A) Nativism B) Cognitivist C) Behaviorism D) Interactionism
A) Language Acquisition Device (LAD) B) Cognitive Schema C) Acquisition Support System(LASS) D) Universal Grammar
A) Encouraging imitation B) Rewarding correct language use C) Ignoring incorrect language use D) Correcting language mistakes
A) Nativism B) Behaviorism C) Interactionism D) Cognitivism
A) • Integrating new information into existing schemas B) • Reinforcing correct language use through rewards C) • Adjusting cognitive structures to incorporate new information D) • Balancing assimilation and accommodation to create stable understanding
A) • Advanced language used by caregivers B) • Symbolic play to teach language concepts C) Formal teaching of grammatical rules D) • Simplified, accessible language tailored to young children
A) Cognitive Schema B) Universal Grammar C) Language Acquisition Device D) Language Acquisition Support System (LASS)
A) Jean Piaget B) B.F Skinner C) Jerome Bruner D) Noam Chomsky
A) • Language Acquisition Device (LAD) B) • Cognitive Equilibration C) • Universal Grammar D) • Language Acquisition Support System (LASS)
A) • Behaviorism B) Nativism C) • Cognitivism D) Interactionism
A) • Linguistics was more accommodating for SLA research B) • Linguistics offers the most effective teaching methods C) • Educational institutions prioritized linguistic studies D) • Psychological studies of language were less developed
A) • Focusing exclusively on rote memorization B) • Combining implicit learning with explicit learning processes C) • Solely relying on implicit learning mechanism D) • Avoiding explicit learning altogether
A) • Exploring the explicit/implicit learning dichotomy B) • Reducing the emphasis on psychological factors C) • Focusing solely on linguistic theories D) • Developing new linguistic output models
A) • Brain scanning and imaging technologies B) • Online language learning platforms C) • Automated language translation tools D) • Development of new language textbooks
A) • Overreliance on cognitive theories B) • Emphasis on developmental processes C) • Focus on static language output analysis D) • Lack of practical applications
A) • Education B) • Cognitive Science C) • Psychology D) • Linguistics
A) • L2 acquisition is more uniform B) • L2 acquisition is less relevant to human identity C) • L1 acquisition is easier to study D) • L1 acquisition offers more generalizable findings
A) • The role of technology in language acquisition B) • The historical and current influence of psychology on language learning C) • The effectiveness of different language teaching methods D) • The development of linguistic theories in SLA
A) • Prioritizing traditional teaching methods B) • Separating psychology from linguistics C) • Focusing solely on linguistic theories D) • Combining insights from multiple academic disciplines
A) • Pursuing a PhD in Linguistics B) • Focusing on L1 acquisition C) • Integrating technology into language learning research D) • Studying SLA within a Department of Psychology
A) • Noam Chomsky B) • J.B. Watson C) • Jerome Bruner D) • Jean Piaget
A) • It overestimates the influence of cognitive development B) • It does not explain how children learn abstract words and novel language forms C) • It focuses too much on social and cultural factors D) • It ignores the role of environmental stimuli
A) • Through a biological predisposition B) • Via cognitive restructuring C) • By gradual refinement through trial-and-error D) • By social interaction and support
A) • Silent Way B) • Total Physical Response C) • Communicative Language Teaching D) • Direct Method
A) • It relies too heavily on cognitive development stages B) • It ignores the role of reinforcement in learning C) • It does not account for social influences D) • It overemphasizes innate biological mechanisms
A) • Social interaction B) • Innate ability C) • Cognitive processes D) • Observable behavior and reinforcement
A) • Jean Piaget B) • • J.B. Watson C) • Noam Chomsky D) • Lev Vygotsky
A) • Through innate mechanisms B) • By interacting with their environment C) • By imitating sounds and receiving rewards D) • Through problem-solving and hypothesis testing
A) • Universal Grammar B) • Habit Formation C) • Stimulus-Response Associations D) • Imitation and Reinforcement
A) • Total Physical Response B) • Communicative Language Teaching C) • Grammar Translation Method D) • Audiolingual Method
A) • Through the 12th month of infancy B) • From 2 years to 4 years From birth to 2 years C) • Through the 15th or 16th year of life
A) • Morphology B) • Phonology C) • Semantics D) • Syntax
A) • Eric Lenneberg, 1967 B) • B.F. Skinner, 1955 C) • Noam Chomsky, 1957 D) • Jean Piaget, 1960
A) • Frontal lobe for syntax and occipital lobe for semantics. B) • Left hemisphere for syntax and right hemisphere for semantics. C) • Anterior temporal region for syntax and posterior brain regions for semantics. D) • Posterior brain regions for syntax and anterior and Temporal region for semantics.
