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