A) English for Dental Well-being B) English for Community Mobilization C) English for Draftsmen D) English for Assessment
A) ESP is discipline-specific. B) ESP is time-bound C) ESP is for adults. D) ESP is goal-oriented.
A) Carter (1983) B) Strevens (1977) C) Hutchinson and Waters (1992) D) Coffey (1985)
A) ESP is a methodology B) Focus on language learning C) Language use is highlighted. D) ESP has goals.
A) Domain B) Dialect C) Tenor D) Medim
A) Functional/task-based syllabus B) Structural/situational syllabus C) Functional/notional syllabus D) Skill syllabus
A) Financial Reports B) Thesis abstracts C) Laboratory reports D) Annual Reports
A) Register Analysis B) Target situation analysis C) Present Situation Analysis D) Discourse Analysis
A) Emphasis on grammar and syntax B) Development of communication skills appropriate to specific contexts C) Focus on the language needs of specific groups of learners D) Use of authentic language materials
A) Memorizing grammar rules and vocabulary lists. B) Watching a movie that is related to the learners' professional or academic contexts. C) Conducting a role-play or simulation activity that is relevant to the learners' professional or academic contexts. D) Reading a general English language textbook.
A) Functional/notional syllabus B) Skill syllabus C) Functional/task-based syllabus D) Structural/situational syllabus
A) EOP B) EAP C) EBP D) EVP
A) Developing a syllabus that covers a wide range of language skills and topics. B) Starting with a standard English language syllabus and modifying it to suit the learners' needs. C) Asking the learners to provide input on the topics and language skills they would like to focus on. D) Using a needs analysis to identify the specific language needs and goals of the learners.
A) It involves the teaching of general English language skills. B) It is primarily used for academic purposes only. C) It focuses on the language needs of specific groups or individuals. D) It is not applicable in the workplace or business context.
A) Focusing too much on fluency at the expense of accuracy. B) Using the same teaching methods and materials as General English. C) Teaching grammar and vocabulary in isolation from the learners' real-world needs. D) Finding appropriate materials and tasks that are relevant to the learners' specific needs.
A) A specialist subject knowledge B) A knowledge of the fundamental principles of the subject area. C) An awareness of how much they probably know. D) A positive attitude towards the ESP content.
A) Curriculum Design B) Course Design C) Syllabus Design D) ESP Course Design
A) Discourse/skills syllabus B) Skill syllabus C) Functional/task-based syllabus D) Skills and strategies
A) A speaking test that focuses on the learners' ability to communicate in a wide range of social situations. B) A task-based assessment that requires learners to complete a task that is relevant to their specific needs. C) A multiple-choice grammar test that covers all possible grammar structures. D) A writing test that requires learners to write an essay on a topic that is unrelated to their specific needs.
A) Skill syllabus B) Functional/task-based syllabus C) Discourse/skills syllabus D) Skills and strategies
A) Functional/task-based syllabus B) Skill syllabus C) Discourse/skills syllabus D) Skills and strategies
A) I only B) I, II, and III C) II only D) I and II
A) To help students cope with the demands of their actual level. B) To identify students who do not achieve school standards. C) To help schools achieve their mission and in quality education. D) To separate the low performing from the high performing.
A) They have low intended quotient and low emotional quotient B) They failed in two or more subject areas in their level. C) Their abilities fall several levels below their current level. D) They have a number of learning disabilities.
A) I only B) II only C) III only D) I, II, III
A) Segmenting syllables B) Graphophonic correspondence C) Blending of sounds D) Phoneme isolation
A) Socio economic status B) Background knowledge C) Likes and dislikes D) Learning styles
A) Appeal to the student B) Congruence with skills being developed. C) Demands of the mainstream class. D) Variety of instructional materials.
A) It depends on the clientele of remedial instruction. B) No, however, remedial instruction may include children with special needs if they are diagnosed with difficulty. C) Yes, both remedial instruction and special education serve learners that need help. D) No, they are far apart and not in any way related
A) Practice strategies in decoding sight words. B) Give exercises on various intonation patterns. C) Identify liaisons and incomplete plosives D) Provide ample exercise on sound discrimination.
