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