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