A) English for Community Mobilization B) English for Dental Well-being C) English for Assessment D) English for Draftsmen
A) ESP is time-bound B) ESP is goal-oriented. C) ESP is discipline-specific. D) ESP is for adults.
A) Strevens (1977) B) Coffey (1985) C) Hutchinson and Waters (1992) D) Carter (1983)
A) Language use is highlighted. B) ESP is a methodology C) ESP has goals. D) Focus on language learning
A) Tenor B) Medim C) Domain D) Dialect
A) Functional/notional syllabus B) Skill syllabus C) Functional/task-based syllabus D) Structural/situational syllabus
A) Financial Reports B) Laboratory reports C) Thesis abstracts D) Annual Reports
A) Register Analysis B) Discourse Analysis C) Target situation analysis D) Present 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) 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) Memorizing grammar rules and vocabulary lists. D) Watching a movie that is related to the learners' professional or academic contexts.
A) Functional/notional syllabus B) Structural/situational syllabus C) Skill syllabus D) Functional/task-based syllabus
A) EBP B) EOP C) EAP D) EVP
A) Using a needs analysis to identify the specific language needs and goals of the learners. 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) Developing a syllabus that covers a wide range of language skills and topics.
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) Focusing too much on fluency at the expense of accuracy. B) Using the same teaching methods and materials as General English. C) Finding appropriate materials and tasks that are relevant to the learners' specific needs. D) Teaching grammar and vocabulary in isolation from the learners' real-world needs.
A) A specialist subject knowledge B) A positive attitude towards the ESP content. C) A knowledge of the fundamental principles of the subject area. D) An awareness of how much they probably know.
A) Syllabus Design B) Course Design C) Curriculum Design D) ESP Course Design
A) Discourse/skills syllabus B) Skills and strategies C) Functional/task-based syllabus D) Skill syllabus
A) A writing test that requires learners to write an essay on a topic that is unrelated to their specific needs. B) A multiple-choice grammar test that covers all possible grammar structures. C) A speaking test that focuses on the learners' ability to communicate in a wide range of social situations. D) A task-based assessment that requires learners to complete a task that is relevant to their specific needs.
A) Discourse/skills syllabus B) Skills and strategies C) Skill syllabus D) Functional/task-based syllabus
A) Skill syllabus B) Functional/task-based syllabus C) Skills and strategies D) Discourse/skills syllabus
A) I, II, and III B) I only C) I and II D) II only
A) To separate the low performing from the high performing. B) To help students cope with the demands of their actual level. C) To help schools achieve their mission and in quality education. D) To identify students who do not achieve school standards.
A) Their abilities fall several levels below their current level. B) They failed in two or more subject areas in their level. C) They have low intended quotient and low emotional quotient D) They have a number of learning disabilities.
A) I only B) II only C) I, II, III D) III only
A) Graphophonic correspondence B) Blending of sounds C) Phoneme isolation D) Segmenting syllables
A) Likes and dislikes B) Socio economic status C) Background knowledge D) Learning styles
A) Appeal to the student B) Congruence with skills being developed. C) Variety of instructional materials. D) Demands of the mainstream class.
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) No, they are far apart and not in any way related D) Yes, both remedial instruction and special education serve learners that need help.
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) Observing students in the classroom B) Reviewing report cards and standardized test scores C) Asking parents for input D) Conducting diagnostic assessments
A) Providing group instruction only to ensure consistency and efficiency B) Offering a variety of instructional methods and materials to accommodate different learning styles C) Focusing only on the needs of the highest-performing students to ensure they receive the most instruction D) Providing instruction in the students' first language to ensure comprehension
A) Using only auditory methods to teach new vocabulary B) Focusing only on grammar and syntax in language instruction C) Incorporating visual aids, such as pictures and videos, into language activities 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) Providing opportunities for the child to develop proficiency in all of their languages D) Focusing only on teaching the child English, even if the child is more proficient in another language
A) Minimizing contact with parents to avoid potential conflicts 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) 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) The teacher established the setting or context then key vocabulary is presented. C) These provide practice on problematic sounds in the target language through listening discrimination and spoken practice. 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) More challenging texts and tasks. C) Ongoing assessment and feedback D) Scaffolding instructional cues.
