There is no link between performance dissimilarities and language proficiency in the communication between pilots and air traffic controllers.
The communicative intention of Text 3 is to
This passage is most likely part of
“Schmidt (2001) argues that it ‘largely determines the course of language development’ ” (lines 18-20) “It should be remembered that advocates of both CLT and TBLT have been using the term context mainly to refer to linguistic and pragmatic features of language and language use.” (lines 27-30)
Which of the alternatives below correctly explains the use of italics in the two fragments above?
In “The shift from method-based pedagogy to postmethod pedagogy, however, is seen as much more fundamental because it seeks to provide an alternative to method rather than an alternative method.” (lines 38-41), the author implies that
The fragment “It encourages the teacher ‘to engage in a carefully crafted process of diagnosis, treatment, and assessment’ (Brown, 2002, p. 13). It also provides one possible way to be responsive to the lived experiences of learners and teachers, and to the local exigencies of learning and teaching.” (lines 52-58) refers to pillars of postmethod pedagogy.
Which of the principles mentioned in this fragment are also representative of the core values of English for Academic Reading?
The author ends his text with the cliché “But that’s another story”, because
All of the sentences below, rephrasing ideas contained in the passage, contain mistakes in language use, from the point of view of standard written English, EXCEPT FOR:
The author comments that the TBLT approach is an offshoot of CLT. In another section of his full article, he comments that “CLT was a principled response to the perceived failure of [previous methods].” Read the following claims on ELT methodology/approaches.
I - The Audiolingual method’s proclaimed goal of fostering communicative capability in the learner was based on the presentation-practice-production sequence.
II - CLT emphasizes language competence in terms of social interaction, considering the main linguistic principles of speech act theory, functional grammar, communicative competence, introduced by Austin, Halliday and Dell Hymes, respectively.
III - CLT was a theoretically based approach that reinforced the emphasis on the linguistic structures of t...
In the final section of his article, Kumaravadivelo writes:
“We’ve come a long way”— declared Brown (1991, p. 257) as he concluded his essay for the 25th anniversary issue of TESOL Quarterly. He was actually referring to the progress the TESOL profession was making during the 1970s and 80s in achieving desired goals such as shifting its focus from product-oriented teaching to process-oriented teaching, and from a rigid curriculum to a more flexible one. Even those modest shifts, according to him, had created a new state of awareness in the profession. Considering the more significant trend-setting shifts that have marked the 1990s, we can claim with some justification that we have now reached a much higher level of awareness. We might even say, with ...
