A) To make speech fully fluent B) To prevent all possible mistakes C) To help memorize vocabulary lists D) To serve as an editing device for outpu
A) There is pressure for accuracy B) Sufficient time is available C) The learner focuses on meaning only D) The learner knows the rules
A) Learners cannot use grammar knowledge at all during speaking B) Monitoring occurs only during listening tasks C) Grammar knowledge functions automatically without thought D) Learners can plan and edit language before speaking or correct themselves afterward
A) A learner stopping mid-sentence to recall a grammar rule B) A learner guessing the meaning of a word from context C) A learner listening passively to a recording D) A learner speaking naturally without hesitation
A) It works only in the classroom and not in real life B) It cannot create fluency, only edit output C) It is effective for pronunciation but not grammar D) It can only be used for vocabulary learning
A) A child learning to speak through play B) A learner engaging in fast-paced conversation C) A tourist trying to order food in a hurry D) A learner writing an essay with time to edit
A) It eliminates errors completely B) It develops automatic fluency C) It makes learners more confident D) It causes hesitation and slows communication
A) Spontaneous storytelling B) Casual chatting with friends C) Singing a song in the target language D) High-stakes situations where accuracy matters
A) The learner demonstrates effective acquisition B) The learner has fully internalized the rules C) The learner has high motivation and confidence D) The learner is relying only on the Monitor
A) Acquisition happens only through formal grammar drills B) Acquisition creates fluency, while learning only monitors C) Learning creates fluency while acquisition checks output D) Both learning and acquisition are equally automatic
A) Given only through translation B) Memorized from vocabulary lists C) Slightly beyond their current level D) At the same level they already know
A) The learner’s vocabulary knowledge only B) The learner’s current level C) The learner’s future ability D) The teacher’s expected output
A) Material completely unrelated to current skills B) Repetition of old material C) An extra grammar rule to memorize D) A level just beyond the learner’s present knowledge
A) A teacher gives students a passage with visuals that make new grammar understandable B) A teacher drills pronunciation repeatedly without meaning C) A student translates every line into the first language D) A teacher requires students to memorize 50 verb forms
A) Context makes input comprehensible B) Context increases the use of the Monitor C) Context eliminates the need for acquisition D) Context makes learners memorize better
A) Speaking without listening to others B) Listening to a story with supporting gestures C) Memorizing a grammar rule out of context D) Reading an advanced legal text without help
A) It develops naturally from exposure B) It is directly taught by grammar lessons C) It appears only in testing situations D) It must be memorized through drills
A) To provide constant grammar correction B) To force students to memorize lists C) To supply comprehensible input D) To test students after each lesson
A) A student who reads stories with some new but understandable grammar B) A student avoiding input and focusing only on output C) A student copying sentences word for word D) A student memorizing verb conjugations in isolation
A) Comprehensible input is simplified grammar only B) Comprehensible input is understood with the help of context C) Incomprehensible input is always useless D) Incomprehensible input is only vocabulary
A) Motivation, attitude, self-confidence, and anxiety B) Age, gender, and intelligence C) Only grammatical knowledge D) Memory capacity and test scores
A) Input flows freely, making acquisition easier B) Input is blocked from reaching acquisition C) The learner stops interacting with others D) The learner depends only on grammar rules
A) It prevents input from being acquired B) It accelerates learning C) It helps learners remember grammar D) It makes students more confident
A) Students avoid speaking in front of others B) Students memorize lists silently without interaction C) Students are anxious about being corrected D) Students feel relaxed and willing to participate
A) Confidence replaces the need for practice B) Confident learners are more open to input C) Confidence allows perfect monitoring D) Confidence eliminates errors completely
A) High B) Blocked C) Medium D) Low
A) Providing supportive feedback B) Publicly criticizing student errors C) Allowing time for learners to think D) Encouraging risk-taking in communication
