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