Syllabus Design

What is the difference between explicit and implicit knowledge in language learning?

• a)Explicit knowledge is unconscious, while implicit knowledge is conscious.

• b) Explicit knowledge is difficult to articulate, while implicit knowledge can be explained.

• c) Explicit knowledge is acquired through exposure to the language, while implicit knowledge is acquired through formal instruction.

• d) Explicit knowledge is conscious, while implicit knowledge is unconscious.

What is the role of tasks in language learning?

• a) To provide opportunities for learners to practice using the L2 in meaningful contexts.

• b) To promote learner autonomy and self-directed learning.

• c) To facilitate the acquisition of explicit grammar rules.

• d) To help learners develop their communicative competence.

What is the purpose of a syllabus in language learning?

• a) To provide a list of vocabulary words for learners to memorize.

• b) To outline the grammar rules of the language.

• c) To provide a structured plan for language learning.

• d) To test learners' knowledge of the language.

Analytic approaches involve using language in communicative activities, while synthetic approaches involve breaking language down into discrete parts.

• True

• False

procedural knowledge is valuable because it allows greater generalizability of language use, and is not context-dependent.

• Ture

• False

--- is an example of modal meanings.

• a)scale of commitment

• b)quantity

• c)requesting

• d)agreeing

(a)   is being used as a term to cover three different types of unit: language item, semantic category, and writing strategy.

Which of the following examples refers to a lexical syllabus grading from easy to difficult, focusing on

vocabulary progression?

• a)Beginner level: Work-related vocabulary: jobs, office terms.

• b) Intermediate level: Idiomatic expressions and colloquialisms.

• c) Advanced level: Everyday vocabulary: greetings, numbers, colors, basic objects.

• d)Proficient level: Specialized vocabulary in specific fields.

Grading and sequencing tasks in a curriculum should consider:

• a) Code complexity and commonest patterns.

• b) Cognitive complexity and communicative stress only.

• c) Code complexity, communicative stress, and cognitive complexity.

• D) Commonest patterns, cognitive complexity, and communicative stress.

The lexical syllabus subsumes the structural syllabus.

• Ture

• False