A) English for Dental Well-being B) English for Assessment C) English for Community Mobilization D) English for Draftsmen
A) ESP is goal-oriented. B) ESP is time-bound C) ESP is for adults. D) ESP is discipline-specific.
A) Hutchinson and Waters (1992) B) Strevens (1977) C) Coffey (1985) D) Carter (1983)
A) ESP is a methodology B) Language use is highlighted. C) ESP has goals. D) Focus on language learning
A) Domain B) Tenor C) Dialect D) Medim
A) Structural/situational syllabus B) Functional/task-based syllabus C) Functional/notional syllabus D) Skill syllabus
A) Thesis abstracts B) Financial Reports C) Laboratory reports D) Annual Reports
A) Register Analysis B) Present Situation Analysis C) Target situation analysis D) Discourse Analysis
A) Development of communication skills appropriate to specific contexts B) Focus on the language needs of specific groups of learners C) Emphasis on grammar and syntax D) Use of authentic language materials
A) Memorizing grammar rules and vocabulary lists. B) Reading a general English language textbook. C) Watching a movie that is related to the learners' professional or academic contexts. D) Conducting a role-play or simulation activity that is relevant to the learners' professional or academic contexts.
A) Functional/notional syllabus B) Skill syllabus C) Structural/situational syllabus D) Functional/task-based syllabus
A) EAP B) EOP C) EBP D) EVP
A) Starting with a standard English language syllabus and modifying it to suit the learners' needs. B) Asking the learners to provide input on the topics and language skills they would like to focus on. C) Using a needs analysis to identify the specific language needs and goals of the learners. D) Developing a syllabus that covers a wide range of language skills and topics.
A) It focuses on the language needs of specific groups or individuals. B) It is not applicable in the workplace or business context. C) It is primarily used for academic purposes only. D) It involves the teaching of general English language skills.
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) Teaching grammar and vocabulary in isolation from the learners' real-world needs. D) Focusing too much on fluency at the expense of accuracy.
A) An awareness of how much they probably know. B) A knowledge of the fundamental principles of the subject area. C) A specialist subject knowledge D) A positive attitude towards the ESP content.
A) Curriculum Design B) Course Design C) ESP Course Design D) Syllabus Design
A) Skills and strategies B) Functional/task-based syllabus C) Discourse/skills 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 task-based assessment that requires learners to complete a task that is relevant to their specific needs. C) A multiple-choice grammar test that covers all possible grammar structures. D) A speaking test that focuses on the learners' ability to communicate in a wide range of social situations.
A) Discourse/skills syllabus B) Skills and strategies C) Functional/task-based 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) I, II, and III C) I only D) II only
A) To help students cope with the demands of their actual level. B) To identify students who do not achieve school standards. C) To help schools achieve their mission and in quality education. D) To separate the low performing from the high performing.
A) They failed in two or more subject areas in their level. B) Their abilities fall several levels below their current level. C) They have low intended quotient and low emotional quotient D) They have a number of learning disabilities.
A) I, II, III B) III only 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) Congruence with skills being developed. B) Appeal to the student 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) No, they are far apart and not in any way related C) Yes, both remedial instruction and special education serve learners that need help. D) It depends on the clientele of remedial instruction.
A) Provide ample exercise on sound discrimination. B) Give exercises on various intonation patterns. C) Practice strategies in decoding sight words. D) Identify liaisons and incomplete plosives
A) Asking parents for input B) Observing students in the classroom C) Reviewing report cards and standardized test scores 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) Focusing only on teaching the child English, even if the child is more proficient in another language B) Providing opportunities for the child to develop proficiency in all of their languages C) Encouraging the child to use only one language at home and at school D) Avoiding the use of pictures and visual aids to support vocabulary learning
A) Providing detailed reports on the student's progress on a weekly basis B) Encouraging parents to be active participants in the intervention process C) Using jargon and technical terms to demonstrate expertise D) Minimizing contact with parents to avoid potential conflicts
A) Articulatory descriptions, articulatory diagrams, and a phonetic alphabet are used. B) The teacher established the setting or context then key vocabulary is presented. C) Passages and scripts are used for students to practice and then read aloud focusing on stress, timing, and intonation D) These provide practice on problematic sounds in the target language through listening discrimination and spoken practice.
A) Alphabetic Knowledge B) Knowledge on Sound-Symbol Correspondence C) Basic Sight Words D) Sight-Word Knowledge
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) Peer Support Programmed C) Individualized Educational Program (IEP) D) Test and Drill
A) Linguistic B) Semantic C) Syntactic D) Graphophonic
A) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion. B) Assertion is false, but Reason is true. C) Assertion is true, but Reason is false. D) Both Assertion and Reason are true, but Reason is not the correct explanation of Assertion.
A) IV, II, III, I, V B) III, II, IV, V, I C) I, IV, V, III, II D) I, III, IV, II, V
A) Corrective Learning B) Remedial Teaching C) Compensatory Education 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) Providing notes that are simplified B) Focusing on individual progress with individual instruction. C) Conduct extra class for the students. D) Initially giving information as reading only, no writing.
