistics emphasized the importance of teaching the distinctive sound contrasts of the target language.

56. A fast speaker differs from a slow speaker more in the .......... than in actual speed of articulation.

• b. length and frequency of pauses
  • Fluent speakers often use shorter pauses and connect words more smoothly.

57. Juncture, elisions, and liaisons are among the factors that play an important role in conveying the full import of a .......... message.

• c. spoken
  • These features are crucial for understanding the nuances of spoken language.

**58. Speaking to express a personal intention is a .......... process.

• d. hierarchical
  • Expressing personal intentions often involves a complex and multi-layered process of planning and execution.

59. In the teaching of the speaking skill, the first process to attend to is ...........

• a. forging the instrument
  • This refers to helping students develop the physical and physiological mechanisms for producing sounds correctly.

60. In teaching the speaking skill, students should be given practice in communication ...........

• b. as they learn different structures and functions in the classroom
  • Communication practice should be integrated throughout the learning process, not just at the end.

61. A well-written dialogue used for teaching purposes is NOT characterized by ...........

• c. structural novelty
  • While novelty can be engaging, teaching materials should prioritize clarity and relevance over novelty for beginners.

62. Which of the following is NOT a type of those dialogues presented in textbooks for teaching the speaking skill?

• c. Recreational dialogue
  • While recreational dialogues can be used for enjoyment, they may not be the most effective for focused language learning.

63. Conversational speech is characterized by all of the following except for ...........

• d. perfection of style and elaborate use of figurative language
  • Conversational speech is typically informal and may contain hesitations, repetitions, and other features not found in formal writing.

64. The first step in presenting a conversation facilitation dialogue is to ..........

• d. require the students to repeat the lines after the model
  • This allows students to familiarize themselves with the pronunciation and intonation of the dialogue.

65. In some oral works such as story telling tasks, students should be taught that whenever they are at a loss to express themselves in the new language, they should consciously ...........

• c. simplify what they want to say
  • Simplifying the message can be an effective strategy for overcoming communication difficulties.

66. The central problem of teaching to promote spontaneous expression in a language is to ...........

• d. know in what contexts learners will want or need to express themselves
  • Understanding the learners' communicative needs is crucial for designing effective speaking activities.

67. Repeating and reading aloud gives practice in .......... in large contexts.

• b. the mechanics of pronunciation
  • These activities help students develop accurate pronunciation and fluency in reading.

68. I.P.T.T. is a technique in speaking which concentrates on ...........

• d. teaching the pupils to interact with each other
  • I.P.T.T. (Individual Pupil Talking Time) focuses on maximizing individual student participation in speaking activities.

**69. A contextualized pronunciation lesson must be . . . . . . . **

• a. picturable, meaningful, balanced and relevant
  • Contextualized lessons should be engaging, meaningful, and relevant to the learners' interests.

70. The first step of teaching pronunciation is . . . . . . .

• c. modeling and imitation
  • Providing clear models of correct pronunciation is essential for learners to develop accurate production.

71. In teaching contextualized speaking, the teacher must emphasize ...........

• b. communication
  • The primary focus should be on effective communication, not just on grammatical accuracy.

72. Individual pupil talking time is a technique for teaching ...........

• d. speaking
  • I.P.T.T. is specifically designed to increase individual student speaking time.

73. The set of words or expressions used to start continue and terminate conversations are called ...........

• d. phatic talk
  • Phatic talk refers to communication that serves a social function, such as establishing and maintaining rapport, rather than conveying information.

74. Which of the following is a non-linguistic feature in the speaking process?

• d. b and c
  • Loudness and tone are considered non-linguistic features as they relate to the way speech is delivered rather than the words themselves.

75. The speaking skill may be fully mastered by ...........

• d. speaking in real contexts
  • True fluency comes from consistent and meaningful communication in real-life situations.

76. In teaching speaking, tasks which compel the students to interact with native speakers are called ...........

• b. community oriented tasks
  • These tasks involve interaction with members of the target language community.

77. Gambits are commonly used phrases to .......... conversations.

• d. all of the above
  • Gambits are used to open, end, and maintain conversations.

78. Which of the following is NOT among the linguistic features of the spoken language?

• a. Complete sentences are used
  • Spoken language often features incomplete sentences, fragments, and other features not typically found in formal writing.

79. In correcting the pronunciation mistakes, the teacher can use linguistic description. It means he can ...........

• d. all of the above
  • Using diagrams, phonetic descriptions, and demonstrations are all valid ways to provide linguistic feedback on pronunciation.

80. In teaching speaking, tasks in which students are presented with a problem and some alternative solutions from which they have to choose are called ...........

• d. problem solving activities
  • These tasks encourage critical thinking and decision-making within a communicative context.

81. Which of the following is a linguistic feature in the speaking process?

• c. Stress and intonation
  • Stress and intonation are essential aspects of spoken language that convey meaning and affect how the message is interpreted.

82. Which of the following is NOT a good reason for not correcting student mistakes immediately?

• b. It does not lead to more correct language usage in the future.
  • While immediate correction may not always be necessary, it can provide valuable feedback for language learning.