Short Questions (2.

5 Marks Each):

Q1. English as a Global Language

English is used globally across various platforms, such as social media, international diplomacy,

education, and entertainment. It is often referred to as a global language because it acts as a link

between people of different nations and cultures. Its role in science, technology, and international

business has made it essential for global communication.

Q2. English as a Second Language (ESL)

English as a Second Language (ESL) is the process of learning English in a country where English

is not the learners native language. Learners aim to become fluent in reading, writing, speaking, and

listening. ESL learning often happens in schools, universities, or workplaces, and it plays a key role

in helping individuals adapt to academic and social settings in English-speaking communities.

Q3. English as a Foreign Language (EFL)

EFL is taught in countries where English is not commonly spoken in daily life. The main goal is to

enable learners to use English for travel, education, or work. It is commonly part of school curricula

and is especially important in a globalized world where English is a primary tool for cross-cultural

interaction.

Q4. English as a Lingua Franca (ELF)

ELF allows speakers from different linguistic backgrounds to communicate using English. It does not

require native-like fluency and often includes adaptations for clarity. This flexibility makes it ideal for

international settings like conferences, tourism, and online communication. The focus is on

understanding rather than perfect grammar.

Q5. Competence and Performance

Competence and performance are two key concepts introduced by Noam Chomsky to understand

how language works in the human mind and in everyday use. Competence refers to a speakers

unconscious knowledge of grammar, rules, and structure. Its what allows a person to understand

and form sentences correctly, even without explicit instruction. Performance, on the other hand, is

the actual use of this knowledge during communication. It includes speaking and writing, and it can

be affected by external factors like tiredness, stress, or distractions. A person may make errors while

speaking not because they don't know the rule, but because their performance is influenced by

situational factors. These concepts help us understand the difference between language ability and

real-world language use.

Q6. Universal Grammar

Universal Grammar (UG) is a theory proposed by Noam Chomsky that suggests all humans are

born with a biological framework that enables them to learn language. According to UG, there is a

set of grammatical principles shared by all languages. This explains why children can learn

language rapidly and why they can generate sentences they have never heard before. One major

proof of UG is children's ability to form incorrect but rule-based sentences like 'I goed to the park'

instead of 'I went to the park'. These errors show that children are applying internal rules, not just

copying others. UG suggests that despite the vast differences in world languages, they share

fundamental characteristics such as sentence structure and word categories. The theory has had a

major impact on linguistics and education, shaping how we view language acquisition.

Q7. Interlingual and Intralingual Errors

Interlingual and intralingual errors are important in understanding language learning. Interlingual

errors arise from the influence of a learners native language on the target language. For example, a

Bengali learner might say 'He go to school' due to differences in verb usage between Bengali and

English. Intralingual errors come from the target language itself, often due to overgeneralizing rules.
For instance, saying 'comed' instead of 'came' shows a misunderstanding of irregular verbs.

Recognizing these errors helps teachers provide more effective feedback and learners to become

aware of their mistakes. These errors also highlight that making mistakes is a natural and necessary

part of learning a new language.

Q8. Contrastive Analysis and Error Analysis

Contrastive Analysis (CA) and Error Analysis (EA) are two approaches in linguistics that help explain

learner difficulties in acquiring a second language. CA compares the learners native language (L1)

with the target language (L2) to predict errors. If structures differ, learners are likely to make

mistakes. For instance, English uses subject-verb agreement, but Bengali does not, leading to

errors like 'He go' instead of 'He goes'. Error Analysis, however, examines the errors learners

actually make to understand why they occur. It includes interlingual and intralingual causes. Unlike

CA, which is predictive, EA is more analytical and reflective of the actual learning process. Both

approaches are helpful to teachers for improving instruction and materials based on learner needs.

Q9. Language Transfer and Overgeneralization

Language transfer and overgeneralization are two key aspects of second language acquisition.

Language transfer happens when learners use knowledge from their first language to learn a new

one. Positive transfer helps when languages share similar structures. Negative transfer leads to

errors when structures differ. For example, saying 'He has 25 years' instead of 'He is 25 years old' is

a transfer error from Spanish. Overgeneralization occurs when learners apply rules too broadly.

Saying 'goed' instead of 'went' shows they are trying to apply regular past tense rules to irregular

verbs. While these may seem like simple mistakes, they actually reflect the learners effort to

construct language rules on their own, which is an essential part of learning.

Q10. Interlanguage and Fossilization

Interlanguage is a transitional language system that learners create when acquiring a second

language. It combines features of their native language with elements of the new language. This

system evolves as learners gain more knowledge and experience. Sometimes, however, incorrect
forms become fixed and do not change despite continued exposure. This is called fossilization. For

example, a learner may always say 'She go to school' despite knowing the correct form is 'She goes

to school'. Fossilization can occur due to a lack of corrective feedback, low motivation, or limited

exposure. Understanding interlanguage and fossilization helps teachers and learners recognize that

learning is a gradual process with many stages, and that some errors may persist unless specifically

addressed.

Q11. Behaviorism

Behaviorism is a theory that explains learning through experience, repetition, and reinforcement.

John B. Watson and B.F. Skinner were key figures in developing this theory. According to

behaviorism, learners acquire language through stimulus-response mechanisms. For instance, if a

student is praised for using correct grammar, they are more likely to repeat it. Skinners operant

conditioning involved rewards and punishments to shape behavior. In language teaching, this led to

methods like drills, memorization, and repetition. Although modern language teaching also considers

internal mental processes, behaviorist principles still play a role in classroom management and the

development of language habits through practice and reinforcement.

Q12. Monitor Model

Stephen Krashens Monitor Model offers a comprehensive view of how people acquire language. It

consists of five hypotheses: Acquisition-Learning, Monitor, Natural Order, Input, and Affective Filter.

The Acquisition-Learning Hypothesis distinguishes between natural language acquisition and

conscious language learning. The Monitor Hypothesis explains how learned rules are used to check

language output. Natural Order suggests that grammatical structures are acquired in a predictable

sequence. The Input Hypothesis states that learners acquire language when they understand input

slightly beyond their current level (i+1). The Affective Filter Hypothesis highlights the role of

emotions like anxiety or motivation, which can block or support learning. Together, these ideas offer

a complete model that emphasizes the importance of natural communication, understanding, and

emotional factors in successful language learning.