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