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