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