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