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