Language Components
Unit-1- THE
IMPORTANCE OF VOCABULARY TEACHING AND
LEARNING
1. Which method or approach adopted the following view?
Since vocabulary was considered to be acquired naturally through interactions during the
lesson, the focus was on vocabulary in context. The lexical items were chosen from texts
of daily life, and broken into two major types: concrete items and abstract items.
a. Grammar Translation Method
b. Direct Method
c. Audio Lingual Method
d. Communicative Language Teaching
e. Affective-humanistic Approach
2. Which method or approach adopted the following view?
The role of vocabulary was downgraded for the sake of grammar. The focus was on
grammar drills through which new vcabulary items were introduced and practised.
a.
b.
c.
d.
e.
Grammar Translation Method
Direct Method
Audio Lingual Method
Communicative Language Teaching
Affective-humanistic Approach
Which method or approach adopted the following view?
Vocabulary was used to illustrate grammar points and vocabulary items were mostly
archaic or metaphorical. There were bilingual word lists to memorize while doing reading
classes.
a.
b.
c.
d.
e.
Grammar Translation Method
Direct Method
Audio Lingual Method
Communicative Language Teaching
Affective-humanistic Approach
3. Which method or approach adopted the following view?
Lexis was given prior concern and lexical translation was more important than
contextualization. Successful language learning meant yhe acquisition of a large number
of words.
a.
b.
c.
d.
e.
Grammar Translation Method
Direct Method
Audio Lingual Method
Communicative Language Teaching
Affective-humanistic Approach
4. Which method or approach adopted the following view?
Vocabulary was considered more crucial to communication than grammar, and teaching
vocabulary in context gained more importance. Some contextual aids to learning
vocabulary such as prefixes, suffixes, roots drew the attention of the researchers.
a.
b.
c.
d.
e.
Grammar Translation Method
Direct Method
Audio Lingual Method
Communicative Language Teaching
Affective-humanistic Approach
Unit-2- THE CURRENT STATUS OF VOCABULARY TEACHING
1. Which of the following is FALSE about implicit vocabulary teaching?
a.
It means acquiring vocabulary through other communicative skills
b.
It is time-consuming because learners are expected to pick up too many vocabulary
items.
c.
It is useful in deepening understanding of vocabulary items
d.
The context-based approach serves well to such kind of teaching
e.
It is preferred for the first presentation of new vocabulary items.
Which of the following is FALSE according to lexical approach?
a. We cannot substitute grammar teaching with vocabulary teaching because that
both vocabulary and grammar should be present in teaching a foreign language.
b. Chunks including collocations, fixed and semi-fixed expressions and idioms have
a crucial role in facilitating language production.
c. Teachers should provide their students with some tasks that require them
to understand every single word in a given text.
d. Being able to use a word involves mastering its collocational range and
restrictions on that range.
e. It is an important skill to know how use dictionaries as a way to discover meaning
and foster learner independence
2. Which of the following is FALSE according to research-based approaches?
a. The vocabulary items to teach are selected keeping in mind what words students
are expected to meet frequently.
b. Vocabulary teaching is personalised depending on learners’ different learning
needs, goals, and styles.
c. Teachers let students discover strategies to learn vocabulary on their own
without any intervention.
d. Learners are instructed and made aware of the knowledge involved in knowing a
lexical item and the process of learning a new word.
e. Such approaches favor the strategy guessing from context in vocabulary
instruction.
3. Which of the following is included in the category of de-contextualising suggested by
Oxford and Crookall?
a.
b.
c.
d.
e.
word lists, flashcards, and dictionary use
word grouping, association, visual imagery
aural imaginary, keyword, and semantic mapping
reading, listening, speaking, and writing
structured reviewing
4. Which strategy involves the techniques such as taking notes in class, taping L2 labels
onto their respective physical objects, or making a tape recording of word lists and
studying by listening?
a.
b.
c.
d.
e.
cognitive strategy
metacognitive strategy
memorization strategy
word part analysis strategy
comprehension strategy
Unit-3- LEARNERS' VOCABULARY LEARNING PROCESS: A 5R
MODEL
1. Which of the following describes the 5R-model suggested by Brown and Payne?
a.
meeting new words, learning the word form, retaining the meaning of the words,
translating the new words and using the words
b.
