Listening & Discourse Quiz

Froggy Jumps

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Quick questions on listening & discourse

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Piyachat Dhephasadin Na Ayudhaya

Thailand

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Listening & Discourse Quiz


Froggy Jumps Listening & Discourse QuizOnline version Quick questions on listening & discourse by Piyachat Dhephasadin Na Ayudhaya 1 1. Listening as comprehension mainly focuses on what? a Memorizing vocabulary b Producing language c Extracting meaning from spoken messages 2 2. Listening as acquisition emphasizes what key idea? a Noticing language input for learning b Translating sentences c Speaking practice 3 3. Bottom-up listening processing starts with? a Background knowledge b Predicting meaning c Analyzing sounds and words 4 4. Top-down processing relies mainly on? a Grammar rules b Pronunciation drills c Prior knowledge and context 5 5. Which is an example of bottom-up listening activity? a Identifying key words b Inferring meaning c Predicting the topic 6 6. Spoked discourse is usually? a Instantaneous and unplanned b Carefully edited c Identical to written discourse 7 7. Which feature is NOT typical of spoken discourse? a Hesitation b Perfect grammar c Fillers 8 8. The term schema refers to? a Grammar rules b Background knowledge structures c Pronunciation patterns 9 9. Which activity focuses on top-down processing? a Predicting content before listening b Dictation c Identifying stress patterns 10 10. Pre-listening activities mainly help students to? a Activate background knowledge b Memorize the text c Write summaries 11 1. Listening as comprehension mainly focuses on a B. extracting meaning from spoken messages b C. memorizing vocabulary c A. producing language 12 2. Listening as acquisition emphasizes a B. noticing language input for learning b A. grammar translation c D. reading aloud 13 3. Bottom-up listening processing starts with a B. predicting meaning b A. background knowledge c C. analyzing sounds and words 14 4. Top-down processing relies mainly on a A. grammatical knowledge b B. pronunciation drills c C. prior knowledge and context 15 5. Which is an example of bottom-up listening activity? a B. Guessing the speaker’s intention b C. Identifying key words c A. Predicting the topic 16 6. Spoken discourse is usually a C. fully grammatical b B. instantaneous and unplanned c A. carefully edited 17 7. Which is NOT a typical feature of spoken discourse? a A. hesitation b B. fillers c D. perfect grammar 18 8. The term schema refers to a A. pronunciation patterns b B. grammatical structures c C. background knowledge structures 19 9. Which listening activity focuses on top-down processing? a C. recognizing grammatical relationships b B. predicting content before listening c A. identifying stress patterns 20 10. In listening lessons, pre-listening activities mainly help students a A. memorize the text b C. repeat sentences c B. activate background knowledge 21 11. The while-listening stage focuses mainly on a A. comprehension of the text b B. grammar analysis c C. essay writing 22 12. Post-listening activities often include a B. response and discussion b D. spelling practice c A. translation exercises 23 13. Listening strategies that involve planning, monitoring, and evaluating are called a A. communicative strategies b B. metacognitive strategies c D. interaction strategies 24 14. Cognitive strategies mainly involve a A. managing learning b B. mental processing of language input c D. classroom organization 25 15. Monitoring during listening means a D. translating sentences b A. predicting vocabulary c B. checking understanding while listening 26 16. Evaluating in listening strategies refers to a B. assessing comprehension after listening b A. judging pronunciation c D. copying notes 27 17. According to Schmidt, learning occurs when learners a A. repeat words b C. notice language input c B. memorize grammar rules 28 18. “Intake” refers to a B. the part of input that learners notice b A. all the language learners hear c C. grammar rules 29 19. A noticing activity may involve a D. debates b A. role play c B. identifying language forms in a listening text 30 20. Restructuring activities encourage students to a C. listen repeatedly b B. produce language using new forms c A. memorize vocabulary 31 21. An example of restructuring activity is a C. role-playing a dialogue using expressions from the listening text b B. completing a cloze listening exercise c A. listening to a lecture 32 22. Listening for lectures mainly focuses on a B. listening as comprehension b C. pronunciation training c A. listening as acquisition 33 23. Which activity best develops bottom-up listening? a B. identifying modal verbs in a text b A. predicting story endings c C. discussing opinions 34 24. Dictation is usually used to develop a A. top-down listening b D. reading skills c B. bottom-up listening 35 25. Effective listening lessons often combine a A. grammar and translation b D. reading and grammar c B. bottom-up and top-down processing 36 26. Students often judge success in