A) English for Community Mobilization B) English for Draftsmen C) English for Dental Well-being D) English for Assessment
A) ESP is goal-oriented. B) ESP is discipline-specific. C) ESP is for adults. D) ESP is time-bound
A) Carter (1983) B) Coffey (1985) C) Hutchinson and Waters (1992) D) Strevens (1977)
A) ESP is a methodology B) ESP has goals. C) Focus on language learning D) Language use is highlighted.
A) Domain B) Medim C) Dialect D) Tenor
A) Functional/task-based syllabus B) Skill syllabus C) Structural/situational syllabus D) Functional/notional syllabus
A) Thesis abstracts B) Financial Reports C) Annual Reports D) Laboratory reports
A) Register Analysis B) Present Situation Analysis C) Target situation analysis D) Discourse Analysis
A) Development of communication skills appropriate to specific contexts B) Emphasis on grammar and syntax C) Focus on the language needs of specific groups of learners D) Use of authentic language materials
A) Memorizing grammar rules and vocabulary lists. B) Watching a movie that is related to the learners' professional or academic contexts. C) Conducting a role-play or simulation activity that is relevant to the learners' professional or academic contexts. D) Reading a general English language textbook.
A) Functional/task-based syllabus B) Functional/notional syllabus C) Skill syllabus D) Structural/situational syllabus
A) EVP B) EBP C) EOP D) EAP
A) Using a needs analysis to identify the specific language needs and goals of the learners. B) Starting with a standard English language syllabus and modifying it to suit the learners' needs. C) Asking the learners to provide input on the topics and language skills they would like to focus on. D) Developing a syllabus that covers a wide range of language skills and topics.
A) It focuses on the language needs of specific groups or individuals. B) It is primarily used for academic purposes only. C) It is not applicable in the workplace or business context. D) It involves the teaching of general English language skills.
A) Teaching grammar and vocabulary in isolation from the learners' real-world needs. B) Finding appropriate materials and tasks that are relevant to the learners' specific needs. C) Using the same teaching methods and materials as General English. D) Focusing too much on fluency at the expense of accuracy.
A) An awareness of how much they probably know. B) A positive attitude towards the ESP content. C) A knowledge of the fundamental principles of the subject area. D) A specialist subject knowledge
A) Curriculum Design B) Course Design C) Syllabus Design D) ESP Course Design
A) Functional/task-based syllabus B) Skill syllabus C) Discourse/skills syllabus D) Skills and strategies
A) A speaking test that focuses on the learners' ability to communicate in a wide range of social situations. B) A task-based assessment that requires learners to complete a task that is relevant to their specific needs. C) A writing test that requires learners to write an essay on a topic that is unrelated to their specific needs. D) A multiple-choice grammar test that covers all possible grammar structures.
A) Functional/task-based syllabus B) Discourse/skills syllabus C) Skills and strategies D) Skill syllabus
A) Functional/task-based syllabus B) Discourse/skills syllabus C) Skills and strategies D) Skill syllabus
A) II only B) I only C) I, II, and III D) I and II
A) To help students cope with the demands of their actual level. B) To separate the low performing from the high performing. C) To help schools achieve their mission and in quality education. D) To identify students who do not achieve school standards.
A) They have a number of learning disabilities. B) Their abilities fall several levels below their current level. C) They have low intended quotient and low emotional quotient D) They failed in two or more subject areas in their level.
A) I, II, III B) I only C) III only D) II only
A) Phoneme isolation B) Segmenting syllables C) Graphophonic correspondence D) Blending of sounds
A) Socio economic status B) Background knowledge C) Likes and dislikes D) Learning styles
A) Demands of the mainstream class. B) Appeal to the student C) Congruence with skills being developed. D) Variety of instructional materials.
A) No, however, remedial instruction may include children with special needs if they are diagnosed with difficulty. B) No, they are far apart and not in any way related C) Yes, both remedial instruction and special education serve learners that need help. D) It depends on the clientele of remedial instruction.
A) Practice strategies in decoding sight words. B) Give exercises on various intonation patterns. C) Identify liaisons and incomplete plosives D) Provide ample exercise on sound discrimination.
