A) English for Dental Well-being B) English for Draftsmen C) English for Assessment D) English for Community Mobilization
A) ESP is goal-oriented. B) ESP is discipline-specific. C) ESP is time-bound D) ESP is for adults.
A) Strevens (1977) B) Coffey (1985) C) Hutchinson and Waters (1992) D) Carter (1983)
A) ESP has goals. B) Language use is highlighted. C) ESP is a methodology D) Focus on language learning
A) Tenor B) Domain C) Dialect D) Medim
A) Skill syllabus B) Functional/notional syllabus C) Structural/situational syllabus D) Functional/task-based syllabus
A) Financial Reports B) Thesis abstracts C) Laboratory reports D) Annual Reports
A) Target situation analysis B) Register Analysis C) Discourse Analysis D) Present Situation Analysis
A) Focus on the language needs of specific groups of learners B) Emphasis on grammar and syntax C) Development of communication skills appropriate to specific contexts D) Use of authentic language materials
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) Functional/task-based syllabus C) Structural/situational syllabus D) Skill syllabus
A) EAP B) EVP C) EBP D) EOP
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) Developing a syllabus that covers a wide range of language skills and topics. D) Starting with a standard English language syllabus and modifying it to suit the learners' needs.
A) It focuses on the language needs of specific groups or individuals. B) It is primarily used for academic purposes only. C) It is not applicable in the workplace or business context. D) It involves the teaching of general English language skills.
A) Teaching grammar and vocabulary in isolation from the learners' real-world needs. B) Focusing too much on fluency at the expense of accuracy. C) Finding appropriate materials and tasks that are relevant to the learners' specific needs. D) Using the same teaching methods and materials as General English.
A) An awareness of how much they probably know. B) A specialist subject knowledge C) A positive attitude towards the ESP content. D) A knowledge of the fundamental principles of the subject area.
A) Curriculum Design B) ESP Course Design C) Syllabus Design D) Course Design
A) Discourse/skills syllabus B) Skills and strategies C) Functional/task-based 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) Skill syllabus B) Functional/task-based syllabus C) Discourse/skills syllabus D) Skills and strategies
A) Discourse/skills syllabus B) Skill syllabus C) Functional/task-based syllabus D) Skills and strategies
A) I only B) II only C) I and II D) I, II, and III
A) To help students cope with the demands of their actual level. B) To separate the low performing from the high performing. C) To identify students who do not achieve school standards. D) To help schools achieve their mission and in quality education.
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) II only B) I, II, III C) I only D) III only
A) Graphophonic correspondence B) Phoneme isolation C) Blending of sounds D) Segmenting syllables
A) Learning styles B) Likes and dislikes C) Socio economic status D) Background knowledge
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) No, however, remedial instruction may include children with special needs if they are diagnosed with difficulty. C) It depends on the clientele of remedial instruction. D) Yes, both remedial instruction and special education serve learners that need help.
A) Provide ample exercise on sound discrimination. B) Give exercises on various intonation patterns. C) Identify liaisons and incomplete plosives D) Practice strategies in decoding sight words.
A) Conducting diagnostic assessments B) Asking parents for input C) Reviewing report cards and standardized test scores D) Observing students in the classroom
A) Offering a variety of instructional methods and materials to accommodate different learning styles B) Providing instruction in the students' first language to ensure comprehension C) Providing group instruction only to ensure consistency and efficiency D) Focusing only on the needs of the highest-performing students to ensure they receive the most instruction
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) Using jargon and technical terms to demonstrate expertise C) Encouraging parents to be active participants in the intervention process D) Providing detailed reports on the student's progress on a weekly basis
A) The teacher established the setting or context then key vocabulary is presented. B) Passages and scripts are used for students to practice and then read aloud focusing on stress, timing, and intonation C) Articulatory descriptions, articulatory diagrams, and a phonetic alphabet are used. D) These provide practice on problematic sounds in the target language through listening discrimination and spoken practice.
A) Knowledge on Sound-Symbol Correspondence B) Alphabetic Knowledge C) Basic Sight Words D) Sight-Word Knowledge
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) Linguistic C) Semantic D) Syntactic
A) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion. B) Both Assertion and Reason are true, but Reason is not the correct explanation of Assertion. C) Assertion is false, but Reason is true. D) Assertion is true, but Reason is false.
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) Compensatory Education B) Corrective Learning C) Remedial Teaching 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) Judge the students’ capabilities D) Find out deficiencies of the students with a view to planning remedies.
