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