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Delta Module One Revision Course

Syllabus area 4 Language skills and learners’ problems Before you tackle this section, you should have completed the relevant section of the Module One course

Skills work is a large area which cannot be covered in one page of revision tasks.  The following is, therefore, quite generic and you should re-do the guides to specific areas for revision.

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The tasks Think first and then make a note of your answer to the question.  Click on the to reveal an answer.

What two types of text processing are usually recognised? Give an example of using each.	The two most commonly identified types are: Bottom-up processing in which the reader / listener uses knowledge of language systems (syntax, lexis, prosodic features etc.) to grasp the meaning of what is read or heard. An example is reading a text very intensively to understand every word and get the entire meaning of the grammar. Top-down processing in which the reader / listener uses knowledge of the world, the genre or the topic to help to unpack meaning. An example is taking part in a conversation in a familiar topic area and listening out for key words and phrases to understand the flow of the speaker's comments.
What are the aims of a reading skills development programme?	A reading skills development programme aims to enable learners to read:    authentic texts    without help    at appropriate speed    silently    with adequate understanding
Explain and give an example of a processing pressure and a social pressure in the context of speaking skills development.	Processing pressures refer to the difficulty of producing fluent and accurate spoken language. Time is a processing pressure because speakers have to process language in real time and without too much hesitation and repair. Preparation time (or its lack) is another processing pressure. Social pressures come from the social setting in which the speaker is located. Audience size is a social pressure because many people feel uncomfortable talking to large groups of people even in their first languages. Role relationships between speaker and listener, especially in relation to power or authority, are another social pressure.
What is an IRF sequence? Give an example.	IRF refers to Initiation, Response and Follow-up. For example:     A: Have You got a minute? (Initiation)     B: Yes, (Response)     B: why do you ask? (Initiation)     A: I need some help with this. (Response)     B: OK.  Here I am. (Follow-up 1)     A: Thanks (Follow-up 2)
Explain with an example what is understood by coherence and cohesion.	Coherence refers to the fact that an exchange or a text holds together and follows some kind of internal logic. For example:     A: What'll you have?     B: No, my turn is coherent because the speakers share knowledge of where they are and what is meant. Cohesion refers to explicit grammatical or lexical links in texts. For example:     After he'd read it, he gave the book to his son. is cohesive because a) the book and it refer to the same thing b) the tense form of read denotes the ordering of events c) the subordinating conjunction, after, links the two clauses in time sequence.
Identify the phrases in: The ordinary-looking gentleman in the white coat probably wants to ask a question.	Noun phrases:     The ordinary-looking gentleman in the white coat     a question Prepositional phrase:     in the white coat Adjective phrases:     ordinary-looking     white Verb phrase:     wants to ask Adverb phrase:     probably
What is ambiguous about: He drew a picture of the pub by the river? How can constituent analysis help?	We can either understand:     He did the drawing by the river or     The pub was by the river If we take the pub by the river to be a single constituent phrase (the object) then the second understanding is correct If we take by the river to be the prepositional phrase concerning the verb draw and an independent constituent, then the first understanding is correct.
Identify the matrix clause(s) and subordinate clause(s) in: I said that I couldn't come because it was my birthday.	The first matric clause is:     I said that I couldn't come because it was my birthday which contains two subordinate clause:     that I couldn't come and     because it was my birthday The second matrix clause is:     I couldn't come because it was my birthday which contains the subordinate clause     because it was my birthday.
Identify the adjunct, disjunct and conjunct in: Unfortunately, she spoke in French and consequently nobody understood. What are they doing?	The adjunct is the prepositional phrase in French (expressing the process of how something is done). The disjunct is the term unfortunately (expressing the speaker's attitude to the content of the statement) The conjunct is consequently (linking by showing a result)
What is a nominal clause? Give an example.	A nominal clause is a clause acting as the subject or object of a verb. For example. in:     I explained how it should be done the clause how it should be done acts as the object of the verb explain. In:     Where he goes at night is a mystery the clause where he goes at night is acting as the subject of the verb be.

If you had significant problems doing these tasks, you should go back to this section of the Module One course.

That's the end

Now you can go on.  Select the revision section you want to do from this menu.

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