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