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