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