language learning based on improvement in a A. grammar knowledge b B. spoken proficiency c C. writing ability 37 27. Spoken discourse is typically composed of a D. written structures b A. long paragraphs c B. idea units and clauses 38 28. Conversational routines are a A. grammatical rules b C. vocabulary lists c B. fixed expressions used in conversation 39 29. An example of conversational routine is a A. “Let me think about it.” b B. “Photosynthesis occurs” c C. “Past tense verbs” 40 30. Which is an example of talk as interaction? a B. small talk with a friend b C. presenting research c A. giving a lecture 41 31. Talk as interaction mainly serves a a C. academic function b A. social function c B. informational function 42 32. Which skill is important for talk as interaction? a A. turn-taking b C. sentence diagramming c B. grammar translation 43 33. Talk as transaction focuses mainly on a A. social relationships b C. storytelling c B. exchanging information 44 34. Asking for directions is an example of a C. talk as performance b A. talk as interaction c B. talk as transaction 45 35. Ordering food in a restaurant is a A. talk as interaction b C. talk as performance c B. talk as transaction 46 36. Talk as performance refers to a C. personal chatting b B. public speaking c A. casual conversation 47 37. A classroom presentation is an example of a B. talk as transaction b C. talk as performance c A. talk as interaction 48 38. Talk as performance usually a D. avoids grammar b A. is informal conversation c B. follows a predictable structure 49 39. Teaching talk as interaction often includes a B. practicing small talk b C. grammar exercises c A. memorizing vocabulary 50 40. Back-channel responses include expressions such as a B. “dictionary” b A. “really?” c D. “lecture” 51 41. Which activity practices topic management? a B. hot seat questioning activity b C. spelling quiz c A. translation 52 42. Information-gap activities mainly develop a A. talk as transaction b D. pronunciation c B. talk as interaction 53 43. Role-plays are useful for practicing a A. grammar rules b B. real-world communication situations c C. spelling 54 44. A task-based lesson typically begins with a B. pre-task introduction b C. grammar test c A. post-task discussion 55 45. In the task cycle, students mainly a A. memorize rules b B. use language to complete tasks c C. write essays 56 46. The planning stage of task-based learning helps students a D. practice pronunciation only b B. memorize vocabulary c A. prepare to report results 57 47. Language focus stage in task-based teaching includes a D. free conversation b A. translation c B. language analysis and practice 58 48. Teaching talk as performance often uses a C. vocabulary lists b B. grammar translation c A. model speeches 59 49. When evaluating speaking activities, teachers consider a A. only grammar accuracy b B. only pronunciation c C. different criteria depending on the type of talk 60 50. Effective speaking instruction should consider a B. the different functions of speaking b D. reading comprehension c A. only grammar teaching 61 51. Students listen to a recording and identify the order of words they hear. This activity mainly develops: a A. top-down listening b C. speaking fluency c B. bottom-up listening 62 52. Before listening to a news report, students predict what information they might hear. This activity mainly develops: a B. top-down listening b C. pronunciation skills c A. bottom-up listening 63 53. Students listen to a recording and choose which modal verbs occurred in the text. This activity focuses on: a A. top-down processing b C. speaking practice c B. bottom-up processing 64 54. Students read the title of a story and discuss possible events before listening. This activity is mainly: a B. pre-listening b C. while-listening c A. post-listening 65 55. Students listen and complete missing words in a cloze transcript. This activity mainly develops: a A. bottom-up listening b B. top-down listening c D. speaking fluency 66 56. Students listen to a conversation and decide the speaker’s intention. This activity mainly uses: a B. top-down processing b A. bottom-up processing c C. pronunciation practice 67 57. Students listen to a story and put pictures in the correct order. This is mainly a: a B. while-listening activity b A. pre-listening activity c C. grammar activity 68 58. Students discuss their opinions about the topic after listening to a lecture. This is mainly a: a A. pre-listening activity b B. while-listening activity c C. post-listening activity 69 59. Students listen and identify stressed words in sentences. This activity focuses on: a D. discourse analysis b B. top-down listening c A. bottom-up listening 70 60. Students listen to a news story and guess what will happen next. This is an example of: a C. grammar translation b B. top-down processing c A. bottom-up processing 71 61. Students listen to a text and identify pronoun references. This activity mainly develops: a D. cultural competence b A. bottom-up listening c B. top-down listening 72 62. Students read questions about a topic and then listen to see if the answers appear in