A) To prevent all possible mistakes B) To serve as an editing device for outpu C) To make speech fully fluent D) To help memorize vocabulary lists
A) The learner focuses on meaning only B) There is pressure for accuracy C) The learner knows the rules D) Sufficient time is available
A) Monitoring occurs only during listening tasks B) Grammar knowledge functions automatically without thought C) Learners can plan and edit language before speaking or correct themselves afterward D) Learners cannot use grammar knowledge at all during speaking
A) A learner stopping mid-sentence to recall a grammar rule B) A learner listening passively to a recording C) A learner speaking naturally without hesitation D) A learner guessing the meaning of a word from context
A) It cannot create fluency, only edit output B) It works only in the classroom and not in real life C) It is effective for pronunciation but not grammar D) It can only be used for vocabulary learning
A) A learner writing an essay with time to edit B) A tourist trying to order food in a hurry C) A learner engaging in fast-paced conversation D) A child learning to speak through play
A) It eliminates errors completely B) It causes hesitation and slows communication C) It develops automatic fluency D) It makes learners more confident
A) High-stakes situations where accuracy matters B) Spontaneous storytelling C) Singing a song in the target language D) Casual chatting with friends
A) The learner demonstrates effective acquisition B) The learner is relying only on the Monitor C) The learner has high motivation and confidence D) The learner has fully internalized the rules
A) Both learning and acquisition are equally automatic B) Acquisition happens only through formal grammar drills C) Acquisition creates fluency, while learning only monitors D) Learning creates fluency while acquisition checks output
A) Given only through translation B) Slightly beyond their current level C) At the same level they already know D) Memorized from vocabulary lists
A) The learner’s vocabulary knowledge only B) The teacher’s expected output C) The learner’s future ability D) The learner’s current level
A) Material completely unrelated to current skills B) Repetition of old material C) An extra grammar rule to memorize D) A level just beyond the learner’s present knowledge
A) A teacher requires students to memorize 50 verb forms B) A teacher gives students a passage with visuals that make new grammar understandable C) A student translates every line into the first language D) A teacher drills pronunciation repeatedly without meaning
A) Context eliminates the need for acquisition B) Context increases the use of the Monitor C) Context makes learners memorize better D) Context makes input comprehensible
A) Listening to a story with supporting gestures B) Reading an advanced legal text without help C) Memorizing a grammar rule out of context D) Speaking without listening to others
A) It develops naturally from exposure B) It must be memorized through drills C) It appears only in testing situations D) It is directly taught by grammar lessons
A) To provide constant grammar correction B) To supply comprehensible input C) To force students to memorize lists D) To test students after each lesson
A) A student copying sentences word for word B) A student who reads stories with some new but understandable grammar C) A student avoiding input and focusing only on output D) A student memorizing verb conjugations in isolation
A) Incomprehensible input is always useless B) Comprehensible input is simplified grammar only C) Incomprehensible input is only vocabulary D) Comprehensible input is understood with the help of context
A) Only grammatical knowledge B) Memory capacity and test scores C) Motivation, attitude, self-confidence, and anxiety D) Age, gender, and intelligence
A) The learner depends only on grammar rules B) Input flows freely, making acquisition easier C) Input is blocked from reaching acquisition D) The learner stops interacting with others
A) It helps learners remember grammar B) It makes students more confident C) It accelerates learning D) It prevents input from being acquired
A) Students feel relaxed and willing to participate B) Students are anxious about being corrected C) Students avoid speaking in front of others D) Students memorize lists silently without interaction
A) Confidence allows perfect monitoring B) Confidence replaces the need for practice C) Confident learners are more open to input D) Confidence eliminates errors completely
A) Low B) High C) Medium D) Blocked
A) Encouraging risk-taking in communication B) Publicly criticizing student errors C) Providing supportive feedback D) Allowing time for learners to think