A) It lowers the filter and aids acquisition B) It ensures faster fluency C) It has no influence on input D) It raises the filter and blocks acquisition
A) Encouraging participation without fear of mistakes B) Constant error correction during speaking C) Comparing students publicly by test scores D) Requiring students to speak before they are ready
A) To keep them from speaking at all B) To ensure they memorize grammar faster C) To reduce anxiety and increase openness to input D) To stop errors from occurring
A) Comprehensible input B) Writing-only tasks C) Grammar drills D) Translation practice
A) To prepare learners to cope and continue learning outside B) To memorize vocabulary faster C) To allow strict grammar testing D) To eliminate all errors immediately
A) It develops fluency faster B) It may increase anxiety and raise the affective filter C) It helps them memorize grammar better D) It prevents vocabulary learning
A) Test students on each mistake B) Correct every error immediately C) Ignore errors permanently D) Avoid correction to prevent anxiety
A) During free conversation only B) During natural acquisition C) When learning simple grammar rules D) When students are anxious
A) It completely replaces natural exposure B) It supports learning, but acquisition requires input C) It creates fluency faster than input D) It is unnecessary even for writing
A) Relaxed and encouraging environment B) Strict correction and high pressure C) Silent memorization only D) Competitive and stressful environment
A) It allows learners to cope with real-life situations B) It makes them memorize grammar faster C) It reduces the need for listening input D) It eliminates errors completely
A) Writing grammar rules repeatedly B) Silent reading without comprehension C) Role-playing real-life conversations D) Memorizing word lists
A) Because only motivated students can learn B) Because grammar must be memorized C) Because fear and shame can block input D) Because errors must be eliminated
A) Reduce stress and encourage risk-taking B) Compare them with other students C) Assign more grammar drills D) Correct them more often
A) Negative comments improve memory B) Negative comments build confidence C) Negative comments discourage learners and raise the affective filter D) Negative comments reduce mistakes
A) Testing learners frequently B) Memorizing all grammar rules C) Practicing translation constantly D) Encouraging communication and comprehension
A) Provide activities that build gradual confidence B) Give more homework in grammar C) Increase correction to avoid fossilization D) Require immediate oral responses
A) To lower anxiety and protect the learner’s affective filter B) To reduce classroom participation C) To force faster acquisition D) To increase pressure for accuracy
A) An action before another past event B) A recently completed action C) An action still relevant to the future D) A continuing action
A) A norm-referenced test only B) A type of vocabulary list C) A measure of independent reading levels D) A tool that provides specific criteria to evaluate student performance
A) Anaphora B) Hyponymy C) Homonymy D) Synonymy
A) Signs that acquisition has stopped B) A natural part of the learning process C) Evidence of a poor learning process D) Proof that grammar must be memorized
A) Adopting some practices but keeping native culture B) Keeping one’s lifestyle while rejecting the target language C) Mixing both languages equally D) Giving up one’s lifestyle and adopting the target culture completely
A) Two words with exactly the same definition B) A word that includes another in meaning C) A word referring back to another word D) Two words that sound alike but differ in meaning
A) “Bank” meaning both money and river B) “Run” referring to both exercise and management C) “She” referring back to “Maria” D) “Rose” as a type of “flower”
A) Only in reading lessons B) Only once a week C) Throughout the day in all subjects D) Only in language arts
A) “Rose is a flower.” B) “Run fast or you’ll miss the run.” C) “The bank is near the riverbank.” D) “John lost his phone, but he found it later.”
A) It measures IQ B) Clear criteria for judging performance C) It ensures perfect fluency D) It eliminates the need for input
A) Simple Past B) Present Continuous C) Present Perfect D) Past Perfect
A) Monitor B) Input C) Natural Order D) Affective Filter
A) A student uses anaphora B) A student mixes native and target languages in a sentence C) A student creates a homonym D) A student repeats the same word twice
A) Assimilation B) Separation C) Integration D) Marginalization
A) Because teachers must ignore mistakes permanently B) Because errors never matter in communication C) Because students cannot notice corrections D) Because correction can increase anxiety and raise the affective filter |