A) • Early and appropriate sensory input is crucial for optimal language development. B) • Hearing loss in early childhood has no impact on language development C) • Language skills can be developed equally well at any age. D) • Phonological skills are not important for later language development.
A) • Newborns can differentiate between familiar and unfamiliar voices. B) • Adolescents have fully developed semantic responses. C) • Children understand complex sentences by age 3. D) • Children start using grammar by age 2.
A) • It has no impact on later language development. B) • It only affects the ability to learn multiple languages. C) • It is important only for developing semantic understanding. D) • It is crucial for phonological development and influences later language abilities
A) • Syntax development is unaffected by early experiences. B) • Syntax development is only influenced by genetic factors. C) • Syntax development is complete by age 4. D) • Syntax development reaches full maturity by the mid- teens.
A) • Specific experiences during critical periods significantly influence later development. B) • Biological maturation has no role in developmental changes. C) • Human development occurs in completely unique stages without any overlap. D) • Developmental changes are purely driven by genetic factors.
A) • Syntax develops fully by the mid-teens. B) • Infants lose the ability to discriminate non-native phonemes by 12 months. C) • Newborns can speak fluently by 12 months. D) • Semantics are fully understood by age 4.
A) • Extends through the fourth year of life and possibly up to the age of 15-16 B) • From 6 months to 1 year C) • From 1 year to 4 years D) • From birth to 2 years
A) • From the sixth month of fetal life through the 12th month of infancy B) • From 1 year to 4 years C) • From birth to 6 months D) • From 2 years to 5 years
A) • Semantic development is complete by age 2. B) • Children have fully mature responses to semantic stimuli by age 4. C) • Mature responses are present only in adults. D) • Mature responses begin to appear by age 4 but continue to develop through adolescence.
A) • A biologically determined window when language acquisition is most effective. B) • A period when children learn to read and write. C) • A phase when adults can learn new languages easily. D) • A period when language acquisition is impossible.
A) • Silent Way, Suggestopedia, Community Language Learning, Total Physical Response, Communicative Language Teaching B) • Overcoming Overuse of Mother Tongue C) • Grammar Translation Method D) • Direct Method and Audiolingual Method
A) • Teach common phrases only in L1. B) • Avoid using gestures and visual aids. C) • Give instructions in L2 only, regardless of understanding. D) • Repeat instructions in L1 to ensure understanding.
A) • It eliminates the use of the mother tongue in classrooms. B) • It focuses only on English proficiency. C) • It reduces the need for learning English. D) • It enhances both mother tongue and English proficiency.
A) • It should be used exclusively in the classroom. B) • It has no influence on second language learning. C) • It should be minimized as much as possible. D) • It is more beneficial than learning a second language.
A) • Silent Way, Suggestopedia, Community Language Learning, Total Physical Response, Communicative Language Teaching B) • Direct Method and Audiolingual Method C) • Grammar Translation Method
A) • Reduced motivation and potential academic failure. B) • Strengthened first language acquisition. C) • Enhanced motivation to learn. D) • Immediate fluency in the second language.
A) • It results in better academic outcomes, especially for disadvantaged groups B) • It makes learning additional languages more difficult. C) • It leads to poorer academic outcomes. D) • It encourages students to abandon their native language.
A) • Direct Method and Audiolingual Method B) • Grammar Translation Method C) • Silent Way, Suggestopedia, Community Language Learning, Total Physical Response, Communicative Language Teaching
A) • It provides a foundation for learning additional languages. B) • It has no impact on learning additional languages. C) • It hinders the ability to learn additional languages. D) • It causes confusion between languages.
A) • Mother Tongue’s Influence on Second Language Learning B) • Role of Mother Tongue in Education C) • Significance of Mother Tongue D) • Benefits of Mother Tongue Instruction
A) • Mother Tongue’s Influence on Second Language Learning B) • Role of Mother Tongue in Education C) • When and How to Use Mother Tongue D) • Benefits of Mother Tongue Instruction
A) • Role of Mother Tongue in Education B) • Significance of Mother Tongue C) • Mother Tongue’s Influence on Second Language Learning D) • Benefits of Mother Tongue Instruction
A) • Role of Mother Tongue in Education B) • Mother Tongue’s Influence on Second Language Learning C) • Benefits of Mother Tongue Instruction D) • Significance of Mother Tongue
A) • Role of Mother Tongue in Education B) • When and How to Use Mother Tongue C) • Benefits of Mother Tongue Instruction D) • Mother Tongue’s Influence on Second Language Learning
A) • Grammar drills in L2 only B) • Memorizing vocabulary lists in L2 only. C) • Listening to L2 audio recordings without context. D) • Conversation starters and translation tasks. |