By Susan Morris
This workbook - deals wide perform in grammar and vocabulary, starts off at post-First certificates point to accumulate scholars' self belief, comprises devices on vocabulary and phrasal verbs, can be utilized to complement direction paintings and as an relief to examination revision, and contains a solution key.
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Additional info for The Nelson Proficiency Course: Workbook (The Nelson proficiency workbook)
Example text
Wh-fronting and do-fronting Go there? You like it? Where you are going? Do you like it there? Where is the salt? The salt is it on the stove? What do you want? What is he making? What can he do? It’s late, isn’t it? Can’t you go? Do you know what time it is? 4. Pseudo inversion 5. Do-second: Inversion with do in wh-questions Aux-second: Inversion with other auxiliaries in wh-questions 6. Tag questions, negative questions and embedded questions If grammatical assessment tasks could be constructed with developmental proficiency levels in mind, then the scores from these tests could have been used not only to infer grammatical accuracy, as we have always done, but also to make inferences about the underlying acquisitional development of the L2 learners.
However, had the person’s utterance (‘I’ll be there at eight’) been made in reference to a dinner in Spain, where it is not uncommon to invite friends to your house at 10 pm, this same message could have assumed a very different set of meanings. For example, his or her response could have been intended as: ‘I’ll be there early to help you prepare things’ – an offer of help. In this context, a whole new layer of sociocultural or interpersonal meanings might be encoded in the linguistic forms – something that speech act theory does not account for per se.
They also found that on a pre-test, all students produced interrogatives at stages one and two, and most also produced them at stage three or more. On the post- and follow-up tests, the comparison group performed as well or even better in terms of developmental progression. In sum, the provision of scores that reflect both target-like and developmental norms are likely to give a much more complete picture of the students’ grammatical knowledge with regard to a single grammatical feature, the interrogatives.