encountering new words, getting the word form, getting a clear image, learning the
meaning of the words, and using the words
c.
receiving new words, getting the meaning, getting the usage, checking understanding and
using the words
d.
encountering new words, learning concept of the word, getting a clear image, learning the
derivations of the words, and using the words
e.
receiving the new word, learning the new concept, retrieving the new word, learning the
derivations of the words, and using the words
2. Which of the following describes teaching grammar in an integrative way?
a. teaching vocabulary in a context integrated with grammar, syntax and
discourse in coordination with communicative skills.
b. teaching vocabulary focusing on pronunciation, form and bilingual meaning of a
word in an integrative way.
c. teaching vocabulary in a context with the differences, derivations, associations
and cultural implications.
d. teaching vocabulary integrated with grammar showing the meaning relations,
structural derivations, and what kinds of associative links it has with other items in
the lexicon
e. teaching vocabulary in coordination with all skills to show cultural implications,
derivative associations and structural variations.
3. Which of the following is related to strategies for word presentation in integrative
approach?
a.
b.
c.
d.
e.
Lexical properties
Post-teaching
Prompt consolidation
Associative references
Derivational practise
4. Which of the following is related to strategies for word internalization in integrative
approach?
a.
b.
c.
d.
e.
Lexical properties
Post-teaching
Prompt consolidation
Associative references
Derivational practice
5. Which of the following describes the key factor of dynamic to improve our overall
capacity to remember new lexical items?
a. Reviewing the recently learned vocabulary items at regular intervals.
b. Linking the new word with an image and linking it with other information in the
memory.
c. Concentrating on and paying attention to the new lexical items without any
multitasking.
d. Understanding the new lexical item with all its connections and associations.
e. Analyzing parts not in isolation but in a context with an interesting content.
Unit-4- RECORDING NEW VOCABULARY
1. What is the advantage of recording the new vocabulary items in loose-leaf files, index card
binders, separate cards or a computer storage system?
a.
They are organized by the teacher or a nominated student and kept in the classroom so
everybody always has access to them.
b.
The new lexical items are organized a way that would closely resemble the way it occurs
in the real language in everyday situations.
c.
The lexical items can be regrouped and new items or further information about an
item can be added if necessary.
d.
They are like a diary; each part has a new topic allowing for additions as students go
along their vocabulary study.
e.
They are grouped with the English word on one side and the first language translation on
the other for a kind of rote learning.
2.Which of the following is NOT a common way of organizing a vocabulary notebook? :
a.
b.
c.
d.
e.
Date list
Associative links
Grammatical organization
By topic
Alphabetical list
3. While recording the new vocabulary, some features of vocabulary items are
considered. Which of the following is related to the feature of register?
a.
b.
c.
d.
e.
Recording other words that typically occur with the new word.
Mentioning the tenor, the mode, and the field .
Clarifying how the word is made up.
Showing which word family the new lexical item belongs to.
Explaining other meanings apart from the basic, dictionary meaning.
4. Which of the following is FALSE about vocabox?
a.
b.
c.
d.
e.
It is extremely popular with students and teachers, as it is flexible and accessible.
It contains pieces of colored papers or cards with new vocabulary items.
It is kept in the classroom with an easy access.
It is prepared and organized by a student or a teacher.
It is portable and each student has his own material to keep.
5. Which of the following is NOT one of the principles kept in mind while recording new
words in lexical notebooks?
a. There should be more words, but limited information to focus on.
b. Each new topic should be started on a different page.
c. Students should be encouraged to record words with their accompanying
relations.
d. Some space should be left after each entry to allow for new additions.
e. The new language is recorded in the form encountered in a context.
Unit-5- EFFECTIVE WAYS OF VOCABULARY TEACHING AND
LEARNING
1. Which of the following is related to the idea that vocabulary cards with new words and
their L1 equivalents are helpful for such kind of vocabulary teaching and learning.
a.
Mnemonic Techniques
b.
Personalisation
c.
Rote-learning
d.
Grouping
e.
Recycling
2.Which of the following describes “eliciting” as an effective way of vocabulary teaching?
a. The lexical item is encountered several more times, preferably in different
contexts.
b. Students are encouraged to group and regroup words with different links.
c. It can be achieved by reminding the students of a context where they met
the word.
d. Students are required to learn words in pairs.
e. Students visualize L1 and L2 words which have some phonological or
orthographic similarity.
