A) Behavior B) Curriculum C) Interaction D) Assessment
A) Have the answers of the students on the board and correct in front of other people. B) Have the students repeat the word each time it is written C) Have the students receive a big reward for motivation purposes. D) Have the students read the words repeatedly without correcting them.
A) If a student is aiming for mastery of the lessons B) If a student is referred to special education C) If a student has behavioral problems D) If a student is struggling on his/her basic skills
A) It is facilitated based on the student's pace. B) It offers a small group instruction to provide more attention to individuals. C) It is research-based using supported instructional methods. D) It uses the same teaching techniques for mastery of the lessons.
A) Ask the students to do advance reading on the books before discussion. B) Deliver the words in the books with excitement. C) Choose a short passage sufficient to be read in one session. D) Let the students read the title and guess the content of the book.
A) Functional Grammar B) Notional Grammar C) Traditional Grammar D) Transformational Grammar
A) Notional Grammar B) Transformational Grammar C) Traditional Grammar D) Functional Grammar
A) Notional Grammar B) Transformational Grammar C) Functional Grammar D) Traditional Grammar
A) Transformational Grammar B) Traditional Grammar C) Functional Grammar D) Notional Grammar
A) Notional Grammar B) Functional Grammar C) Traditional Grammar D) Transformational Grammar
A) Language learning is a developmental process. B) Language learning is not systematic. C) Language learning is an emotional experience. D) Language learning is a specialized skill.
A) Language learning is not systematic. B) Language learning is an emotional experience. C) Language learning is a specialized skill. D) Language learning is a developmental process.
A) Language learning is a specialized skill. B) Language learning is an emotional experience. C) Language learning is a developmental process. D) Language learning is not systematic.
A) Strategic Investment B) Intrinsic Motivation C) Automaticity D) Rote Learning
A) Automaticity B) Strategic Investment C) Intrinsic Motivation D) Rote Learning
A) social awareness B) strategic C) sociolinguistic D) linguistic
A) reading comprehension B) writing and composition C) vocabulary development D) study strategies
A) Humanistic Orientation B) Behavioristic Orientation C) Rational-Cognitive Orientation D) Behavioristic-Rational Orientation
A) Structural Notion B) Pedagogical Thrusts C) Theory of Language D) Language Acquisition
A) Interactive B) Contextualized C) Degenerated D) Integrated
A) In curriculum planning, need analysts create policy document. B) In classroom implementation, teachers implement teaching activities. C) In the specification stage, need analysts and methodologists create syllabus. D) In program implementation, material writers create teaching materials.
A) Learner-Cednessness B) Social Reconstructionism C) Academic Rationalism D) Social and Economic Efficiency
A) Academic Rationalism B) Social Reconstructionism C) Social and Economic Efficiency D) Learner-centeredness
A) Learner-centeredness B) Social and Economic Efficiency C) Social Reconstructionism D) Academic Rationalism
A) Social Reconstructionism B) Social and Economic Efficiency C) Academic Rationalism D) Cultural Pluralism
A) Alveolar B) Interdental C) Labiodental D) Bilabial
A) Wise – nice B) Pear – pair C) Grace – graze D) Fair – fare
A) Mother B) Sister C) Parent D) Brother
A) text B) twitter C) messenger D) social
A) Teach, speak, listen B) Breakfast, tea, cheese C) Reduce, reuse, start D) Cry, break, down
A) it encompasses body movement, hand gestures, and facial expressions B) it involves stress‑timing and intonation C) it is not limited to single sounds D) it is otherwise known as the prosodic features of speech
A) Incorrect B) Infant C) Stressful D) Teacher
A) Zero morpheme B) Inflectional morpheme C) Null morpheme D) Derivational morpheme
A) It is the invention of a new word. B) It is the process of forming a new word by joining two or more words. C) It is the process of designating an existing word to a new syntactic category. D) It is shortening a word by deleting one or more syllables.
A) Blending B) Suppletion C) Backformation D) Clipping
A) colorful, distraction, conducive B) talented, glamorous, patiently C) boards, larger, scribbled D) godly, powerful, professional
A) 4 B) 2 C) 3 D) 1
A) Suffix B) Circumfix C) Prefix D) Infix
A) Vowel lengthening B) Elision C) Assimilation D) Epenthesis
A) Structure of Complementation B) Structure of Predication C) Structure of Modification D) Structure of Coordination
A) Pins and needles B) Sympathetic colleague C) Be careful D) Money talks
A) It is composed only of phrases and dependent clauses. B) It begins with phrases or dependent clauses and ends with the main independent clause. C) It has two clauses which are similar in length and word order. D) It begins with the main independent clause followed by phrases and dependent clauses.