the text. This activity mainly develops: a B. top-down listening b A. bottom-up listening c C. grammar learning 73 63. Students listen to a passage and write down key words they hear. This activity mainly involves: a D. writing skills b A. top-down listening c B. bottom-up listening 74 64. Students discuss what they already know about a topic before listening. This activity activates: a C. grammatical rules b B. schema c A. phonological knowledge 75 65. Students listen to a conversation and infer where the conversation is happening. This mainly uses: a A. bottom-up processing b B. top-down processing c C. pronunciation analysis 76 66. Students listen to sentences and decide whether they are positive or negative. This activity focuses on: a C. speaking interaction b A. bottom-up listening c B. top-down listening 77 67. Students predict vocabulary they might hear before listening to a lecture. This stage is: a A. post-listening b C. while-listening c B. pre-listening 78 68. Students listen again to a recording to check parts they misunderstood. This activity mainly supports: a A. monitoring strategies b D. vocabulary memorization c B. grammar translation 79 69. Students listen and infer the relationship between speakers. This mainly involves: a A. bottom-up listening b C. pronunciation skills c B. top-down listening 80 70. Students listen to a story and summarize the main idea. This activity mainly develops: a C. spelling ability b B. top-down listening c A. bottom-up listening 81 71. In language teaching, discourse refers to a A. isolated words b B. connected spoken or written language c C. grammar rules 82 72. Spoken discourse is often a D. identical to written language b A. carefully planned c B. spontaneous and interactive 83 73. Which feature is typical of spoken discourse? a A. long complex sentences b C. perfect grammar c B. fillers and hesitations 84 74. The word schema refers to a A. pronunciation rules b C. grammar patterns c B. background knowledge structures 85 75. Schemas help listeners a A. memorize vocabulary b B. predict meaning c C. learn spelling 86 76. Which example shows schema use? a C. identifying grammar forms b A. recognizing stress c B. guessing news details after hearing “earthquake” 87 77. Spoken discourse is usually organized in a D. essays b A. paragraphs c B. clauses and idea units 88 78. A major challenge of spoken discourse is that it is a A. too slow b B. processed in real time c D. grammatically perfect 89 79. Fillers such as “uh,” “well,” and “you know” are common in a D. dictionaries b B. spoken discourse c A. written discourse 90 80. Which characteristic distinguishes spoken from written language? a C. spoken language is fully edited b A. spoken language is linear c B. spoken language has chapters 91 81. Spoken language often includes a B. citations b D. paragraphs c A. repetition 92 82. The speed of conversation may reach a A. 50 b B. 100 c C. over 200 words per minute 93 83. Spoken discourse often depends on a A. shared background knowledge b B. dictionaries c C. grammar books 94 84. Spoken discourse is usually a C. grammar-focused b A. context-independent c B. context-dependent 95 85. An example of spoken discourse is a C. a dictionary entry b A. a novel c B. a conversation 96 86. “Nice weather today.” “Yes, it is.” This is an example of: a B. talk as performance b A. talk as transaction c C. talk as interaction 97 87. Giving directions to a tourist is an example of a C. talk as performance b A. talk as interaction c B. talk as transaction 98 88. A class presentation is an example of a B. talk as transaction b A. talk as interaction c C. talk as performance 99 89. Chatting with a friend at a café is a C. talk as transaction b A. talk as performance c B. talk as interaction 100 90. Making a sales presentation is a D. casual conversation b A. talk as interaction c C. talk as performance 101 91. Ordering food in a restaurant mainly involves a B. talk as transaction b C. talk as performance c A. talk as interaction 102 92. Which skill is important for talk as interaction? a C. spelling b B. essay writing c A. turn-taking 103 93. Which is important for talk as performance? a C. slang language b B. casual conversation c A. predictable structure 104 94. Which type of talk focuses mainly on social relationships? a B. talk as transaction b C. talk as performance c A. talk as interaction 105 95. Which type focuses mainly on information exchange? a A. interaction b B. transaction c C. performance 106 96. Which type of talk is usually monologic? a B. transaction b C. performance c A. interaction 107 97. Which speaking activity is best for talk as interaction? a C. giving a report b A. small talk role-play c B. giving a lecture 108 98. Which activity best practices talk as transaction? a B. role-playing a hotel check-in b A. chatting about hobbies c C. giving a presentation 109 99. Which activity best practices talk as performance? a C. ordering coffee b A. greeting a friend c B. debating a topic in class 110 100. In teaching speaking, teachers must consider a C. different speaking functions and purposes b B. only vocabulary c A. only grammar

