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