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