A) Initially giving information as reading only, no writing. B) Focusing on individual progress with individual instruction. C) Conduct extra class for the students. D) Providing notes that are simplified
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) an analysis of future needs of the learners B) the teacher’s impression of language difficulties C) student’s interest in learning language D) an analysis of errors made by the learner
A) Pull Out Remediation B) Push out Remediation C) Push In Remediation D) Pull In Remediation
A) Push out Remediation B) Pull Out Remediation C) Push In Remediation D) Pull In Remediation
A) Some graphic similarity B) Graphic similarity C) No graphic similarity D) High graphic similarity
A) Aided retelling B) Unaided retelling C) Half-aided retelling D) Fully-aided retelling
A) Successful Reading Level B) Frustration Reading Level C) Independent Reading level D) Instructional Reading level
A) Ex-post facto research B) Experimental Research C) Quasi experimental D) Mixed research
A) Ethnographic Research B) Ex-post facto Research C) Longitudinal Research D) Experimental Research
A) Providing opportunities for interaction with peers and adults B) Focusing on error correction and accuracy C) Explicitly teaching grammar rules D) Allowing learners to work independently
A) Observe, plan, reflect and act B) Plan, act, observe and reflect C) Reflect, observe, plan and act D) Act, observe, plan and reflect
A) Thematic analysis B) Discourse analysis C) ANOVA D) Grounded theory
A) III, IV, I, II, V B) II, I, IV, III, V C) II, V, III, IV, I D) I, II, III, IV, V
A) I and II B) I, II, and IV C) I, II, and IV D) II and IV
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) Translating a paragraph from L1 to L2 C) Memorizing grammar rules D) Filling in the blanks in a sentence
A) Field notes B) Inductive analysis C) Artifact collection D) Discovery analysis
A) Narrative Research B) Phenomenology C) Grounded Theory D) Ethnography
A) Experimental B) Descriptive C) Correlational D) Causal comparative
A) Systematic Sampling B) Stratified Random Sampling C) Convenience Sampling D) Purposive 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) Ex-post facto research B) Field Experiment C) Descriptive Study D) Historical Research
A) To provide students with pre-determined tasks to complete B) To correct students' errors and provide feedback C) To lecture on grammar rules and vocabulary D) To facilitate communication and guide students in completing a task
A) Research is not a process. B) Research is systematic. C) Research is not a problem-oriented. D) Research is not passive.
A) III and IV B) II and IV C) I and III D) I and II
A) Recommendations B) steps C) methodology D) result
A) It may suffer from low response rates and/or biased responses. B) It is difficult to generalize findings to other contexts. C) It is only suitable for investigating surface-level phenomena D) It is a time-consuming and resource-intensive method.
A) Deductive cum inductive based approach and generalization B) Perspective based, inductive and meaning giving C) Deductive inquiry with focus and hypotheses being tested D) Hypothesis based, deductive and testing
A) Interview B) Observations C) Focus group discussion D) Surveys
A) Focus group discussion B) Observations C) Interview D) Surveys
A) It enables you to see clearly the possible variables of the study B) It provides guidance in the conceptualization of the research problem. C) It discusses and explains the theory thoroughly. D) None of the above
A) Descriptive Research B) Practical Research C) Action Research D) Laboratory Research
A) Researchers should never reveal the names of participants when they report results. B) Data should be collected from anonymous participants. C) Participants should not be told how they scored on the study's measuring instruments. D) Names can be released with the data only to other research professionals.
A) Collecting data with the help of standardized research tools. B) Collecting data with bottom-up empirical evidence. C) Design sampling with probability sample techniques. D) Gathering data with top-down schematic evidence.
A) Referencing B) Citation C) Annotated bibliography D) Publication
A) The Fischer effect B) The Kerlinger effect C) The Hawthorne effect D) The Glenn effect
A) Sampling bias B) Observer bias C) Confirmation bias D) Response bias
A) Research must be based on facts. B) Research makes use of tools. C) Research is based on data that perceive by senses. D) Research follows procedures.
A) IV, I, III, IV B) I, IV, III, and II C) IV, III, II and I D) I, II, III, and IV
A) frog B) sparrow C) pig D) peacock
A) Enkidu B) Anu C) Enuma Elish D) Gilgamesh
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) goddess is just like mortal woman B) goddess has the power to appear C) changing identity is easy D) physical appearance is deceiving
A) Odin B) Thor C) Loki D) Frigg
A) Griffin B) Phoenix C) Unicorn D) Banshee
A) It symbolizes deceit and betrayal. B) It represents a gift of peace and friendship between the Greeks and Trojans. C) . It symbolizes the cunning and intelligence of the Trojan warriors. D) It represents the strength and power of the Greek’s army.
A) Ulysses B) Paris C) Achilles D) Jason
A) Anthropocentrism B) Anthropomorphism C) God-like D) Ethereal
A) The great flood B) The creation of mankind C) The creation of bodies of water D) The creation of the universe
A) Icarus B) Ulysses C) Priam D) Achilles
A) Orpheus B) Achilles C) Agamemnon D) Paris
A) Helen B) Medusa C) Medea D) Lavinia
A) physical manifestation of the limitation of man B) acceptance of wrongdoing and self-punishment C) fate’s control over human’s lives D) regret and repentance to a wrong decision
A) Dragon B) Unicorns C) Troll D) Kappa |