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