For SLA

Froggy Jumps

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Group 2

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n1lkhmvn _

Uzbekistan

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3	sarveenozkh 1 Décembre 2025	% 10	01:11
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Froggy Jumps For SLAVersion en ligne Group 2 par n1lkhmvn _ 1 What is the defining characteristic of "input" as used by the authors of this paper? a It must be 'comprehensible' to the learner. b It includes explanations about how language works. c It must be language that encodes meaning. 2 In both the Traditional Explicit Grammar (Figure II) and Processing Instruction (Figure III) models, what is the crucial direction of the flow of data from 'input' to the 'developing system'? a Circular (from output back to input) b Left to right (from input/intake to developing system) c Right to left (from developing system to intake) 3 Based on Figure II and the accompanying text, what part of the acquisition process does traditional explicit grammar instruction primarily focus on manipulating? a The Developing System b Input c Output 4 What is the theoretical goal of Processing Instruction (PI), as depicted in Figure III? a To offer explicit explanations about how the language works. b To change the way that input is perceived and processed by the learner. c To prevent 'incomprehensible input' from reaching the developing system. 5 The text mentions a common L2 learner strategy of assigning agent status to the first noun phrase (NP) in a sentence. Why is this strategy problematic for learning Spanish? a Spanish does not use noun phrases to refer to people or objects. b Spanish frequently omits the subject entirely, making it impossible to identify. c Spanish has flexible word order, allowing non-SVO structures. 6 Which statement best describes why “output” cannot be used to fully measure competence? a Output always reflects memorized rules b Output equals intake c Output may be influenced by monitoring and control 7 Why can Spanish OVS sentences confuse English-speaking learners? a Spanish verbs never change form b English uses prepositions instead of word order c Learners rely on English SVO processing habits 8 What is one predicted effect of altering input processing strategies? a Increased memorization of grammar charts b Greater ability to interpret non-canonical word orders c Faster output but poorer comprehension 9 What did the authors identify as a limitation of traditional instruction? a It affects output but not input processing b It provides too much listening practice c It eliminates learner errors completely 10 Why is the case marker a important for processing Spanish sentences? a It always marks the subject b It makes the sentence more formal c It identifies animate direct objects

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For SLA

Froggy Jumps

À propos de cette activité

Créé par

Téléchargez la version pour jouer sur papier

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Froggy Jumps

For SLAVersion en ligne

par n1lkhmvn _

What is the defining characteristic of "input" as used by the authors of this paper?

In both the Traditional Explicit Grammar (Figure II) and Processing Instruction (Figure III) models, what is the crucial direction of the flow of data from 'input' to the 'developing system'?

Based on Figure II and the accompanying text, what part of the acquisition process does traditional explicit grammar instruction primarily focus on manipulating?

What is the theoretical goal of Processing Instruction (PI), as depicted in Figure III?

The text mentions a common L2 learner strategy of assigning agent status to the first noun phrase (NP) in a sentence. Why is this strategy problematic for learning Spanish?

Which statement best describes why “output” cannot be used to fully measure competence?

Why can Spanish OVS sentences confuse English-speaking learners?

What is one predicted effect of altering input processing strategies?

What did the authors identify as a limitation of traditional instruction?

Why is the case marker a important for processing Spanish sentences?