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