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