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