A) To prevent all possible mistakes B) To serve as an editing device for outpu C) To help memorize vocabulary lists D) To make speech fully fluent
A) There is pressure for accuracy B) Sufficient time is available C) The learner focuses on meaning only D) The learner knows the rules
A) Grammar knowledge functions automatically without thought B) Learners cannot use grammar knowledge at all during speaking C) Monitoring occurs only during listening tasks D) Learners can plan and edit language before speaking or correct themselves afterward
A) A learner speaking naturally without hesitation B) A learner guessing the meaning of a word from context C) A learner listening passively to a recording D) A learner stopping mid-sentence to recall a grammar rule
A) It cannot create fluency, only edit output B) It can only be used for vocabulary learning C) It is effective for pronunciation but not grammar D) It works only in the classroom and not in real life
A) A learner writing an essay with time to edit B) A tourist trying to order food in a hurry C) A child learning to speak through play D) A learner engaging in fast-paced conversation
A) It makes learners more confident B) It causes hesitation and slows communication C) It develops automatic fluency D) It eliminates errors completely
A) High-stakes situations where accuracy matters B) Spontaneous storytelling C) Singing a song in the target language D) Casual chatting with friends
A) The learner demonstrates effective acquisition B) The learner has fully internalized the rules C) The learner has high motivation and confidence D) The learner is relying only on the Monitor
A) Both learning and acquisition are equally automatic B) Acquisition creates fluency, while learning only monitors C) Learning creates fluency while acquisition checks output D) Acquisition happens only through formal grammar drills
A) Given only through translation B) Slightly beyond their current level C) At the same level they already know D) Memorized from vocabulary lists
A) The learner’s vocabulary knowledge only B) The learner’s current level C) The learner’s future ability D) The teacher’s expected output
A) An extra grammar rule to memorize B) A level just beyond the learner’s present knowledge C) Material completely unrelated to current skills D) Repetition of old material
A) A student translates every line into the first language B) A teacher drills pronunciation repeatedly without meaning C) A teacher requires students to memorize 50 verb forms D) A teacher gives students a passage with visuals that make new grammar understandable
A) Context makes learners memorize better B) Context increases the use of the Monitor C) Context makes input comprehensible D) Context eliminates the need for acquisition
A) Speaking without listening to others B) Listening to a story with supporting gestures C) Memorizing a grammar rule out of context D) Reading an advanced legal text without help
A) It develops naturally from exposure B) It is directly taught by grammar lessons C) It appears only in testing situations D) It must be memorized through drills
A) To test students after each lesson B) To provide constant grammar correction C) To supply comprehensible input D) To force students to memorize lists
A) A student who reads stories with some new but understandable grammar B) A student memorizing verb conjugations in isolation C) A student avoiding input and focusing only on output D) A student copying sentences word for word
A) Comprehensible input is understood with the help of context B) Incomprehensible input is only vocabulary C) Incomprehensible input is always useless D) Comprehensible input is simplified grammar only
A) Age, gender, and intelligence B) Memory capacity and test scores C) Only grammatical knowledge D) Motivation, attitude, self-confidence, and anxiety
A) Input flows freely, making acquisition easier B) The learner stops interacting with others C) Input is blocked from reaching acquisition D) The learner depends only on grammar rules
A) It helps learners remember grammar B) It prevents input from being acquired C) It accelerates learning D) It makes students more confident
A) Students avoid speaking in front of others B) Students are anxious about being corrected C) Students memorize lists silently without interaction D) Students feel relaxed and willing to participate
A) Confidence replaces the need for practice B) Confident learners are more open to input C) Confidence allows perfect monitoring D) Confidence eliminates errors completely
A) High B) Blocked C) Medium D) Low
A) Providing supportive feedback B) Allowing time for learners to think C) Publicly criticizing student errors D) Encouraging risk-taking in communication
