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