A) Behaviorism B) Interactionism C) Cognitivist D) Nativism
A) Language Acquisition Device (LAD) B) Acquisition Support System(LASS) C) Universal Grammar D) Cognitive Schema
A) Rewarding correct language use B) Ignoring incorrect language use C) Correcting language mistakes D) Encouraging imitation
A) Nativism B) Cognitivism C) Behaviorism D) Interactionism
A) • Balancing assimilation and accommodation to create stable understanding B) • Reinforcing correct language use through rewards C) • Integrating new information into existing schemas D) • Adjusting cognitive structures to incorporate new information
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 Device B) Universal Grammar C) Cognitive Schema D) Language Acquisition Support System (LASS)
A) Noam Chomsky B) Jean Piaget C) Jerome Bruner D) B.F Skinner
A) • Cognitive Equilibration B) • Language Acquisition Device (LAD) C) • Universal Grammar D) • Language Acquisition Support System (LASS)
A) Interactionism B) • Behaviorism C) • Cognitivism D) Nativism
A) • Linguistics offers the most effective teaching methods B) • Psychological studies of language were less developed C) • Educational institutions prioritized linguistic studies D) • Linguistics was more accommodating for SLA research
A) • Avoiding explicit learning altogether B) • Solely relying on implicit learning mechanism C) • Focusing exclusively on rote memorization D) • Combining implicit learning with explicit learning processes
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) • Online language learning platforms B) • Development of new language textbooks C) • Brain scanning and imaging technologies D) • Automated language translation tools
A) • Emphasis on developmental processes B) • Focus on static language output analysis C) • Lack of practical applications D) • Overreliance on cognitive theories
A) • Education B) • Linguistics C) • Cognitive Science D) • Psychology
A) • L1 acquisition offers more generalizable findings B) • L2 acquisition is more uniform C) • L2 acquisition is less relevant to human identity D) • L1 acquisition is easier to study
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) • Separating psychology from linguistics B) • Combining insights from multiple academic disciplines C) • Prioritizing traditional teaching methods D) • Focusing solely on linguistic theories
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) • Jerome Bruner B) • Noam Chomsky C) • J.B. Watson D) • Jean Piaget
A) • It ignores the role of environmental stimuli B) • It overestimates the influence of cognitive development C) • It focuses too much on social and cultural factors 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) • Silent Way C) • Direct Method D) • Communicative Language Teaching
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) • Observable behavior and reinforcement B) • Social interaction C) • Innate ability D) • Cognitive processes
A) • Noam Chomsky B) • Lev Vygotsky C) • • J.B. Watson D) • Jean Piaget
A) • By interacting with their environment B) • Through innate mechanisms C) • By imitating sounds and receiving rewards D) • Through problem-solving and hypothesis testing
A) • Stimulus-Response Associations B) • Universal Grammar C) • Habit Formation D) • Imitation and Reinforcement
A) • Communicative Language Teaching B) • Audiolingual Method C) • Total Physical Response D) • Grammar Translation Method
A) • Through the 15th or 16th year of life B) • Through the 12th month of infancy C) • From 2 years to 4 years From birth to 2 years
A) • Semantics B) • Phonology C) • Morphology D) • Syntax
A) • Eric Lenneberg, 1967 B) • B.F. Skinner, 1955 C) • Noam Chomsky, 1957 D) • Jean Piaget, 1960
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) • Hearing loss in early childhood has no impact on language development B) • Language skills can be developed equally well at any age. C) • Phonological skills are not important for later language development. D) • Early and appropriate sensory input is crucial for optimal language development.
A) • Newborns can differentiate between familiar and unfamiliar voices. B) • Adolescents have fully developed semantic responses. 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 unaffected by early experiences. B) • Syntax development is complete by age 4. C) • Syntax development reaches full maturity by the mid- teens. D) • Syntax development is only influenced by genetic factors.
A) • Developmental changes are purely driven by genetic factors. B) • Human development occurs in completely unique stages without any overlap. C) • Specific experiences during critical periods significantly influence later development. D) • Biological maturation has no role in developmental changes.
A) • Semantics are fully understood by age 4. B) • Syntax develops fully by the mid-teens. C) • Infants lose the ability to discriminate non-native phonemes by 12 months. D) • Newborns can speak fluently by 12 months.
A) • From 6 months to 1 year B) • Extends through the fourth year of life and possibly up to the age of 15-16 C) • From 1 year to 4 years D) • From birth to 2 years
A) • From 1 year to 4 years B) • From the sixth month of fetal life through the 12th month of infancy C) • From birth to 6 months D) • From 2 years to 5 years
A) • Mature responses begin to appear by age 4 but continue to develop through adolescence. B) • Semantic development is complete by age 2. C) • Children have fully mature responses to semantic stimuli by age 4. D) • Mature responses are present only in adults.
A) • A biologically determined window when language acquisition is most effective. B) • A period when language acquisition is impossible. C) • A period when children learn to read and write. D) • A phase when adults can learn new languages easily.
A) • Direct Method and Audiolingual Method B) • Overcoming Overuse of Mother Tongue C) • Grammar Translation Method D) • Silent Way, Suggestopedia, Community Language Learning, Total Physical Response, Communicative Language Teaching
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 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 should be minimized as much as possible. C) • It is more beneficial than learning a second language. 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) • Strengthened first language acquisition. C) • Enhanced motivation to learn. D) • Reduced motivation and potential academic failure.
A) • It results in better academic outcomes, especially for disadvantaged groups B) • It leads to poorer academic outcomes. C) • It encourages students to abandon their native language. D) • It makes learning additional languages more difficult.
A) • Direct Method and Audiolingual Method B) • Grammar Translation Method C) • Silent Way, Suggestopedia, Community Language Learning, Total Physical Response, Communicative Language Teaching
A) • It hinders the ability to learn additional languages. B) • It causes confusion between languages. C) • It provides a foundation for learning additional languages. D) • It has no impact on learning additional languages.
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) • Mother Tongue’s Influence on Second Language Learning B) • Benefits of Mother Tongue Instruction C) • Role of Mother Tongue in Education D) • When and How to Use Mother Tongue
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) • 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) • Mother Tongue’s Influence on Second Language Learning B) • Benefits of Mother Tongue Instruction C) • Role of Mother Tongue in Education D) • When and How to Use Mother Tongue
A) • Conversation starters and translation tasks. B) • Listening to L2 audio recordings without context. C) • Memorizing vocabulary lists in L2 only. D) • Grammar drills in L2 only |