A) Behavior B) Assessment C) Interaction D) Curriculum
A) Have the answers of the students on the board and correct in front of other people. B) Have the students repeat the word each time it is written C) Have the students read the words repeatedly without correcting them. D) Have the students receive a big reward for motivation purposes.
A) If a student has behavioral problems B) If a student is aiming for mastery of the lessons C) If a student is struggling on his/her basic skills D) If a student is referred to special education
A) It uses the same teaching techniques for mastery of the lessons. B) It is facilitated based on the student's pace. C) It is research-based using supported instructional methods. D) It offers a small group instruction to provide more attention to individuals.
A) Let the students read the title and guess the content of the book. B) Choose a short passage sufficient to be read in one session. C) Deliver the words in the books with excitement. D) Ask the students to do advance reading on the books before discussion.
A) Functional Grammar B) Notional Grammar C) Traditional Grammar D) Transformational Grammar
A) Functional Grammar B) Traditional Grammar C) Notional Grammar D) Transformational Grammar
A) Functional Grammar B) Notional Grammar C) Traditional Grammar D) Transformational Grammar
A) Traditional Grammar B) Transformational Grammar C) Functional Grammar D) Notional Grammar
A) Traditional Grammar B) Functional Grammar C) Transformational Grammar D) Notional Grammar
A) Language learning is a developmental process. B) Language learning is a specialized skill. C) Language learning is not systematic. D) Language learning is an emotional experience.
A) Language learning is an emotional experience. B) Language learning is a specialized skill. C) Language learning is a developmental process. D) Language learning is not systematic.
A) Language learning is a specialized skill. B) Language learning is an emotional experience. C) Language learning is not systematic. D) Language learning is a developmental process.
A) Rote Learning B) Automaticity C) Strategic Investment D) Intrinsic Motivation
A) Rote Learning B) Intrinsic Motivation C) Strategic Investment D) Automaticity
A) strategic B) linguistic C) social awareness D) sociolinguistic
A) vocabulary development B) reading comprehension C) writing and composition D) study strategies
A) Humanistic Orientation B) Behavioristic Orientation C) Behavioristic-Rational Orientation D) Rational-Cognitive Orientation
A) Language Acquisition B) Pedagogical Thrusts C) Theory of Language D) Structural Notion
A) Degenerated B) Integrated C) Contextualized D) Interactive
A) In curriculum planning, need analysts create policy document. B) In program implementation, material writers create teaching materials. C) In the specification stage, need analysts and methodologists create syllabus. D) In classroom implementation, teachers implement teaching activities.
A) Social Reconstructionism B) Academic Rationalism C) Social and Economic Efficiency D) Learner-Cednessness
A) Learner-centeredness B) Social Reconstructionism C) Academic Rationalism D) Social and Economic Efficiency
A) Social and Economic Efficiency B) Social Reconstructionism C) Academic Rationalism D) Learner-centeredness
A) Social Reconstructionism B) Academic Rationalism C) Social and Economic Efficiency D) Cultural Pluralism
A) Bilabial B) Labiodental C) Alveolar D) Interdental
A) Pear – pair B) Fair – fare C) Grace – graze D) Wise – nice
A) Parent B) Brother C) Sister D) Mother
A) twitter B) text C) social D) messenger
A) Breakfast, tea, cheese B) Reduce, reuse, start C) Cry, break, down D) Teach, speak, listen
A) it encompasses body movement, hand gestures, and facial expressions B) it involves stress‑timing and intonation C) it is not limited to single sounds D) it is otherwise known as the prosodic features of speech
A) Incorrect B) Teacher C) Stressful D) Infant
A) Inflectional morpheme B) Zero morpheme C) Null morpheme D) Derivational morpheme
A) It is the invention of a new word. B) It is the process of designating an existing word to a new syntactic category. C) It is the process of forming a new word by joining two or more words. D) It is shortening a word by deleting one or more syllables.
A) Suppletion B) Clipping C) Backformation D) Blending
A) boards, larger, scribbled B) colorful, distraction, conducive C) talented, glamorous, patiently D) godly, powerful, professional
A) 2 B) 3 C) 1 D) 4
A) Prefix B) Circumfix C) Suffix D) Infix
A) Epenthesis B) Assimilation C) Elision D) Vowel lengthening
A) Structure of Coordination B) Structure of Complementation C) Structure of Predication D) Structure of Modification
A) Sympathetic colleague B) Money talks C) Be careful D) Pins and needles
A) It has two clauses which are similar in length and word order. B) It begins with the main independent clause followed by phrases and dependent clauses. C) It is composed only of phrases and dependent clauses. D) It begins with phrases or dependent clauses and ends with the main independent clause.
