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