A) It raises the filter and blocks acquisition B) It has no influence on input C) It ensures faster fluency D) It lowers the filter and aids acquisition
A) Constant error correction during speaking B) Comparing students publicly by test scores C) Encouraging participation without fear of mistakes D) Requiring students to speak before they are ready
A) To reduce anxiety and increase openness to input B) To ensure they memorize grammar faster C) To stop errors from occurring D) To keep them from speaking at all
A) Comprehensible input B) Writing-only tasks C) Translation practice D) Grammar drills
A) To allow strict grammar testing B) To prepare learners to cope and continue learning outside C) To eliminate all errors immediately D) To memorize vocabulary faster
A) It helps them memorize grammar better B) It may increase anxiety and raise the affective filter C) It develops fluency faster D) It prevents vocabulary learning
A) Avoid correction to prevent anxiety B) Ignore errors permanently C) Test students on each mistake D) Correct every error immediately
A) During free conversation only B) When learning simple grammar rules C) When students are anxious D) During natural acquisition
A) It creates fluency faster than input B) It supports learning, but acquisition requires input C) It completely replaces natural exposure D) It is unnecessary even for writing
A) Relaxed and encouraging environment B) Competitive and stressful environment C) Strict correction and high pressure D) Silent memorization only
A) It eliminates errors completely B) It reduces the need for listening input C) It makes them memorize grammar faster D) It allows learners to cope with real-life situations
A) Role-playing real-life conversations B) Memorizing word lists C) Writing grammar rules repeatedly D) Silent reading without comprehension
A) Because only motivated students can learn B) Because fear and shame can block input C) Because grammar must be memorized D) Because errors must be eliminated
A) Correct them more often B) Reduce stress and encourage risk-taking C) Assign more grammar drills D) Compare them with other students
A) Negative comments build confidence B) Negative comments discourage learners and raise the affective filter C) Negative comments reduce mistakes D) Negative comments improve memory
A) Memorizing all grammar rules B) Testing learners frequently C) Encouraging communication and comprehension D) Practicing translation constantly
A) Provide activities that build gradual confidence B) Require immediate oral responses C) Give more homework in grammar D) Increase correction to avoid fossilization
A) To increase pressure for accuracy B) To lower anxiety and protect the learner’s affective filter C) To force faster acquisition D) To reduce classroom participation
A) A continuing action B) An action still relevant to the future C) An action before another past event D) A recently completed action
A) A tool that provides specific criteria to evaluate student performance B) A norm-referenced test only C) A measure of independent reading levels D) A type of vocabulary list
A) Homonymy B) Hyponymy C) Synonymy D) Anaphora
A) Proof that grammar must be memorized B) Evidence of a poor learning process C) A natural part of the learning process D) Signs that acquisition has stopped
A) Keeping one’s lifestyle while rejecting the target language B) Adopting some practices but keeping native culture C) Mixing both languages equally D) Giving up one’s lifestyle and adopting the target culture completely
A) Two words with exactly the same definition B) A word referring back to another word C) A word that includes another in meaning D) Two words that sound alike but differ in meaning
A) “Rose” as a type of “flower” B) “Run” referring to both exercise and management C) “She” referring back to “Maria” D) “Bank” meaning both money and river
A) Only once a week B) Only in language arts C) Throughout the day in all subjects D) Only in reading lessons
A) “Rose is a flower.” B) “The bank is near the riverbank.” C) “Run fast or you’ll miss the run.” D) “John lost his phone, but he found it later.”
A) It measures IQ B) It eliminates the need for input C) Clear criteria for judging performance D) It ensures perfect fluency
A) Past Perfect B) Present Continuous C) Present Perfect D) Simple Past
A) Monitor B) Natural Order C) Input D) Affective Filter
A) A student uses anaphora B) A student creates a homonym C) A student mixes native and target languages in a sentence D) A student repeats the same word twice
A) Assimilation B) Integration C) Marginalization D) Separation
A) Because errors never matter in communication B) Because correction can increase anxiety and raise the affective filter C) Because teachers must ignore mistakes permanently D) Because students cannot notice corrections |