A) English for Community Mobilization B) English for Draftsmen C) English for Assessment D) English for Dental Well-being
A) ESP is time-bound B) ESP is goal-oriented. C) ESP is for adults. D) ESP is discipline-specific.
A) Hutchinson and Waters (1992) B) Coffey (1985) C) Strevens (1977) D) Carter (1983)
A) Language use is highlighted. B) Focus on language learning C) ESP has goals. D) ESP is a methodology
A) Medim B) Dialect C) Tenor D) Domain
A) Functional/task-based syllabus B) Functional/notional syllabus C) Skill syllabus D) Structural/situational syllabus
A) Annual Reports B) Thesis abstracts C) Financial Reports D) Laboratory reports
A) Target situation analysis B) Discourse Analysis C) Present Situation Analysis D) Register Analysis
A) Focus on the language needs of specific groups of learners B) Emphasis on grammar and syntax C) Use of authentic language materials D) Development of communication skills appropriate to specific contexts
A) Reading a general English language textbook. B) Conducting a role-play or simulation activity that is relevant to the learners' professional or academic contexts. C) Memorizing grammar rules and vocabulary lists. D) Watching a movie that is related to the learners' professional or academic contexts.
A) Functional/task-based syllabus B) Structural/situational syllabus C) Skill syllabus D) Functional/notional syllabus
A) EBP B) EOP C) EAP D) EVP
A) Starting with a standard English language syllabus and modifying it to suit the learners' needs. B) Developing a syllabus that covers a wide range of language skills and topics. C) Using a needs analysis to identify the specific language needs and goals of the learners. D) Asking the learners to provide input on the topics and language skills they would like to focus on.
A) It is primarily used for academic purposes only. B) It focuses on the language needs of specific groups or individuals. C) It is not applicable in the workplace or business context. D) It involves the teaching of general English language skills.
A) Using the same teaching methods and materials as General English. B) Finding appropriate materials and tasks that are relevant to the learners' specific needs. C) Teaching grammar and vocabulary in isolation from the learners' real-world needs. D) Focusing too much on fluency at the expense of accuracy.
A) A positive attitude towards the ESP content. B) A specialist subject knowledge C) An awareness of how much they probably know. D) A knowledge of the fundamental principles of the subject area.
A) ESP Course Design B) Syllabus Design C) Curriculum Design D) Course Design
A) Functional/task-based syllabus B) Discourse/skills syllabus C) Skills and strategies D) Skill syllabus
A) A writing test that requires learners to write an essay on a topic that is unrelated to their specific needs. B) A task-based assessment that requires learners to complete a task that is relevant to their specific needs. C) A speaking test that focuses on the learners' ability to communicate in a wide range of social situations. D) A multiple-choice grammar test that covers all possible grammar structures.
A) Functional/task-based syllabus B) Skill syllabus C) Discourse/skills syllabus D) Skills and strategies
A) Functional/task-based syllabus B) Skill syllabus C) Discourse/skills syllabus D) Skills and strategies
A) I and II B) I only C) II only D) I, II, and III
A) To help schools achieve their mission and in quality education. B) To separate the low performing from the high performing. C) To identify students who do not achieve school standards. D) To help students cope with the demands of their actual level.
A) They have low intended quotient and low emotional quotient B) Their abilities fall several levels below their current level. C) They failed in two or more subject areas in their level. D) They have a number of learning disabilities.
A) I only B) II only C) I, II, III D) III only
A) Phoneme isolation B) Blending of sounds C) Graphophonic correspondence D) Segmenting syllables
A) Socio economic status B) Learning styles C) Likes and dislikes D) Background knowledge
A) Congruence with skills being developed. B) Demands of the mainstream class. C) Appeal to the student D) Variety of instructional materials.
A) Yes, both remedial instruction and special education serve learners that need help. B) No, they are far apart and not in any way related C) No, however, remedial instruction may include children with special needs if they are diagnosed with difficulty. D) It depends on the clientele of remedial instruction.
A) Identify liaisons and incomplete plosives B) Provide ample exercise on sound discrimination. C) Practice strategies in decoding sight words. D) Give exercises on various intonation patterns.
