Question at position 2 Questions 2-5: Supporting ideas According to the next part of the lecture, which 2 ideas support the main idea 'Criteria for a successful language learner'? Choose 2 only. Criteria for a successful language learnerGoals and purpose for learning importantMust have correct accentNot always necessary to sound like a native speakerShould know a few English phrasesPerfect pronunciation for perfect English

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Question at position 2 Questions 2-5: Supporting ideas According to the next part of the lecture, which 2 ideas support the main idea 'Criteria for a successful language learner'? Choose 2 only. Criteria for a successful language learnerGoals and purpose for learning importantMust have correct accentNot always necessary to sound like a native speakerShould know a few English phrasesPerfect pronunciation for perfect English

BlackTom AI · Accepted Answer

The question asks: which two ideas support the main idea 'Criteria for a successful language learner' according to the next part of the lecture? We need to evaluate each option against what typically supports successful language learning.
Option 1: 'Goals and purpose for learning important' — This aligns with a common criterion for successful learners: having clear goals and a purpose for learning, which guides motivation, planning, and persistence. The rationale is that learners who know why they are learning are more focused and consistent, making progress more likely.
Option 2: 'Must have correct accent' — This statement suggests that possessing a perfect or native-like accent is necessary. In most language-learner criteria contexts, accuracy of pronunciation is helpful but not a universal prerequisite for success; many effective learners communicate well with non-native accents, so this is an overemphasis that does not typically underpin the main idea.
Option 3: 'Not always necessary to sound like a native speaker' — This acknowledges that achieving effective communication does not require native-like pronunciation, which is commonly discussed as a realistic and encouraging criterion for successful learners. It recognizes that intelligibility and pragmatic use can trump perfect accent, matching the idea of flexible, attainable goals for learners.
Option 4: 'Should know a few English phrases' — While having practical phrases can aid basic communication, this is a relatively narrow criterion. It does not capture the broader, strategic criteria of successful language learning, such as ongoing learning goals, self-regulation, and communicative competence beyond memorized chunks.
Option 5: 'Perfect pronunciation for perfect English' — This asserts an unattainable standard and can discourage learners. It does not reflect typical criteria for success, which emphasize communication and growth over flawless pronunciation, making it an obstacle rather than a supportive criterion.
Thus, the reasoning suggests that the strongest supportive ideas involve purposeful goals for learning and acceptance that native-like pronunciation is not a strict requirement, while the other statements either overstate requirements or focus on narrow or unrealistic expectations.

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