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