Listening & Discourse Quiz

Froggy Jumps

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Listening & Discourse QuizOnline version

by Piyachat Dhephasadin Na Ayudhaya

1. Listening as comprehension mainly focuses on what?

2. Listening as acquisition emphasizes what key idea?

3. Bottom-up listening processing starts with?

4. Top-down processing relies mainly on?

5. Which is an example of bottom-up listening activity?

6. Spoked discourse is usually?

7. Which feature is NOT typical of spoken discourse?

8. The term schema refers to?

9. Which activity focuses on top-down processing?

10. Pre-listening activities mainly help students to?

1. Listening as comprehension mainly focuses on

2. Listening as acquisition emphasizes

3. Bottom-up listening processing starts with

4. Top-down processing relies mainly on

5. Which is an example of bottom-up listening activity?

6. Spoken discourse is usually

7. Which is NOT a typical feature of spoken discourse?

8. The term schema refers to

9. Which listening activity focuses on top-down processing?

10. In listening lessons, pre-listening activities mainly help students

11. The while-listening stage focuses mainly on

12. Post-listening activities often include

13. Listening strategies that involve planning, monitoring, and evaluating are called

14. Cognitive strategies mainly involve

15. Monitoring during listening means

16. Evaluating in listening strategies refers to

17. According to Schmidt, learning occurs when learners

18. “Intake” refers to

19. A noticing activity may involve

20. Restructuring activities encourage students to

21. An example of restructuring activity is

22. Listening for lectures mainly focuses on

23. Which activity best develops bottom-up listening?

24. Dictation is usually used to develop

25. Effective listening lessons often combine

26. Students often judge success in language learning based on improvement in

27. Spoken discourse is typically composed of

28. Conversational routines are

29. An example of conversational routine is

30. Which is an example of talk as interaction?

31. Talk as interaction mainly serves a

32. Which skill is important for talk as interaction?

33. Talk as transaction focuses mainly on

34. Asking for directions is an example of

35. Ordering food in a restaurant is

36. Talk as performance refers to

37. A classroom presentation is an example of

38. Talk as performance usually

39. Teaching talk as interaction often includes

40. Back-channel responses include expressions such as

41. Which activity practices topic management?

42. Information-gap activities mainly develop

43. Role-plays are useful for practicing

44. A task-based lesson typically begins with

45. In the task cycle, students mainly

46. The planning stage of task-based learning helps students

47. Language focus stage in task-based teaching includes

48. Teaching talk as performance often uses

49. When evaluating speaking activities, teachers consider

50. Effective speaking instruction should consider

51. Students listen to a recording and identify the order of words they hear. This activity mainly develops: