UNIT 4- MAES

In the CEFR framework, interaction is defined as:

• Alternating between speaking and listening roles during exchanges

• Delivering rehearsed monologues to an audience

• Receiving information without active participation

Oral communication is distinct from written communication because:

• It uses gestures and intonation for meaning

• It requires longer, more formal structures

• It eliminates subjective language

Focused skill activities are characterized by:

• Practicing language in a specific context

• Relying on spontaneous language use

• Avoiding the teaching of explicit grammatical knowledge

According to the CEFR, speaking requires the ability to:

• Plan and articulate a message

• Rely solely on pronunciation skills

• Interpret written language for others

Classroom interaction promotes:

• Non-verbal engagement only

• Exchange of information through structured tasks

• Passive listening without collaboration

Fluency in speaking includes:

• Natural use of rhythm and intonation

• Accuracy over spontaneity

• Reading prepared scripts aloud

Transactional discourse in speaking focuses on:

• Conveying clear and precise information

• Maintaining social relationships

• Exchanging emotional responses

Top-down processing in listening refers to:

• Using background knowledge to interpret a message

• Analyzing sounds and words from smallest to largest units

• Understanding meaning without prior context

In a pre-listening stage, learners:

• Predict content based on provided clues

• Focus on grammatical accuracy

• Listen to the passage without preparation

Interactive processing in listening combines:

• Bottom-up and top-down techniques

• Background knowledge exclusively

• Decoding linguistic signals only