A) Noun phrase B) Prepositional phrase C) Adjective phrase D) Adverb phrase
A) The student who wanted to become valedictorian did. B) Should I call you or you me? C) Anton teaches all the Research courses while Jay the Math courses. D) I will do the dishes today if you will do the dishes tomorrow.
A) phrases which have more than one meaning B) words which have more than one meaning C) phrases which have the same meaning D) words having the same meaning
A) Fly (insect) – fly (zipper) B) Benevolent – malevolent C) Pasta – spaghetti D) Beauty – pulchritude
A) Coreference B) Deixis C) Anaphora D) Entailment
A) Dead – alive B) Hot – cold C) Fast – slow D) Happy – sad
A) Thematic B) Synthetic C) Contradictory D) Analytic
A) Structural ambiguity B) Grammatical ambiguity C) Lexical ambiguity D) Syntactic ambiguity
A) Maxim of Relevance B) Maxim of Manner C) Maxim of Quality D) Maxim of Quantity
A) Maxim of Manner B) Maxim of Relevance C) Maxim of Quantity D) Maxim of Quality
A) Propositional content condition B) Preparatory condition C) Essential condition D) Sincerity condition
A) it is the evident when the syntactic form of utterance matches the illocutionary force B) it is mainly used by people in connection with maintaining politeness C) it is an utterance in which one speech act is performed indirectly by performing another D) it is the lack of direct connection between the form of utterance and the intended meaning
A) The librarian is telling the students that they are foolish. B) The librarian is telling the students to read the signage. C) The librarian is asking whether the students are illiterate or otherwise. D) The librarian is telling the students to stop conversing in loud voices.
A) Content based approach B) Participatory approach C) Taskbased approach D) Whole language approach
A) Teacher Beth dims the lights in the classroom and plays classical music as she reads a poem to her literature students. B) Teacher April uses mind maps to activate students' background knowledge on communication. C) Teacher Shiela uses a text on the Presidents of the Philippines through history to teach the past tense form of verbs. D) Teacher Jay teaches his students the mnemonic to remember the order in which adjectives should appear.
A) word association B) drills C) context clues D) visualization techniques
A) Habit formation B) Simplification C) Overgeneralization D) Hypothesis testing
A) Teacher Apple who integrates topics from other subjects in the language course B) Teacher Leslie who emphasizes on good pronunciation and lessened grammatical errors C) Teacher Kharen who assesses the immediate communicative needs of the language learner D) Teacher Kelly who assesses the language learners' motivations in learning
A) Audiolingual approach B) Direct approach C) Structural approach D) Grammar - translation approach
A) Silent Way B) Community Language Learning C) Suggestopedia D) Total Physical Response
A) Auxiliary form of verb and articles (a and the) B) Irregular past tense form of verb C) Regular past tense, possessives, and singular form of verb D) Progressive form of verb, plural form of noun, and copula ("to be")
A) Affective Filter Hypothesis B) Monitor Hypothesis C) Input Hypothesis D) Acquisition Learning Hypothesis
A) A learner monitors and assesses his/her own progress in learning the target language. B) A learner engages in fewer conversations with speakers of his or her mother tongue. C) A learner plans how to remember new words encountered in conversations with native speakers of the target language. D) A learner reflects on which approaches to working out grammatical rules are more effective.
A) anticipate, infer, and create judgments and decisions about the text B) make corrections about the morphological errors in a text C) make a distinction between facts and opinions in a text D) enhance the learner's knowledge about the deep structure of grammar in the text
A) through drills and repetition B) through natural communication rather than formal grammar study C) n order to read its literature D) by engaging in authentic language use
A) low or weak affective filter is required to allow language input B) acquisition is more important in learning C) language acquisition requires comprehensible input containing i+1 structures D) age is a definite predictor of second language rate or attainment
A) silent way B) community language learning C) task based approach D) total physical response
A) The learner identifies the different communicative strategies. B) The learner demonstrates respect for cultural diversity. C) The learner makes a distinction among the different communication models. D) The learner makes use of the comparison contrast pattern by writing a paragraph on the similarities and differences among the features of several social media platforms.
