A) Cognitivist B) Interactionism C) Behaviorism D) Nativism
A) Universal Grammar B) Cognitive Schema C) Acquisition Support System(LASS) D) Language Acquisition Device (LAD)
A) Correcting language mistakes B) Ignoring incorrect language use C) Encouraging imitation D) Rewarding correct language use
A) Interactionism B) Cognitivism C) Nativism D) Behaviorism
A) • Balancing assimilation and accommodation to create stable understanding B) • Adjusting cognitive structures to incorporate new information C) • Integrating new information into existing schemas D) • Reinforcing correct language use through rewards
A) • Advanced language used by caregivers B) Formal teaching of grammatical rules C) • Symbolic play to teach language concepts D) • Simplified, accessible language tailored to young children
A) Language Acquisition Device B) Cognitive Schema C) Universal Grammar D) Language Acquisition Support System (LASS)
A) B.F Skinner B) Jerome Bruner C) Noam Chomsky D) Jean Piaget
A) • Language Acquisition Support System (LASS) B) • Universal Grammar C) • Cognitive Equilibration D) • Language Acquisition Device (LAD)
A) • Cognitivism B) Interactionism C) Nativism D) • Behaviorism
A) • Linguistics was more accommodating for SLA research B) • Linguistics offers the most effective teaching methods C) • Psychological studies of language were less developed D) • Educational institutions prioritized linguistic studies
A) • Avoiding explicit learning altogether B) • Combining implicit learning with explicit learning processes C) • Solely relying on implicit learning mechanism D) • Focusing exclusively on rote memorization
A) • Exploring the explicit/implicit learning dichotomy B) • Reducing the emphasis on psychological factors C) • Focusing solely on linguistic theories D) • Developing new linguistic output models
A) • Development of new language textbooks B) • Automated language translation tools C) • Online language learning platforms D) • Brain scanning and imaging technologies
A) • Focus on static language output analysis B) • Overreliance on cognitive theories C) • Emphasis on developmental processes D) • Lack of practical applications
A) • Psychology B) • Linguistics C) • Education D) • Cognitive Science
A) • L1 acquisition offers more generalizable findings B) • L2 acquisition is less relevant to human identity C) • L2 acquisition is more uniform D) • L1 acquisition is easier to study
A) • The development of linguistic theories in SLA B) • The effectiveness of different language teaching methods C) • The historical and current influence of psychology on language learning D) • The role of technology in language acquisition
A) • Focusing solely on linguistic theories B) • Combining insights from multiple academic disciplines C) • Prioritizing traditional teaching methods D) • Separating psychology from linguistics
A) • Focusing on L1 acquisition B) • Studying SLA within a Department of Psychology C) • Pursuing a PhD in Linguistics D) • Integrating technology into language learning research
A) • Jerome Bruner B) • Noam Chomsky C) • J.B. Watson D) • Jean Piaget
A) • It does not explain how children learn abstract words and novel language forms B) • It overestimates the influence of cognitive development C) • It focuses too much on social and cultural factors D) • It ignores the role of environmental stimuli
A) • By gradual refinement through trial-and-error B) • By social interaction and support C) • Through a biological predisposition D) • Via cognitive restructuring
A) • Silent Way B) • Total Physical Response C) • Direct Method D) • Communicative Language Teaching
A) • It ignores the role of reinforcement in learning B) • It overemphasizes innate biological mechanisms C) • It relies too heavily on cognitive development stages D) • It does not account for social influences
A) • Observable behavior and reinforcement B) • Cognitive processes C) • Social interaction D) • Innate ability
A) • Jean Piaget B) • • J.B. Watson C) • Noam Chomsky D) • Lev Vygotsky
A) • Through problem-solving and hypothesis testing B) • By imitating sounds and receiving rewards C) • By interacting with their environment D) • Through innate mechanisms
A) • Universal Grammar B) • Habit Formation C) • Stimulus-Response Associations D) • Imitation and Reinforcement
A) • Communicative Language Teaching B) • Total Physical Response C) • Audiolingual Method D) • Grammar Translation Method
A) • From 2 years to 4 years From birth to 2 years B) • Through the 15th or 16th year of life C) • Through the 12th month of infancy
A) • Morphology B) • Syntax C) • Semantics D) • Phonology
A) • Eric Lenneberg, 1967 B) • Jean Piaget, 1960 C) • Noam Chomsky, 1957 D) • B.F. Skinner, 1955
A) • Frontal lobe for syntax and occipital lobe for semantics. B) • Anterior temporal region for syntax and posterior brain regions for semantics. C) • Posterior brain regions for syntax and anterior and Temporal region for semantics. D) • Left hemisphere for syntax and right hemisphere for semantics.
