MARIEN NGOUABI UNIVERSITY WORK*HUMANITY*PROGRESS

………………
HIGHER TEACHER’S TRANING
COLLEGE
…………………
DEPARTMENT OF LANGUAGES AND
LITERATURES
…………………
MASTER II EA
…………………
E.N.S

APPLIED LINGUISTICS

Presented by:
KATANTSI Resia Shaun Warren
KIBENE BANSIMBA Arthur Sernin
KOULOUTAKANA Marcel
LANDOU DUSSAINT Dyna Restanie
MABIALA MABIALA Bergaël Trophet

Lecturer: Dr. Lambert BABIMBA

Academic year: 2022-2023

 I. Questionnaires

1. In reading comprehension or listening comprehension the top - down language is

used for providing learners with mental structures or mental frames or mental
schemas that facilitate the knowledge anticipation and knowledge inference. That
is to say, it allows learners to predict the meaning of the language they are going to
use.

2. Yes, there is. The difference is that: teaching vocabulary involves teaching a set
of words related to a particular specific domain, whereas teaching keys in teaching
some important words that help learners to understand a given written text.

3. No, checking prerequisites during a lesson of comprehension or language

function is not equal to revise the last class lesson pieces of knowledge. So,
prerequisites is a teaching technique which allows teachers to get a piece of
knowledge that learners have in accordance to what the teacher aims at teaching.

4. There are four activities in listening skill procedure which are

 First listening
 Second listening
 Third listening
 Transcript distributing.

5. The one who could make his learners communicate appropriately and quickly in
English is Mrs Loembet. Because, by teaching functional grammar, the enables
learners to use the language into conversational situation to the extent that they can
practice the language and understand how it functions instead of memorising raw
rules; they better their speaking and writing skills.
Example: When teaching “Some and any” she gets learners formulate their own
sentences after her explanations and then she makes them practice through dialogs
and conversations basing on the same notion.
6. The individual use of inferring questions in listening and reading comprehension
is to help learners to head between the lines in order to deep understanding of what
they are reading and listening.
The individual use of anticipation questions in reading and listening
comprehension is to activate students’ prior knowledge and build curiosity about a
new topic by asking questions related to text before reading and listening to it.

7. A teacher should transform notional grammar into functional grammar because:

Notional grammar what scientific and abstract and it is obviously difficult for
learners. So, he has to make functional or concrete in order to help learners to be
able to understand to use it to interact.

8. Yes, it is. Because “Exit” carries a meaning. That is, it indicates a door or
passage through which a person can leave or get out of a place.

9. Yes, it is. Because his loud voice can be considered as a material allowing his
learners to listen and understand what the transcript is all about.

10. The importance of mental schema is the process of listening or reading

comprehension in the classroom is to recall learners with their background
knowledge along with linguistics. That is to say it calls for the general wit of
learners in order to comprehend what they listen or read.
Example: If we ask learners to think of Football or we make them listen to a text
related to it, what first comes in their mind as general knowledge is: the field, the
goals, players, the ground, the referee… before going deep on rules and other
things related to it.