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