A) Conducting diagnostic assessments B) Reviewing report cards and standardized test scores C) Asking parents for input D) Observing students in the classroom
A) Providing instruction in the students' first language to ensure comprehension B) Offering a variety of instructional methods and materials to accommodate different learning styles C) Focusing only on the needs of the highest-performing students to ensure they receive the most instruction D) Providing group instruction only to ensure consistency and efficiency
A) Incorporating visual aids, such as pictures and videos, into language activities B) Using only auditory methods to teach new vocabulary C) Using a standardized curriculum and approach for all children. D) Focusing only on grammar and syntax in language instruction
A) Providing opportunities for the child to develop proficiency in all of their languages B) Focusing only on teaching the child English, even if the child is more proficient in another language C) Avoiding the use of pictures and visual aids to support vocabulary learning D) Encouraging the child to use only one language at home and at school
A) Using jargon and technical terms to demonstrate expertise B) Minimizing contact with parents to avoid potential conflicts C) Encouraging parents to be active participants in the intervention process D) Providing detailed reports on the student's progress on a weekly basis
A) These provide practice on problematic sounds in the target language through listening discrimination and spoken practice. B) The teacher established the setting or context then key vocabulary is presented. C) Passages and scripts are used for students to practice and then read aloud focusing on stress, timing, and intonation D) Articulatory descriptions, articulatory diagrams, and a phonetic alphabet are used.
A) Alphabetic Knowledge B) Knowledge on Sound-Symbol Correspondence C) Sight-Word Knowledge D) Basic Sight Words
A) Scaffolding instructional cues. B) Leveling and chunking of materials. C) More challenging texts and tasks. D) Ongoing assessment and feedback
A) Test and Drill B) Reward Scheme C) Peer Support Programmed D) Individualized Educational Program (IEP)
A) Graphophonic B) Linguistic C) Syntactic D) Semantic
A) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion. B) Both Assertion and Reason are true, but Reason is not the correct explanation of Assertion. C) Assertion is false, but Reason is true. D) Assertion is true, but Reason is false.
A) III, II, IV, V, I B) I, III, IV, II, V C) I, IV, V, III, II D) IV, II, III, I, V
A) Compensatory Education B) Therapeutic Instruction C) Remedial Teaching D) Corrective Learning
A) Judge the students’ capabilities B) Test the language proficiency of students for providing them jobs. C) Assess the suitability of a candidate for a specific programme. D) Find out deficiencies of the students with a view to planning remedies.
A) Providing notes that are simplified B) Focusing on individual progress with individual instruction. C) Conduct extra class for the students. D) Initially giving information as reading only, no writing.
A) Random process B) Systematic process C) Preparation of teaching D) Pre-teaching program
A) Programmed Test B) Both A and B C) Action Research D) None of the above
A) an analysis of errors made by the learner B) the teacher’s impression of language difficulties C) an analysis of future needs of the learners D) student’s interest in learning language
A) Pull Out Remediation B) Push In Remediation C) Push out Remediation D) Pull In Remediation
A) Pull Out Remediation B) Push In Remediation C) Pull In Remediation D) Push out Remediation
A) Graphic similarity B) High graphic similarity C) No graphic similarity D) Some graphic similarity
A) Half-aided retelling B) Fully-aided retelling C) Aided retelling D) Unaided retelling
A) Instructional Reading level B) Successful Reading Level C) Frustration Reading Level D) Independent Reading level
A) Ex-post facto research B) Mixed research C) Experimental Research D) Quasi experimental
A) Experimental Research B) Ex-post facto Research C) Longitudinal Research D) Ethnographic Research
A) Allowing learners to work independently B) Focusing on error correction and accuracy C) Providing opportunities for interaction with peers and adults D) Explicitly teaching grammar rules
A) Reflect, observe, plan and act B) Observe, plan, reflect and act C) Plan, act, observe and reflect D) Act, observe, plan and reflect
A) Thematic analysis B) ANOVA C) Grounded theory D) Discourse analysis
A) I, II, III, IV, V B) II, I, IV, III, V C) III, IV, I, II, V D) II, V, III, IV, I
A) II and IV B) I, II, and IV C) I and II D) I, II, and IV
A) Both Statement I and Statement II are correct B) Statement I is incorrect but Statement II is correct
A) Memorizing grammar rules B) Translating a paragraph from L1 to L2 C) Filling in the blanks in a sentence D) Role-playing a conversation
A) Discovery analysis B) Inductive analysis C) Artifact collection D) Field notes
A) Grounded Theory B) Ethnography C) Narrative Research D) Phenomenology
A) Causal comparative B) Correlational C) Descriptive D) Experimental
A) Purposive Sampling B) Stratified Random Sampling C) Convenience Sampling D) Systematic Sampling
A) Conducting a series of case studies of successful language learners, followed by a statistical analysis of the factors that contributed to their success. B) Conducting a series of experiments to test the effectiveness of different language teaching techniques. C) Observing language classrooms and analyzing student language production. D) Conducting a quantitative survey of language teachers' beliefs and practices, followed by a qualitative analysis of a subset of responses.
