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