A) • Phonological skills are not important for later language development. B) • Early and appropriate sensory input is crucial for optimal language development. C) • Hearing loss in early childhood has no impact on language development D) • Language skills can be developed equally well at any age.
A) • Children understand complex sentences by age 3. B) • Newborns can differentiate between familiar and unfamiliar voices. C) • Adolescents have fully developed semantic responses. D) • Children start using grammar by age 2.
A) • It is crucial for phonological development and influences later language abilities B) • It has no impact on later language development. C) • It is important only for developing semantic understanding. D) • It only affects the ability to learn multiple languages.
A) • Syntax development reaches full maturity by the mid- teens. B) • Syntax development is unaffected by early experiences. C) • Syntax development is only influenced by genetic factors. D) • Syntax development is complete by age 4.
A) • Developmental changes are purely driven by genetic factors. B) • Specific experiences during critical periods significantly influence later development. C) • Human development occurs in completely unique stages without any overlap. D) • Biological maturation has no role in developmental changes.
A) • Newborns can speak fluently by 12 months. B) • Infants lose the ability to discriminate non-native phonemes by 12 months. C) • Syntax develops fully by the mid-teens. D) • Semantics are fully understood by age 4.
A) • From 6 months to 1 year B) • From 1 year to 4 years C) • From birth to 2 years D) • Extends through the fourth year of life and possibly up to the age of 15-16
A) • From 2 years to 5 years B) • From the sixth month of fetal life through the 12th month of infancy C) • From 1 year to 4 years D) • From birth to 6 months
A) • Mature responses are present only in adults. B) • Mature responses begin to appear by age 4 but continue to develop through adolescence. C) • Children have fully mature responses to semantic stimuli by age 4. D) • Semantic development is complete by age 2.
A) • A phase when adults can learn new languages easily. B) • A period when language acquisition is impossible. C) • A biologically determined window when language acquisition is most effective. D) • A period when children learn to read and write.
A) • Silent Way, Suggestopedia, Community Language Learning, Total Physical Response, Communicative Language Teaching B) • Overcoming Overuse of Mother Tongue C) • Direct Method and Audiolingual Method D) • Grammar Translation Method
A) • Avoid using gestures and visual aids. B) • Repeat instructions in L1 to ensure understanding. C) • Teach common phrases only in L1. D) • Give instructions in L2 only, regardless of understanding.
A) • It focuses only on English proficiency. B) • It eliminates the use of the mother tongue in classrooms. C) • It enhances both mother tongue and English proficiency. D) • It reduces the need for learning English.
A) • It has no influence on second language learning. B) • It is more beneficial than learning a second language. C) • It should be used exclusively in the classroom. D) • It should be minimized as much as possible.
A) • Silent Way, Suggestopedia, Community Language Learning, Total Physical Response, Communicative Language Teaching B) • Grammar Translation Method C) • Direct Method and Audiolingual Method
A) • Strengthened first language acquisition. B) • Immediate fluency in the second language. C) • Reduced motivation and potential academic failure. D) • Enhanced motivation to learn.
A) • It makes learning additional languages more difficult. B) • It encourages students to abandon their native language. C) • It leads to poorer academic outcomes. D) • It results in better academic outcomes, especially for disadvantaged groups
A) • Silent Way, Suggestopedia, Community Language Learning, Total Physical Response, Communicative Language Teaching B) • Grammar Translation Method C) • Direct Method and Audiolingual Method
A) • It hinders the ability to learn additional languages. B) • It has no impact on learning additional languages. C) • It causes confusion between languages. D) • It provides a foundation for learning additional languages.
A) • Mother Tongue’s Influence on Second Language Learning B) • Significance of Mother Tongue C) • Role of Mother Tongue in Education D) • Benefits of Mother Tongue Instruction
A) • Benefits of Mother Tongue Instruction B) • When and How to Use Mother Tongue C) • Mother Tongue’s Influence on Second Language Learning D) • Role of Mother Tongue in Education
A) • Benefits of Mother Tongue Instruction B) • Significance of Mother Tongue C) • Role of Mother Tongue in Education D) • Mother Tongue’s Influence on Second Language Learning
A) • Benefits of Mother Tongue Instruction B) • Mother Tongue’s Influence on Second Language Learning C) • Role of Mother Tongue in Education D) • Significance of Mother Tongue
A) • Mother Tongue’s Influence on Second Language Learning B) • Role of Mother Tongue in Education C) • When and How to Use Mother Tongue D) • Benefits of Mother Tongue Instruction
A) • Grammar drills in L2 only B) • Listening to L2 audio recordings without context. C) • Conversation starters and translation tasks. D) • Memorizing vocabulary lists in L2 only. |