
Communication in the Foreign Language Class
Quiz
•
English
•
8th Grade
•
Practice Problem
•
Hard
Barbara Cañuelo Fernández
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35 questions
Show all answers
1.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
According to Halliday "an instrument of social interaction with a clear communicative purpose" is...
language
communication
2.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
According to Halliday "the exchange and negotiation of information betwee, at least two individuals trough the use of verbal and nonverbal symbols, oral and written, and production and comprehension processes" is...
language
communication
3.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What are the main features of human language according to Yule?
Displacement, productivity, cultural transmission, duality of patterning, arbitrariness, and discreteness
Paralanguage, proxemics, environment, physical appearance, and kinesics
Public communication, small group communication, interpersonal communication, and intrapersonal communication
Linguistic competence, sociolinguistic competence, and pragmatic competence
4.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What is the recommended approach for teaching communicative language competences?
Communicative Language Teaching (CLT)
Total Physical Response (TPR)
Silent Way
Grammar-Translation Method
5.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What are some examples of non-verbal communication in the EFL classroom?
Gestures, body language, and paralinguistic strategies
Drama, miming, and Cuisenaire rods
Discussion of gestures and expressions, finger plays, and games
Pointing, demonstration, and observable actions
6.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What is the definition of a specific learning disability?
A disorder in one or more of the basic psychological processes involved in language
Difficulties in reading and spelling
Difficulties in paying attention and following directions
Underperformance in working memory and information processing
7.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What are some UDL-based strategies for students with specific language learning disabilities?
Foster collaboration, offer alternatives for auditory and visual information, and clarify vocabulary
Use drama and miming, employ finger plays and games, and discuss gestures and expressions
Reduce unnecessary teacher talking time, increase learner participation, and improve performance in pair and group activities
Activate affective, exploratory, and strategic brain networks, and enhance monitoring progress
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