A) Observing students in the classroom B) Reviewing report cards and standardized test scores C) Conducting diagnostic assessments D) Asking parents for input
A) Offering a variety of instructional methods and materials to accommodate different learning styles B) Providing instruction in the students' first language to ensure comprehension C) Providing group instruction only to ensure consistency and efficiency D) Focusing only on the needs of the highest-performing students to ensure they receive the most instruction
A) Using only auditory methods to teach new vocabulary B) Using a standardized curriculum and approach for all children. C) Incorporating visual aids, such as pictures and videos, into language activities D) Focusing only on grammar and syntax in language instruction
A) Focusing only on teaching the child English, even if the child is more proficient in another language B) Providing opportunities for the child to develop proficiency in all of their languages C) Avoiding the use of pictures and visual aids to support vocabulary learning D) Encouraging the child to use only one language at home and at school
A) Using jargon and technical terms to demonstrate expertise B) Providing detailed reports on the student's progress on a weekly basis C) Encouraging parents to be active participants in the intervention process D) Minimizing contact with parents to avoid potential conflicts
A) These provide practice on problematic sounds in the target language through listening discrimination and spoken practice. B) The teacher established the setting or context then key vocabulary is presented. C) Articulatory descriptions, articulatory diagrams, and a phonetic alphabet are used. D) Passages and scripts are used for students to practice and then read aloud focusing on stress, timing, and intonation
A) Basic Sight Words B) Knowledge on Sound-Symbol Correspondence C) Alphabetic Knowledge D) Sight-Word Knowledge
A) Ongoing assessment and feedback B) Scaffolding instructional cues. C) More challenging texts and tasks. D) Leveling and chunking of materials.
A) Test and Drill B) Peer Support Programmed C) Reward Scheme D) Individualized Educational Program (IEP)
A) Syntactic B) Graphophonic C) Linguistic D) Semantic
A) Assertion is true, but Reason is false. B) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion. C) Both Assertion and Reason are true, but Reason is not the correct explanation of Assertion. D) Assertion is false, but Reason is true.
A) III, II, IV, V, I B) IV, II, III, I, V C) I, IV, V, III, II D) I, III, IV, II, V
A) Remedial Teaching B) Corrective Learning C) Therapeutic Instruction D) Compensatory Education
A) Judge the students’ capabilities B) Find out deficiencies of the students with a view to planning remedies. C) Assess the suitability of a candidate for a specific programme. D) Test the language proficiency of students for providing them jobs.
A) Focusing on individual progress with individual instruction. B) Providing notes that are simplified C) Initially giving information as reading only, no writing. D) Conduct extra class for the students.
A) Random process B) Preparation of teaching C) Pre-teaching program D) Systematic process
A) Programmed Test B) Both A and B C) None of the above D) Action Research
A) an analysis of errors made by the learner B) an analysis of future needs of the learners C) student’s interest in learning language D) the teacher’s impression of language difficulties
A) Push In Remediation B) Pull In Remediation C) Push out Remediation D) Pull Out Remediation
A) Pull In Remediation B) Push In Remediation C) Pull Out Remediation D) Push out Remediation
A) Graphic similarity B) No graphic similarity C) Some graphic similarity D) High graphic similarity
A) Fully-aided retelling B) Aided retelling C) Half-aided retelling D) Unaided retelling
A) Independent Reading level B) Frustration Reading Level C) Successful Reading Level D) Instructional Reading level
A) Experimental Research B) Ex-post facto research C) Quasi experimental D) Mixed research
A) Ex-post facto Research B) Longitudinal Research C) Experimental Research D) Ethnographic Research
A) Allowing learners to work independently B) Explicitly teaching grammar rules C) Providing opportunities for interaction with peers and adults D) Focusing on error correction and accuracy
A) Reflect, observe, plan and act B) Plan, act, observe and reflect C) Observe, plan, reflect and act D) Act, observe, plan and reflect
A) ANOVA B) Discourse analysis C) Grounded theory D) Thematic analysis
A) II, V, III, IV, I B) II, I, IV, III, V C) III, IV, I, II, V D) I, II, III, IV, V
A) I, II, and IV B) I, II, and IV C) I and II D) II and IV
A) Statement I is incorrect but Statement II is correct B) Both Statement I and Statement II are correct
A) Role-playing a conversation B) Filling in the blanks in a sentence C) Translating a paragraph from L1 to L2 D) Memorizing grammar rules
A) Discovery analysis B) Artifact collection C) Inductive analysis D) Field notes
A) Phenomenology B) Grounded Theory C) Narrative Research D) Ethnography
A) Descriptive B) Experimental C) Correlational D) Causal comparative
A) Purposive Sampling B) Stratified Random Sampling C) Convenience Sampling D) Systematic Sampling
A) Conducting a series of experiments to test the effectiveness of different language teaching techniques. B) Observing language classrooms and analyzing student language production. C) Conducting a series of case studies of successful language learners, followed by a statistical analysis of the factors that contributed to their success. D) Conducting a quantitative survey of language teachers' beliefs and practices, followed by a qualitative analysis of a subset of responses.
