An ESL student's ability to understand the content of a conversation a

Praxis 5362

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Question 1 of 5.

An ESL student's ability to understand the content of a conversation and connect utterances in meaningful and coherent ways throughout the conversation is most commonly referred to as

A. grammatical competence

B. strategic competence

C. sociolinguistic competence

D. discourse competence

Explanation: Discourse competence specifically refers to the ability to understand and produce connected speech or text, linking ideas coherently across sentences and turns. Grammatical competence is about sentence structure. Strategic competence involves using strategies to communicate. Sociolinguistic competence is about appropriateness in context.

Question 2 of 5.

The ability of ELs to express themselves in ways that are appropriate to the situations in which they are speaking is most commonly referred to as

A. sociolinguistic competence

B. strategic competence

C. grammatical competence

D. structural competence

Explanation: Sociolinguistic competence involves understanding and using language appropriately in different social and cultural contexts, which matches the description given in the question. Strategic competence is about using communication strategies to overcome difficulties. Grammatical competence relates to knowledge of sentence structure, and structural competence is not a standard term used in this context.

Question 3 of 5.

An ELL asks his teacherÃ¯Â¼Å’ ""Can you tell me what time is it?"" The student's question includes an error in

A. the use of relative pronouns

B. subject-verb agreement

C. subject-verb inversion

D. the use of modals

Explanation: The correct word order for this question should be "Can you tell me what time it is?" The student incorrectly inverted the subject and verb within the embedded question clause. The error is not specifically about relative pronouns, subject-verb agreement, or modals.

Question 4 of 5.

ELs learning American English often have difficulty with decoding and spelling words that contain letter combinations such as "ough"or "augh" found in words like"cough","through " "though." "laugh" and"caught." English words that have complex spelling patterns or atypical formations are examples of

A. false cognates

B. sight words

C. inflectional morphemes

D. English language inconsistencies

Explanation: The difficulty arises from the fact that English spelling is not always phonetically consistent. Words like "cough," "through," and "laugh" demonstrate inconsistencies in how letter combinations map to sounds, making them challenging for learners. False cognates are words that look similar in two languages but have different meanings. Sight words are high-frequency words often memorized by sight. Inflectional morphemes are grammatical endings like -ed or -s.

Question 5 of 5.

IfÃ¯Â¼Å’ you knowÃ¯Â¼Å’ some studentÃ¯Â¼Å’ something happen like thatÃ¯Â¼Å’ they can send you home. The speaker would most likely benefit from pronunciation instruction that focuses on

A. initial S

B. initial H

C. final T

D. final N

Explanation: The speaker says "some student" which sounds like "some th-student" or has difficulty clearly producing the initial 's' sound in 'student' or 'something'. Focusing on initial S would help clarify this sound. Initial H, final T, and final N are not the primary sounds needing focus in this excerpt.