A) Asking parents for input B) Conducting diagnostic assessments C) Observing students in the classroom D) Reviewing report cards and standardized test scores
A) Focusing only on the needs of the highest-performing students to ensure they receive the most instruction B) Providing instruction in the students' first language to ensure comprehension C) Offering a variety of instructional methods and materials to accommodate different learning styles D) Providing group instruction only to ensure consistency and efficiency
A) Incorporating visual aids, such as pictures and videos, into language activities B) Using a standardized curriculum and approach for all children. C) Focusing only on grammar and syntax in language instruction D) Using only auditory methods to teach new vocabulary
A) Avoiding the use of pictures and visual aids to support vocabulary learning B) Encouraging the child to use only one language at home and at school C) Providing opportunities for the child to develop proficiency in all of their languages D) Focusing only on teaching the child English, even if the child is more proficient in another language
A) Using jargon and technical terms to demonstrate expertise B) Providing detailed reports on the student's progress on a weekly basis C) Minimizing contact with parents to avoid potential conflicts D) Encouraging parents to be active participants in the intervention process
A) The teacher established the setting or context then key vocabulary is presented. B) Articulatory descriptions, articulatory diagrams, and a phonetic alphabet are used. C) Passages and scripts are used for students to practice and then read aloud focusing on stress, timing, and intonation D) These provide practice on problematic sounds in the target language through listening discrimination and spoken practice.
A) Knowledge on Sound-Symbol Correspondence B) Sight-Word Knowledge C) Basic Sight Words D) Alphabetic Knowledge
A) Leveling and chunking of materials. B) Scaffolding instructional cues. C) More challenging texts and tasks. D) Ongoing assessment and feedback
A) Test and Drill B) Reward Scheme C) Peer Support Programmed D) Individualized Educational Program (IEP)
A) Graphophonic B) Linguistic C) Syntactic D) Semantic
A) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion. B) Assertion is true, but Reason is false. C) Assertion is false, but Reason is true. D) Both Assertion and Reason are true, but Reason is not the correct explanation of Assertion.
A) I, IV, V, III, II B) IV, II, III, I, V C) III, II, IV, V, I D) I, III, IV, II, V
A) Corrective Learning B) Compensatory Education C) Remedial Teaching D) Therapeutic Instruction
A) Find out deficiencies of the students with a view to planning remedies. B) Judge the students’ capabilities C) Test the language proficiency of students for providing them jobs. D) Assess the suitability of a candidate for a specific programme.
A) Providing notes that are simplified B) Conduct extra class for the students. C) Initially giving information as reading only, no writing. D) Focusing on individual progress with individual instruction.
A) Pre-teaching program B) Preparation of teaching C) Systematic process D) Random process
A) Action Research B) Programmed Test C) None of the above D) Both A and B
A) student’s interest in learning language B) the teacher’s impression of language difficulties C) an analysis of errors made by the learner D) an analysis of future needs of the learners
A) Push out Remediation B) Push In Remediation C) Pull Out Remediation D) Pull In Remediation
A) Push In Remediation B) Pull Out Remediation C) Pull In Remediation D) Push out Remediation
A) High graphic similarity B) Graphic similarity C) No graphic similarity D) Some graphic similarity
A) Fully-aided retelling B) Aided retelling C) Unaided retelling D) Half-aided retelling
A) Frustration Reading Level B) Instructional Reading level C) Successful Reading Level D) Independent Reading level
A) Mixed research B) Ex-post facto research C) Experimental Research D) Quasi experimental
A) Experimental Research B) Longitudinal Research C) Ex-post facto Research D) Ethnographic Research
A) Explicitly teaching grammar rules B) Focusing on error correction and accuracy C) Providing opportunities for interaction with peers and adults D) Allowing learners to work independently
A) Observe, plan, reflect and act B) Act, observe, plan and reflect C) Reflect, observe, plan and act D) Plan, act, observe and reflect
A) Thematic analysis B) ANOVA C) Grounded theory D) Discourse analysis
A) III, IV, I, II, V B) II, V, III, IV, I C) I, II, III, IV, V D) II, I, IV, III, V
A) I, II, and IV B) I, II, and IV C) II and IV D) I and II
A) Statement I is incorrect but Statement II is correct B) Both Statement I and Statement II are correct
A) Translating a paragraph from L1 to L2 B) Filling in the blanks in a sentence C) Role-playing a conversation D) Memorizing grammar rules
A) Discovery analysis B) Field notes C) Inductive analysis D) Artifact collection
A) Ethnography B) Narrative Research C) Phenomenology D) Grounded Theory
A) Experimental B) Correlational C) Descriptive D) Causal comparative
A) Purposive Sampling B) Stratified Random Sampling C) Convenience Sampling D) Systematic Sampling
A) Conducting a quantitative survey of language teachers' beliefs and practices, followed by a qualitative analysis of a subset of responses. B) Observing language classrooms and analyzing student language production. C) Conducting a series of case studies of successful language learners, followed by a statistical analysis of the factors that contributed to their success. D) Conducting a series of experiments to test the effectiveness of different language teaching techniques.
