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Language Skills: Listening and Speaking Flashcards

6 cards from real TEFL practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.

Read the first 6 Language Skills: Listening and Speaking flashcards as text

  1. What is 'subvocalisation' in listening, and why is it a problem for EFL learners?

    Answer: Silently 'pronouncing' heard words in the mind, which slows processing and causes learners to miss subsequent input

    Subvocalisation creates a processing bottleneck — while the learner is still processing one word internally, the audio stream moves on.

  2. What is the 'pre-listening' stage designed to do?

    Answer: Activate prior knowledge and set a purpose for listening so students have context

    Pre-listening tasks prime schemata and give students a reason to listen, making comprehension easier and more purposeful.

  3. What is a 'role-play' activity's primary purpose in TEFL speaking practice?

    Answer: To simulate real-world communicative situations, encouraging authentic language use in a safe environment

    Role-plays create meaningful contexts where students must use English functionally, building confidence and communicative competence.

  4. What does 'intonation' describe in spoken English?

    Answer: The rise and fall of pitch in the voice used to convey meaning, attitude, and grammatical structure

    Intonation patterns (falling, rising, fall-rise) carry information about whether a sentence is a statement, question, or expresses doubt.

  5. A student says 'I go to the shop yesterday.' The teacher uses 'recast'. What does the teacher say?

    Answer: 'Oh, you went to the shop yesterday?'

    A recast is an implicit correction where the teacher reformulates the student's error correctly within a natural response, without explicitly labelling it.

  6. What is the 'affective filter hypothesis' and how does it affect EFL speaking?

    Answer: Krashen's idea that anxiety, low motivation, or low self-confidence create a mental barrier that blocks language acquisition

    When the affective filter is high (high anxiety, low confidence), learners cannot acquire language effectively, so creating a supportive speaking environment is critical.