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In his article, Kumaravadivelo also mentions that TESOLers have now reached a state of consciousness about the central issues that must govern teaching practices. Yet, he says that:
“Admirable intentions need to be translated into attainable goals, which, in turn, need to be supported by actionable plans. I hope that the person who will be writing a state-ofthe- art essay for the golden jubilee volume of TESOL Quarterly in 2016 will be able to narrate a possible transition from awakening to attainment. After all, the end of all awakening must be the beginning of attainment.”
The expression “from awakening to attainment” can be appropriately paraphrased as
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 a good measure of poetic license, that we have moved from a state of awareness toward a state of awakening.”
Which of the following statements could NOT be considered a shift from awareness to awakening?
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 the target language, as supported by the Audiolingual method.
IV - The Audiolingual method conveyed a largely structural orientation that relied on a rendering of pattern practices with pseudo-meaningful exchanges of scripted dialogues. V - The Grammar-Translation method was grounded on the principles of American structuralist linguistics and behaviorist psychology in language teaching methods and materials.
Mark the alternative that contains only correct claims.
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 ends his text with the cliché “But that’s another story”, because
Choose the option that correctly describes the word in the text both in terms of its grammatical function and meaning.
WORD | FUNCTION | MEANING
The connectors “Likewise” (line 44) and “unlike” (line 83) express ideas that are similar to those denoted by
In line 72, the author juxtaposes the words “Dubbing (drubbing?)”. This play on words corresponds to the meanings in
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?
Mark the only alternative where the word ‘one’ functions as an indefinite personal pronoun.
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
“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?
This passage is most likely part of
The communicative intention of Text 3 is to
Mark the sentence that DOES NOT precisely depict a finding of this research study.
Check the option that introduces an implication of the research study reported in Text 2.
In the last paragraph (lines 105-114), the author suggests that
In “A mere familiarization with the cognitive challenges and the communicative environment of the learners’ workplace would go a long way in helping instructors make sure that learners can…” (lines 107-110), the expression in bold could be replaced by
In line 78, “those” refers to
In the excerpt “Other implications of the findings are practical in nature. For training and assessment purposes, especially in the ESP context, learners may benefit from practicing their L2 skills under workload conditions similar to those they might face in the workplace.” (lines 75-79), the concept embedded in the use of the acronym ESP is appropriately described by:
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