A) Adjective phrase B) Adverb phrase C) Prepositional phrase D) Noun phrase
A) The student who wanted to become valedictorian did. B) Anton teaches all the Research courses while Jay the Math courses. C) Should I call you or you me? D) I will do the dishes today if you will do the dishes tomorrow.
A) phrases which have more than one meaning B) words which have more than one meaning C) words having the same meaning D) phrases which have the same meaning
A) Fly (insect) – fly (zipper) B) Benevolent – malevolent C) Beauty – pulchritude D) Pasta – spaghetti
A) Coreference B) Anaphora C) Entailment D) Deixis
A) Fast – slow B) Hot – cold C) Happy – sad D) Dead – alive
A) Contradictory B) Thematic C) Synthetic D) Analytic
A) Lexical ambiguity B) Structural ambiguity C) Syntactic ambiguity D) Grammatical ambiguity
A) Maxim of Quantity B) Maxim of Manner C) Maxim of Quality D) Maxim of Relevance
A) Maxim of Quantity B) Maxim of Quality C) Maxim of Manner D) Maxim of Relevance
A) Sincerity condition B) Propositional content condition C) Preparatory condition D) Essential condition
A) it is the evident when the syntactic form of utterance matches the illocutionary force B) it is mainly used by people in connection with maintaining politeness C) it is an utterance in which one speech act is performed indirectly by performing another D) it is the lack of direct connection between the form of utterance and the intended meaning
A) The librarian is telling the students that they are foolish. B) The librarian is telling the students to read the signage. C) The librarian is asking whether the students are illiterate or otherwise. D) The librarian is telling the students to stop conversing in loud voices.
A) Content based approach B) Whole language approach C) Participatory approach D) Taskbased approach
A) Teacher Jay teaches his students the mnemonic to remember the order in which adjectives should appear. B) Teacher April uses mind maps to activate students' background knowledge on communication. C) Teacher Beth dims the lights in the classroom and plays classical music as she reads a poem to her literature students. D) Teacher Shiela uses a text on the Presidents of the Philippines through history to teach the past tense form of verbs.
A) context clues B) drills C) word association D) visualization techniques
A) Overgeneralization B) Hypothesis testing C) Simplification D) Habit formation
A) Teacher Apple who integrates topics from other subjects in the language course B) Teacher Leslie who emphasizes on good pronunciation and lessened grammatical errors C) Teacher Kharen who assesses the immediate communicative needs of the language learner D) Teacher Kelly who assesses the language learners' motivations in learning
A) Structural approach B) Grammar - translation approach C) Audiolingual approach D) Direct approach
A) Total Physical Response B) Suggestopedia C) Community Language Learning D) Silent Way
A) Irregular past tense form of verb B) Auxiliary form of verb and articles (a and the) C) Progressive form of verb, plural form of noun, and copula ("to be") D) Regular past tense, possessives, and singular form of verb
A) Monitor Hypothesis B) Input Hypothesis C) Affective Filter Hypothesis D) Acquisition Learning Hypothesis
A) A learner engages in fewer conversations with speakers of his or her mother tongue. B) A learner plans how to remember new words encountered in conversations with native speakers of the target language. C) A learner monitors and assesses his/her own progress in learning the target language. D) A learner reflects on which approaches to working out grammatical rules are more effective.
A) make a distinction between facts and opinions in a text B) enhance the learner's knowledge about the deep structure of grammar in the text C) anticipate, infer, and create judgments and decisions about the text D) make corrections about the morphological errors in a text
A) through drills and repetition B) by engaging in authentic language use C) through natural communication rather than formal grammar study D) n order to read its literature
A) language acquisition requires comprehensible input containing i+1 structures B) age is a definite predictor of second language rate or attainment C) acquisition is more important in learning D) low or weak affective filter is required to allow language input
A) community language learning B) silent way C) total physical response D) task based approach
A) The learner identifies the different communicative strategies. B) The learner makes a distinction among the different communication models. C) The learner demonstrates respect for cultural diversity. D) The learner makes use of the comparison contrast pattern by writing a paragraph on the similarities and differences among the features of several social media platforms.