A) Reward Scheme B) Test and Drill C) Peer Support Programmed D) Individualized Educational Program (IEP)
A) Semantic B) Linguistic C) Syntactic D) Graphophonic
A) Assertion is false, but Reason is true. B) Both Assertion and Reason are true, but Reason is not the correct explanation of Assertion. C) Assertion is true, but Reason is false. 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) Therapeutic Instruction D) Corrective Learning
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) 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) Pre-teaching program B) Preparation of teaching C) Systematic process D) Random process
A) Action Research B) Both A and B C) None of the above D) Programmed Test
A) an analysis of future needs of the learners B) an analysis of errors made by the learner C) the teacher’s impression of language difficulties D) student’s interest in learning language
A) Push out Remediation B) Pull In Remediation C) Pull Out Remediation D) Push In Remediation
A) Push out Remediation B) Push In Remediation C) Pull In Remediation D) Pull Out Remediation
A) No graphic similarity B) Some graphic similarity C) Graphic similarity D) High graphic similarity
A) Unaided retelling B) Aided retelling C) Fully-aided retelling D) Half-aided retelling
A) Successful Reading Level B) Frustration Reading Level C) Independent Reading level D) Instructional Reading level
A) Experimental Research B) Ex-post facto research C) Quasi experimental D) Mixed research
A) Experimental Research B) Longitudinal Research C) Ethnographic Research D) Ex-post facto Research
A) Providing opportunities for interaction with peers and adults B) Explicitly teaching grammar rules C) Focusing on error correction and accuracy D) Allowing learners to work independently
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) ANOVA B) Discourse analysis C) Grounded theory D) Thematic analysis
A) III, IV, I, II, V B) II, V, III, IV, I C) I, II, III, IV, V D) II, I, IV, III, V
A) II and IV B) I, II, and IV C) I and II D) I, 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) Role-playing a conversation D) Memorizing grammar rules
A) Artifact collection B) Discovery analysis C) Field notes D) Inductive analysis
A) Grounded Theory B) Narrative Research C) Phenomenology D) Ethnography
A) Causal comparative B) Correlational C) Experimental D) Descriptive
A) Systematic Sampling B) Convenience Sampling C) Purposive 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) Ex-post facto research D) Descriptive Study
A) To facilitate communication and guide students in completing a task B) To lecture on grammar rules and vocabulary C) To correct students' errors and provide feedback D) To provide students with pre-determined tasks to complete
A) Research is not passive. B) Research is not a process. C) Research is systematic. D) Research is not a problem-oriented.
A) I and III B) I and II C) III and IV D) II and IV
A) methodology B) steps C) Recommendations D) result
A) It is a time-consuming and resource-intensive method. B) It is only suitable for investigating surface-level phenomena C) It may suffer from low response rates and/or biased responses. D) It is difficult to generalize findings to other contexts.
A) Hypothesis based, deductive and testing B) Deductive cum inductive based approach and generalization C) Deductive inquiry with focus and hypotheses being tested D) Perspective based, inductive and meaning giving
A) Focus group discussion B) Surveys C) Interview D) Observations
A) Surveys B) Observations C) Focus group discussion D) Interview
A) It provides guidance in the conceptualization of the research problem. B) None of the above C) It enables you to see clearly the possible variables of the study D) It discusses and explains the theory thoroughly.
A) Action Research B) Laboratory Research C) Practical Research D) Descriptive 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) Gathering data with top-down schematic evidence. B) Collecting data with the help of standardized research tools. C) Design sampling with probability sample techniques. D) Collecting data with bottom-up empirical evidence.
A) Annotated bibliography B) Citation C) Referencing D) Publication
A) The Hawthorne effect B) The Glenn effect C) The Kerlinger effect D) The Fischer effect
A) Response bias B) Sampling bias C) Confirmation bias D) Observer bias
A) Research is based on data that perceive by senses. B) Research makes use of tools. C) Research follows procedures. D) Research must be based on facts.
A) I, IV, III, and II B) I, II, III, and IV C) IV, I, III, IV D) IV, III, II and I
A) pig B) sparrow C) frog D) peacock
A) Gilgamesh B) Enkidu C) Enuma Elish D) Anu
A) They are rescued and turned back into humans B) They are transformed into stars in the sky C) They remain swans for eternity D) They are hunted and killed by a hunter
A) physical appearance is deceiving B) changing identity is easy C) goddess has the power to appear D) goddess is just like mortal woman
A) Thor B) Odin C) Frigg D) Loki
A) Banshee B) Unicorn 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) God-like C) Anthropocentrism D) Anthropomorphism
A) The creation of mankind B) The great flood C) The creation of the universe D) The creation of bodies of water
A) Icarus B) Ulysses C) Achilles D) Priam
A) Achilles B) Orpheus C) Paris D) Agamemnon
A) Helen B) Lavinia C) Medea D) Medusa
A) regret and repentance to a wrong decision B) acceptance of wrongdoing and self-punishment C) fate’s control over human’s lives D) physical manifestation of the limitation of man
A) Unicorns B) Troll C) Dragon D) Kappa |