Questions

1. Communication Fundamentals

A university student group is preparing a class presentation. One student shares ideas in a WhatsApp group, another explains the plan face-to-face, and they also use a chart to show data. However, one member misunderstands the instructions because of their different background and experience, and the group does not give any response after receiving the message.

• a. In this scenario, what is communication and why is it important for academic, professional, and personal life?
• b. Identify and explain the types of communication used in the scenario.
• c. What communication channels are used here? Distinguish between natural and artificial channels with examples from the scenario.
• d. What is frame of reference? Explain how it caused misunderstanding in this scenario.
• e. What is feedback? Explain how feedback could improve the situation in this scenario.

2. Noise and Barriers in Communication

During an online class, the teacher explains an important topic, but some students miss information. One student is distracted because of loud sounds at home, another feels sick and tired, and another student feels anxious and cannot focus. Some students also misunderstand the teacher's words because the teacher used confusing terms and unclear sentence structure.

• a. What is noise in the communication process? Explain using this scenario.
• b. Identify environmental noise and physiological noise from the scenario.
• c. Identify psychological noise from the scenario and explain its effect.
• d. What is semantic noise? Explain using the teacher's confusing terms example.
• e. What is syntactic or organizational noise? Explain using the unclear sentence structure example.

3. Listening Skills

In a group discussion, one student keeps checking their phone and gives no response while others are talking. Another student maintains eye contact, takes notes, asks questions, and later summarizes the main points of the discussion.

• a. What is listening? Why is listening important in this scenario?
• b. Differentiate between active listening and passive listening using the two students in the scenario.
• c. Mention at least four techniques to improve listening skills based on what the good listener did.
• d. Explain the role of non-verbal cues (like eye contact, nodding) in effective listening in this scenario.
• e. How can good listening help in academic or workplace success in group discussions like this?

4. Speaking Skills

A student can speak English, but during an interview they often hesitate, say incorrect verb forms, and translate directly from Bangla. They also avoid eye contact and speak with a flat tone, so their message does not sound confident.

• a. What is speaking skill? Explain why it is important in situations like interviews.
• b. Using the scenario, differentiate between fluency and accuracy.
• c. Explain how pronunciation, stress, and intonation can improve the student's speech in this situation.
• d. Discuss how non-verbal aspects (eye contact, posture, gestures, tone) affect speaking in this scenario.
• e. Identify common mistakes shown in the scenario and suggest ways to improve daily speaking.

5. Presentation and Public Speaking Skills

A student has to give a 2-minute talk in class. They start without greeting, speak very fast, use complex words, and avoid gestures. They also feel nervous and stop in the middle. After the talk, they do not reflect on feedback from classmates.

• a. What are the basic steps of public speaking the student should follow in this scenario?
• b. Why is conversation etiquette important when speaking in front of others?
• c. Explain the correct structure of the student's short presentation.
• d. What is stage fright? Mention two techniques to overcome it in this scenario.
• e. Explain how storytelling could make the student's presentation more effective.

6. Branches of Linguistics and Language Use

A teacher notices that some students can pronounce English words correctly but often form incorrect sentences. Some students understand meanings of words but fail to use them properly in conversation. Others use grammatically correct sentences but sound rude or inappropriate in social situations.

• a. Identify and explain any four branches of linguistics involved in this scenario.
• b. Using examples from the scenario, differentiate between semantics and pragmatics.
• c. Explain how applied linguistics can help solve at least two problems faced by the students.

7. Language Acquisition and Linguistic Competence

In a university linguistics class, a teacher observes different patterns among students learning English as a second language. One student speaks fluently but often makes grammatical mistakes. Another student knows grammar rules very well but cannot speak confidently in real-life situations. A third student learned English naturally from childhood and speaks effortlessly, while others are still struggling to learn it in adulthood. The teacher explains that these differences are related to language acquisition theories and linguistic competence.

• a. What is language acquisition? Differentiate between first language acquisition and second language acquisition using examples from the scenario.
• b. Briefly explain the Behaviorist, Nativist, and Interactionist theories of language acquisition. Relate them to the students in the scenario.
• c. What is the difference between linguistic competence and performance? Explain using examples from the scenario.
• d. How does understanding language acquisition help teachers improve English language teaching?
• e. Explain how knowledge of different branches of linguistics can support second language learners in this scenario.

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