A) It may enhance writing skills in the target language. B) It enables teachers to gain information about the value of a language course. C) It enables language learners to build relationships with native speakers of the target language. D) It develops language learners' theoretical thinking.
A) Sociolinguistic competence B) Strategic competence C) Grammatical competence D) Discourse competence
A) Adolfo who is able to pronounce words in the second language with near native like competence B) Ynah who knows how to nominate as well as terminate a conversation done in her second language C) Leah who makes sure that the words she is using are comprehensible to the language learner she is talking to D) Edward who knows how to respond to different people depending on the communicative situation
A) skills used in the classroom in various content areas B) skills needed in interpersonal communication C) skills used in informal settings to build relationships D) skills needed to perform tasks beyond the school setting
A) Teacher Marie who conducted classroom debates B) Teacher John who held book reviews in her class C) Teacher Tristan who conducted error analysis on learners' outputs D) Teacher Maridel who gave her students the chance to become "teacher of the day"
A) to distinguish between sounds in each pair B) to identify which pairs are homophones C) to explain how sounds differ D) to communicate sounds in each pair
A) Audiolingual Method B) Silent Way C) Direct Method D) Community Language Learning
A) affective filters, anxiety, self - confidence B) affective filters, self confidence, anxiety C) self confidence, anxiety, affective filters D) anxiety, affective filters, self-confidence
A) Affective B) Cognitive C) Structural D) Functional
A) Culture is considered the most important aspect in language learning. B) Widening the vocabulary in the target language is imperative. C) Pronunciation and conversational skills are not emphasized. D) Development of reading skills is of prime importance.
A) Pedagogical B) Descriptive C) Transformational D) Prescriptive
A) Grammar translation method B) Natural Approach C) Communicative Language Teaching D) Silent Way
A) Grammar - translation method B) Direct method C) Audiolingual method D) Suggestopedia
A) Function over form B) Oral before written C) Vocabulary over grammar D) Explicit but minimal grammar
A) Suggestopedia B) Total Physical Response C) Grammar - translation method D) Communicative Language Teaching
A) Language is primarily vocal. B) Language is arbitrary. C) Language is universal. D) Language is a system of systems.
A) Functionalists Theory B) Cognitive Learning Theory C) Transformationalists Theory D) Interactionists Theory
A) Audiolingual Method B) Communicative Language Teaching C) Story Grammar D) Think Aloud
A) Community Language Learning B) Bottom up Text Processing C) Natural Approach D) Information Gap Tasks
A) Social Development Theory B) Pareto Principle C) Classical Conditioning D) Experiential Learning
A) To develop self - actualized individuals in a cooperative and supportive environment B) To develop learners' mental ability to use concepts dealing with number, classification, order, and time but use them in a simple way C) To develop learners who have innovative and adaptive thinking skills D) To create individuals who learn through mental mechanisms which enable them to recreate and adapt their behavior in different situations
A) Neurolinguistic B) Sociolinguistic C) Applied linguistic D) Computational linguistics
A) Innatist hypothesis B) Behaviorism C) Empiricist theory D) Mentalism
A) Teachers should encourage learners to interact with their environment as a way to discover themselves. B) Teachers approach to executing class activities should be individualized or in small groups rather than whole group. C) Teachers should focus on the process by which learners derive their answers. D) Teachers should focus on accelerating or speeding up children's progress through the stages.
A) Simple experiments B) Playdoh C) Charts and illustrations D) Letter cut-outs
A) I only B) III only C) II only D) I and II
A) Ask students to develop their own steps. B) Give frequent feedback. C) Divide complex tasks into simpler parts. D) Demonstrate complex tasks.
A) Modelling B) Restructuring ideas C) Elicitation D) Application of new ideas
A) Both A and B B) It focuses on how learning takes place. C) It emphasizes on how information is processed in the brain. D) Its three components are sensory register, short term memory, and long term memory.
A) Teacher Shie treats her students in accordance with their level of maturity. B) Teacher Jelo reinforces learning by giving his students rewards. C) Teacher Maggie arranges her curriculum in such a way that concepts on one level are built on the previous one. D) Teacher Jehrist encourages her students to make their own meaning out of the content. |