A) It may enhance writing skills in the target language. B) It enables language learners to build relationships with native speakers of the target language. C) It develops language learners' theoretical thinking. D) It enables teachers to gain information about the value of a language course.
A) Discourse competence B) Grammatical competence C) Sociolinguistic competence D) Strategic competence
A) Leah who makes sure that the words she is using are comprehensible to the language learner she is talking to B) Ynah who knows how to nominate as well as terminate a conversation done in her second language C) Edward who knows how to respond to different people depending on the communicative situation D) Adolfo who is able to pronounce words in the second language with near native like competence
A) skills needed to perform tasks beyond the school setting B) skills needed in interpersonal communication C) skills used in the classroom in various content areas D) skills used in informal settings to build relationships
A) Teacher Maridel who gave her students the chance to become "teacher of the day" B) Teacher Marie who conducted classroom debates C) Teacher Tristan who conducted error analysis on learners' outputs D) Teacher John who held book reviews in her class
A) to identify which pairs are homophones B) to distinguish between sounds in each pair C) to explain how sounds differ D) to communicate sounds in each pair
A) Direct Method B) Audiolingual Method C) Silent Way D) Community Language Learning
A) self confidence, anxiety, affective filters B) affective filters, anxiety, self - confidence C) anxiety, affective filters, self-confidence D) affective filters, self confidence, anxiety
A) Functional B) Affective C) Cognitive D) Structural
A) Culture is considered the most important aspect in language learning. B) Widening the vocabulary in the target language is imperative. C) Development of reading skills is of prime importance. D) Pronunciation and conversational skills are not emphasized.
A) Descriptive B) Prescriptive C) Transformational D) Pedagogical
A) Communicative Language Teaching B) Silent Way C) Grammar translation method D) Natural Approach
A) Suggestopedia B) Direct method C) Grammar - translation method D) Audiolingual method
A) Vocabulary over grammar B) Explicit but minimal grammar C) Function over form D) Oral before written
A) Communicative Language Teaching B) Suggestopedia C) Grammar - translation method D) Total Physical Response
A) Language is arbitrary. B) Language is primarily vocal. C) Language is universal. D) Language is a system of systems.
A) Interactionists Theory B) Functionalists Theory C) Transformationalists Theory D) Cognitive Learning Theory
A) Think Aloud B) Communicative Language Teaching C) Story Grammar D) Audiolingual Method
A) Information Gap Tasks B) Natural Approach C) Bottom up Text Processing D) Community Language Learning
A) Classical Conditioning B) Social Development Theory C) Experiential Learning D) Pareto Principle
A) To develop learners who have innovative and adaptive thinking skills B) To develop learners' mental ability to use concepts dealing with number, classification, order, and time but use them in a simple way C) To develop self - actualized individuals in a cooperative and supportive environment D) To create individuals who learn through mental mechanisms which enable them to recreate and adapt their behavior in different situations
A) Applied linguistic B) Computational linguistics C) Neurolinguistic D) Sociolinguistic
A) Behaviorism B) Innatist hypothesis C) Empiricist theory D) Mentalism
A) Teachers should encourage learners to interact with their environment as a way to discover themselves. B) Teachers should focus on accelerating or speeding up children's progress through the stages. C) Teachers should focus on the process by which learners derive their answers. D) Teachers approach to executing class activities should be individualized or in small groups rather than whole group.
A) Playdoh B) Charts and illustrations C) Simple experiments D) Letter cut-outs
A) I only B) II only C) I and II D) III only
A) Divide complex tasks into simpler parts. B) Ask students to develop their own steps. C) Give frequent feedback. D) Demonstrate complex tasks.
A) Restructuring ideas B) Application of new ideas C) Modelling D) Elicitation
A) It emphasizes on how information is processed in the brain. B) Both A and B C) Its three components are sensory register, short term memory, and long term memory. D) It focuses on how learning takes place.
A) Teacher Maggie arranges her curriculum in such a way that concepts on one level are built on the previous one. B) Teacher Jelo reinforces learning by giving his students rewards. C) Teacher Jehrist encourages her students to make their own meaning out of the content. D) Teacher Shie treats her students in accordance with their level of maturity. |