A) Ex-post facto research B) Field Experiment C) Descriptive Study D) Historical Research
A) To correct students' errors and provide feedback B) To provide students with pre-determined tasks to complete C) To lecture on grammar rules and vocabulary D) To facilitate communication and guide students in completing a task
A) Research is not a problem-oriented. B) Research is not passive. C) Research is not a process. D) Research is systematic.
A) I and III B) III and IV C) II and IV D) I and II
A) steps B) result C) Recommendations D) methodology
A) It is difficult to generalize findings to other contexts. B) It is only suitable for investigating surface-level phenomena C) It is a time-consuming and resource-intensive method. D) It may suffer from low response rates and/or biased responses.
A) Hypothesis based, deductive and testing B) Deductive cum inductive based approach and generalization C) Deductive inquiry with focus and hypotheses being tested D) Perspective based, inductive and meaning giving
A) Interview B) Surveys C) Focus group discussion D) Observations
A) Interview B) Focus group discussion C) Observations D) Surveys
A) None of the above B) It provides guidance in the conceptualization of the research problem. C) It discusses and explains the theory thoroughly. D) It enables you to see clearly the possible variables of the study
A) Practical Research B) Laboratory Research C) Descriptive Research D) Action Research
A) Researchers should never reveal the names of participants when they report results. B) Participants should not be told how they scored on the study's measuring instruments. C) Data should be collected from anonymous participants. D) Names can be released with the data only to other research professionals.
A) Collecting data with bottom-up empirical evidence. B) Collecting data with the help of standardized research tools. C) Design sampling with probability sample techniques. D) Gathering data with top-down schematic evidence.
A) Publication B) Referencing C) Citation D) Annotated bibliography
A) The Fischer effect B) The Hawthorne effect C) The Glenn effect D) The Kerlinger effect
A) Confirmation bias B) Response bias C) Observer bias D) Sampling bias
A) Research must be based on facts. B) Research is based on data that perceive by senses. C) Research follows procedures. D) Research makes use of tools.
A) I, IV, III, and II B) IV, III, II and I C) IV, I, III, IV D) I, II, III, and IV
A) pig B) peacock C) frog D) sparrow
A) Gilgamesh B) Enkidu C) Anu D) Enuma Elish
A) They are hunted and killed by a hunter B) They are rescued and turned back into humans C) They remain swans for eternity D) They are transformed into stars in the sky
A) goddess has the power to appear B) changing identity is easy C) goddess is just like mortal woman D) physical appearance is deceiving
A) Loki B) Frigg C) Thor D) Odin
A) Banshee B) Unicorn C) Phoenix D) Griffin
A) . It symbolizes the cunning and intelligence of the Trojan warriors. B) It represents the strength and power of the Greek’s army. C) It represents a gift of peace and friendship between the Greeks and Trojans. D) It symbolizes deceit and betrayal.
A) Paris B) Achilles C) Ulysses D) Jason
A) Anthropomorphism B) Ethereal C) Anthropocentrism D) God-like
A) The creation of mankind B) The creation of the universe C) The creation of bodies of water D) The great flood
A) Priam B) Ulysses C) Icarus D) Achilles
A) Paris B) Orpheus C) Agamemnon D) Achilles
A) Medusa B) Medea C) Helen D) Lavinia
A) acceptance of wrongdoing and self-punishment B) regret and repentance to a wrong decision C) fate’s control over human’s lives D) physical manifestation of the limitation of man
A) Unicorns B) Troll C) Dragon D) Kappa |