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