A) Historical Research B) Field Experiment C) Ex-post facto research D) Descriptive Study
A) To facilitate communication and guide students in completing a task B) To lecture on grammar rules and vocabulary C) To provide students with pre-determined tasks to complete D) To correct students' errors and provide feedback
A) Research is not a problem-oriented. B) Research is not passive. C) Research is not a process. D) Research is systematic.
A) II and IV B) III and IV C) I and II D) I and III
A) result B) Recommendations C) methodology D) steps
A) It is only suitable for investigating surface-level phenomena B) It is a time-consuming and resource-intensive method. C) It is difficult to generalize findings to other contexts. D) It may suffer from low response rates and/or biased responses.
A) Deductive inquiry with focus and hypotheses being tested B) Perspective based, inductive and meaning giving C) Deductive cum inductive based approach and generalization D) Hypothesis based, deductive and testing
A) Interview B) Surveys C) Focus group discussion D) Observations
A) Surveys B) Observations C) Focus group discussion D) Interview
A) It enables you to see clearly the possible variables of the study B) None of the above C) It discusses and explains the theory thoroughly. D) It provides guidance in the conceptualization of the research problem.
A) Laboratory Research B) Descriptive Research C) Practical Research D) Action Research
A) Participants should not be told how they scored on the study's measuring instruments. B) Names can be released with the data only to other research professionals. C) Researchers should never reveal the names of participants when they report results. D) Data should be collected from anonymous participants.
A) Design sampling with probability sample techniques. B) Collecting data with the help of standardized research tools. C) Collecting data with bottom-up empirical evidence. D) Gathering data with top-down schematic evidence.
A) Referencing B) Citation C) Publication D) Annotated bibliography
A) The Kerlinger effect B) The Fischer effect C) The Hawthorne effect D) The Glenn effect
A) Sampling bias B) Observer bias C) Response bias D) Confirmation bias
A) Research must be based on facts. B) Research is based on data that perceive by senses. C) Research follows procedures. D) Research makes use of tools.
A) I, IV, III, and II B) I, II, III, and IV C) IV, III, II and I D) IV, I, III, IV
A) pig B) sparrow C) peacock D) frog
A) Anu B) Enuma Elish C) Enkidu D) Gilgamesh
A) They remain swans for eternity B) They are rescued and turned back into humans C) They are transformed into stars in the sky D) They are hunted and killed by a hunter
A) physical appearance is deceiving B) goddess is just like mortal woman C) changing identity is easy D) goddess has the power to appear
A) Odin B) Loki C) Frigg D) Thor
A) Griffin B) Phoenix C) Unicorn D) Banshee
A) It represents the strength and power of the Greek’s army. B) . It symbolizes the cunning and intelligence of the Trojan warriors. C) It symbolizes deceit and betrayal. D) It represents a gift of peace and friendship between the Greeks and Trojans.
A) Paris B) Ulysses C) Achilles D) Jason
A) God-like B) Anthropomorphism C) Anthropocentrism D) Ethereal
A) The creation of mankind B) The creation of the universe C) The great flood D) The creation of bodies of water
A) Priam B) Icarus C) Ulysses D) Achilles
A) Paris B) Achilles C) Orpheus D) Agamemnon
A) Lavinia B) Helen C) Medea D) Medusa
A) physical manifestation of the limitation of man B) fate’s control over human’s lives C) regret and repentance to a wrong decision D) acceptance of wrongdoing and self-punishment
A) Dragon B) Kappa C) Troll D) Unicorns |