A) Historical Research B) Ex-post facto research C) Descriptive Study D) Field Experiment
A) To lecture on grammar rules and vocabulary B) To provide students with pre-determined tasks to complete C) To correct students' errors and provide feedback D) To facilitate communication and guide students in completing a task
A) Research is systematic. B) Research is not passive. C) Research is not a problem-oriented. D) Research is not a process.
A) II and IV B) I and III C) I and II D) III and IV
A) result B) steps C) Recommendations D) methodology
A) It is only suitable for investigating surface-level phenomena B) It is difficult to generalize findings to other contexts. C) It may suffer from low response rates and/or biased responses. D) It is a time-consuming and resource-intensive method.
A) Hypothesis based, deductive and testing B) Perspective based, inductive and meaning giving C) Deductive cum inductive based approach and generalization D) Deductive inquiry with focus and hypotheses being tested
A) Focus group discussion B) Interview C) Observations D) Surveys
A) Focus group discussion B) Interview C) Surveys D) Observations
A) It discusses and explains the theory thoroughly. B) None of the above C) It provides guidance in the conceptualization of the research problem. D) It enables you to see clearly the possible variables of the study
A) Laboratory Research B) Action Research C) Descriptive Research D) Practical Research
A) Data should be collected from anonymous participants. B) Participants should not be told how they scored on the study's measuring instruments. C) Names can be released with the data only to other research professionals. D) Researchers should never reveal the names of participants when they report results.
A) Collecting data with bottom-up empirical evidence. B) Design sampling with probability sample techniques. C) Gathering data with top-down schematic evidence. D) Collecting data with the help of standardized research tools.
A) Referencing B) Citation C) Annotated bibliography D) Publication
A) The Glenn effect B) The Hawthorne effect C) The Fischer effect D) The Kerlinger effect
A) Sampling bias B) Response bias C) Observer bias D) Confirmation bias
A) Research makes use of tools. B) Research is based on data that perceive by senses. C) Research follows procedures. D) Research must be based on facts.
A) IV, III, II and I B) I, IV, III, and II C) IV, I, III, IV D) I, II, III, and IV
A) frog B) sparrow C) pig D) peacock
A) Gilgamesh B) Enuma Elish C) Anu D) Enkidu
A) They are rescued and turned back into humans B) They are hunted and killed by a hunter C) They remain swans for eternity D) They are transformed into stars in the sky
A) changing identity is easy B) physical appearance is deceiving C) goddess is just like mortal woman D) goddess has the power to appear
A) Frigg B) Thor C) Odin D) Loki
A) Phoenix B) Unicorn C) Banshee D) Griffin
A) It symbolizes deceit and betrayal. B) It represents the strength and power of the Greek’s army. C) It represents a gift of peace and friendship between the Greeks and Trojans. D) . It symbolizes the cunning and intelligence of the Trojan warriors.
A) Paris B) Jason C) Achilles D) Ulysses
A) Ethereal B) God-like C) Anthropomorphism D) Anthropocentrism
A) The creation of mankind B) The great flood C) The creation of bodies of water D) The creation of the universe
A) Achilles B) Ulysses C) Icarus D) Priam
A) Achilles B) Paris C) Orpheus D) Agamemnon
A) Lavinia B) Medusa C) Helen D) Medea
A) acceptance of wrongdoing and self-punishment B) regret and repentance to a wrong decision C) fate’s control over human’s lives D) physical manifestation of the limitation of man
A) Dragon B) Troll C) Unicorns D) Kappa |