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