A) Systematic process B) Pre-teaching program C) Random process D) Preparation of teaching
A) Action Research B) Programmed Test C) Both A and B D) None of the above
A) student’s interest in learning language B) an analysis of errors made by the learner C) the teacher’s impression of language difficulties D) an analysis of future needs of the learners
A) Pull In Remediation B) Pull Out Remediation C) Push In Remediation D) Push out Remediation
A) Push out Remediation B) Push In Remediation C) Pull Out Remediation D) Pull In Remediation
A) Some graphic similarity B) Graphic similarity C) No graphic similarity D) High graphic similarity
A) Aided retelling B) Half-aided retelling C) Unaided retelling D) Fully-aided retelling
A) Independent Reading level B) Frustration Reading Level C) Instructional Reading level D) Successful Reading Level
A) Quasi experimental B) Experimental Research C) Ex-post facto research D) Mixed research
A) Experimental Research B) Longitudinal Research C) Ethnographic Research D) Ex-post facto Research
A) Explicitly teaching grammar rules B) Providing opportunities for interaction with peers and adults 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) Act, observe, plan and reflect D) Observe, plan, reflect and act
A) Discourse analysis B) ANOVA C) Thematic analysis D) Grounded theory
A) II, V, III, IV, I B) III, IV, I, II, V C) II, I, IV, III, V D) I, II, III, IV, 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) Filling in the blanks in a sentence B) Translating a paragraph from L1 to L2 C) Memorizing grammar rules D) Role-playing a conversation
A) Discovery analysis B) Inductive analysis C) Artifact collection D) Field notes
A) Ethnography B) Narrative Research C) Phenomenology D) Grounded Theory
A) Descriptive B) Correlational C) Experimental D) Causal comparative
A) Purposive Sampling B) Convenience Sampling C) Stratified Random Sampling D) Systematic Sampling
A) Observing language classrooms and analyzing student language production. B) Conducting a series of experiments to test the effectiveness of different language teaching techniques. 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) Ex-post facto research B) Field Experiment C) Descriptive Study D) Historical Research
A) To facilitate communication and guide students in completing a task B) To correct students' errors and provide feedback C) To provide students with pre-determined tasks to complete D) To lecture on grammar rules and vocabulary
A) Research is not a problem-oriented. B) Research is systematic. C) Research is not passive. D) Research is not a process.
A) II and IV B) III and IV C) I and II D) I and III
A) steps B) result C) methodology 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) Hypothesis based, deductive and testing B) Perspective based, inductive and meaning giving C) Deductive cum inductive based approach and generalization D) Deductive inquiry with focus and hypotheses being tested
A) Surveys B) Interview C) Focus group discussion D) Observations
A) Interview B) Observations C) Surveys D) Focus group discussion
A) It enables you to see clearly the possible variables of the study B) None of the above C) It discusses and explains the theory thoroughly. D) It provides guidance in the conceptualization of the research problem.
A) Action Research B) Descriptive Research C) Practical Research D) Laboratory Research
A) Names can be released with the data only to other research professionals. B) Data should be collected from anonymous participants. 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) Collecting data with the help of standardized research tools. B) Gathering data with top-down schematic evidence. C) Design sampling with probability sample techniques. D) Collecting data with bottom-up empirical evidence.
A) Citation B) Annotated bibliography C) Referencing D) Publication
A) The Fischer effect B) The Glenn effect C) The Kerlinger effect D) The Hawthorne effect
A) Response bias B) Sampling bias C) Confirmation bias D) Observer bias
A) Research makes use of tools. B) Research follows procedures. C) Research must be based on facts. D) Research is based on data that perceive by senses.
A) I, IV, III, and II B) IV, I, III, IV C) I, II, III, and IV D) IV, III, II and I
A) pig B) peacock C) sparrow D) frog
A) Anu B) Enuma Elish C) Gilgamesh D) Enkidu
A) They are hunted and killed by a hunter B) They are transformed into stars in the sky C) They remain swans for eternity D) They are rescued and turned back into humans
A) goddess has the power to appear B) goddess is just like mortal woman C) physical appearance is deceiving D) changing identity is easy
A) Odin B) Loki C) Frigg D) Thor
A) Phoenix B) Banshee C) Griffin D) Unicorn
A) It symbolizes deceit and betrayal. B) It represents the strength and power of the Greek’s army. C) . It symbolizes the cunning and intelligence of the Trojan warriors. D) It represents a gift of peace and friendship between the Greeks and Trojans.
A) Achilles B) Ulysses C) Paris D) Jason
A) God-like B) Anthropocentrism C) Anthropomorphism D) Ethereal
A) The creation of bodies of water B) The creation of the universe C) The great flood D) The creation of mankind
A) Achilles B) Icarus C) Ulysses D) Priam
A) Agamemnon B) Achilles C) Orpheus D) Paris
A) Medusa B) Lavinia C) Medea D) Helen
A) regret and repentance to a wrong decision B) physical manifestation of the limitation of man C) acceptance of wrongdoing and self-punishment D) fate’s control over human’s lives
A) Dragon B) Unicorns C) Kappa D) Troll |