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