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