ESL #154: Domain I (Linguistic Domain)

Front

What is most important for effective second-language acquisition?

Back

Engaging in social activities and meaningful interactions

Front

The students’ samples best illustrate a pattern of L1 interference in: phonology, morphology, semantics, syntax.

Back

syntax.

Front

Which activity best helps students address L1 interference? Options: Practicing minimal pairs, Identifying phonemic distinctions, Cutting sentences apart, Learning orthographic skills.

Back

Cutting sentences apart

Front

What type of verbs are used to express meanings such as permission, ability, and possibility?

Back

Modal verbs

Front

What is primarily true about the relationship between a student’s first- and second-language acquisition?

Back

Students who receive formal schooling in L1 do better at acquiring L2 than students with no schooling in L1.

Front

How can a teacher best support Marcos, an ELL who is literate in his native language and speaks English well but struggles with reading informative texts in English, during a research project?

Back

Supplementing English texts with research in Marcos’ native language and having him present his findings in English

Front

An ESL student uses the sentence: “I want a motorcycle verde.” What concept does this illustrate?

Back

code-switching

Front

Strategy to help ELLs understand differences between informal and formal language:

• Asking the ELLs to keep a journal of conversations with friends to be discussed in class
• Having the ELLs listen to audio recordings in different registers of English
• Pairing the ELLs and having them role-play a variety of scenarios in the different registers
• Reminding the ELLs to use academic language in classroom discussions and informal language in conversations

Back

Pairing the ELLs and having them role-play a variety of scenarios in the different registers

Front

Which scenario best illustrates that basic communication skills develop faster than academic language skills?

Back

A student speaks English fluently but is having difficulty understanding content-area lectures.

Front

The teacher’s use of literature response groups and journals demonstrates a strong understanding that

Back

language development is an integrated process.