A) It raises the filter and blocks acquisition B) It lowers the filter and aids acquisition C) It has no influence on input D) It ensures faster fluency
A) Requiring students to speak before they are ready B) Constant error correction during speaking C) Comparing students publicly by test scores D) Encouraging participation without fear of mistakes
A) To keep them from speaking at all B) To reduce anxiety and increase openness to input C) To stop errors from occurring D) To ensure they memorize grammar faster
A) Writing-only tasks B) Translation practice C) Comprehensible input D) Grammar drills
A) To prepare learners to cope and continue learning outside B) To allow strict grammar testing C) To memorize vocabulary faster D) To eliminate all errors immediately
A) It develops fluency faster B) It may increase anxiety and raise the affective filter C) It prevents vocabulary learning D) It helps them memorize grammar better
A) Avoid correction to prevent anxiety B) Ignore errors permanently C) Test students on each mistake D) Correct every error immediately
A) When students are anxious B) During free conversation only C) When learning simple grammar rules D) During natural acquisition
A) It completely replaces natural exposure B) It supports learning, but acquisition requires input C) It creates fluency faster than input D) It is unnecessary even for writing
A) Competitive and stressful environment B) Relaxed and encouraging environment C) Silent memorization only D) Strict correction and high pressure
A) It eliminates errors completely B) It allows learners to cope with real-life situations C) It makes them memorize grammar faster D) It reduces the need for listening input
A) Role-playing real-life conversations B) Writing grammar rules repeatedly C) Silent reading without comprehension D) Memorizing word lists
A) Because fear and shame can block input B) Because grammar must be memorized C) Because only motivated students can learn D) Because errors must be eliminated
A) Assign more grammar drills B) Correct them more often C) Compare them with other students D) Reduce stress and encourage risk-taking
A) Negative comments build confidence B) Negative comments improve memory C) Negative comments reduce mistakes D) Negative comments discourage learners and raise the affective filter
A) Practicing translation constantly B) Testing learners frequently C) Memorizing all grammar rules D) Encouraging communication and comprehension
A) Provide activities that build gradual confidence B) Require immediate oral responses C) Give more homework in grammar D) Increase correction to avoid fossilization
A) To force faster acquisition B) To increase pressure for accuracy C) To reduce classroom participation D) To lower anxiety and protect the learner’s affective filter
A) A recently completed action B) An action still relevant to the future C) A continuing action D) An action before another past event
A) A measure of independent reading levels B) A tool that provides specific criteria to evaluate student performance C) A norm-referenced test only D) A type of vocabulary list
A) Hyponymy B) Homonymy C) Synonymy D) Anaphora
A) A natural part of the learning process B) Evidence of a poor learning process C) Signs that acquisition has stopped D) Proof that grammar must be memorized
A) Adopting some practices but keeping native culture B) Mixing both languages equally C) Giving up one’s lifestyle and adopting the target culture completely D) Keeping one’s lifestyle while rejecting the target language
A) Two words with exactly the same definition B) Two words that sound alike but differ in meaning C) A word referring back to another word D) A word that includes another in meaning
A) “Bank” meaning both money and river B) “She” referring back to “Maria” C) “Run” referring to both exercise and management D) “Rose” as a type of “flower”
A) Only once a week B) Throughout the day in all subjects C) Only in language arts D) Only in reading lessons
A) “John lost his phone, but he found it later.” B) “The bank is near the riverbank.” C) “Run fast or you’ll miss the run.” D) “Rose is a flower.”
A) It ensures perfect fluency B) It measures IQ C) Clear criteria for judging performance D) It eliminates the need for input
A) Present Continuous B) Present Perfect C) Simple Past D) Past Perfect
A) Monitor B) Natural Order C) Affective Filter D) Input
A) A student uses anaphora B) A student creates a homonym C) A student repeats the same word twice D) A student mixes native and target languages in a sentence
A) Integration B) Marginalization C) Assimilation D) Separation
A) Because students cannot notice corrections B) Because errors never matter in communication C) Because teachers must ignore mistakes permanently D) Because correction can increase anxiety and raise the affective filter |