According to the Relevance Theory, when is information considered 'most relevant'?, When it contains a lot of new information that the listener has never known before., When it provides the highest cognitive effect with the least processing effort., When it offers a large amount of complex vocabulary and accurate grammatical structures., When the speaker uses cohesive devices to connect sentences together., The teacher shows the students a picture of a cat and says "Cat". According to Relevance Theory, what role does the picture play?, An attempt at distracting processing., An obvious clue (ostensive stimulus) for students to deduce meaning., A negative cognitive effect., No role., Situation: The mother says to the child, "It's almost 8 o'clock!" The child responds, "I'm going to brush my teeth right now." According to Relevance Theory, what does the child's action indicate?, This is an example of violating conversational rules by not staying on topic., The child has made an inference based on the general context of bedtime., The mother provided an explicit information (explicature) as an order to brush teeth, The child does not understand the meaning of what the mother said, so they respond off-topic., In English teaching, what is the purpose of teachers using illustrative images for new words according to the Relevance Theory?, To reduce processing effort and help students establish context more quickly., To add new information for students to remember., To completely replace verbal explanations., To make the lesson visually appealing and attract students' attention., The teacher said: "The final exam is coming." The student immediately opened the book to study. This is the process:, Pure decoding of the message., Using complex grammatical structures to create pressure., Communication failure because the student did not respond verbally., The Ostensive-inferential process.

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Reading (pre-teach) ex 2 p 25
Reading (pre-teach) ex 2 p 25
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English in Mind 2 Communication Activity 13
English in Mind 2 Communication Activity 13
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Teach-This - Gerunds and Infinitives - Discussion Time
Teach-This - Gerunds and Infinitives - Discussion Time
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Present Simple Theory Revision
Present Simple Theory Revision
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What do you do when...? young learners PART 1
What do you do when...? young learners PART 1
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What do you do when...? Young Learners PART 2
What do you do when...? Young Learners PART 2
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Brainy 5: Revision Vocabulary Part 1
Brainy 5: Revision Vocabulary Part 1
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ACPB-I08-vocabularytalkingaboutlearning
ACPB-I08-vocabularytalkingaboutlearning
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