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