3. Which of the following shows the four steps suggested by Cross for vocabulary
presentation?
a. The sound and the meaning, the grammar, the written form, the illustrative
sentences.
b. The sound and the meaning, the structure, the written form, the recycling.
c. The encountering, the repetition, the written form, the practice
d. The sound and the meaning, the repetition, the written form, the illustrative
sentences.
e. The encountering, the pronunciation, the written form, the practice.
4. Which of the following is FALSE about verbal techniques suggested by Gairns and
Redman?
a.
b.
c.
d.
Presenting new words in a written context is a common verbal technique.
The written context is very helpful for presenting abstract words.
Detailed descriptions may be helpful for presenting new vocabulary items.
Matching words to definitions is an example of verbal technique of vocabulary
practice.
e. It makes learning easier to present spelling before students attempt to
pronounce words.
5. Which of the following is FALSE about revising vocabulary?
a. Saying words as one is writing them helps with both pronunciation and memory.
b. Writing new words on post-it notes and sticking them around places is one of the
ways of word retention.
c. For busy people it is suggested to carry the vocabulary note book around and
open it up when they get a chance.
d. One of the best ways is setting aside a great amount of time to go over the
vocabulary book with long intervals.
e. Saying a new word aloud every time it is heard or seen makes a good
pronunciation practice for vocabulary retention.
Unit-6- WHAT GRAMMAR IS
1. A set of norms or rules governing how a language should or should not be used rather
than describing the ways in which a language is actually used is called as
_________________.
a.
Comparative Grammar
b.
Generative Grammar
c.
Pedagogical Grammar
d.
Descriptive grammar
e.
Prescriptive Grammar
2. Concerning with matters of correctness too much is not advised by
______________________________.
a.
b.
c.
d.
e.
Descriptive Grammar
Prescriptive Grammar
Generative Grammar
Comparative Grammar
Pedagogical Grammar
3. Effective use of grammar in interaction is the basic aim of teaching grammar as a
_________.
a.
b.
c.
d.
e.
Product
Procedure
Process
Strategy
Skill
4. When teaching grammar as ___________________, teacher should put emphasis on
the components of the language system.
a.
b.
c.
d.
e.
procedure
product
process
strategy
skill
5. Teaching grammar as a _______________ focuses on meaning and self-expression.
a.
b.
c.
d.
e.
procedure
product
process
strategy
skill
Unit-7- HISTORY OF GRAMMAR TEACHING
1. Language learning is accepted inborn in ______________
a.
Direct Method
b.
Cognitive Approach
c.
The Audio-Lingual Method
d.
The Grammar Translation Method
e.
Communicative Approach
2. In _________________ there was no practice of communicative competence and no
practice of pronunciation
a.
b.
c.
d.
e.
Direct Method
Cognitive Approach
The Audio-Lingual Method
Communicative Approach
Meaning in interaction
3. Functions and notions are important in ____________
a.
b.
c.
d.
e.
Direct Method
Cognitive Approach
The Audio-Lingual Method
Communicative Approach
Meaning in interaction
4. Which one is a disadvantage for inductive approach?
a. It ensures greater degree of cognitive depth.
b. It ensures longer memorability.
c. Sometimes It can frustrate students who would prefer simply to be told the
rule.
d. Learners work out rules for themselves.
e. Students are more actively involved in the learning process, rather than being
simply passive recipients.
5. ____________________ is the most known method for deductive approach
a.
b.
c.
d.
e.
Direct Method
Cognitive Approach
The Audio-Lingual Method
Communicative Approach
Meaning in interaction
Unit-8- CONSTRUCTIVISM
1. Which one is NOT a principle of constructivism?
a. Learning requires reflection and maturing.
b. Teaching is more important than learning. ✓
c. The best way to learn is to cooperate and collaborate.
d. Learner autonomy is essential in constructivism.
e. Learning is improved by challenge and inhibited by treat.
2. At which stage of '5E Instructional Model' The teacher fosters positive relations with
and between students and develops shared expectations for learning and interacting?
a.
b.
c.
d.
e.
explore
explain
elaborate
evaluate
engage ✓
3. Which of the following is a characteristic of Explain or Elicit: stage of '5E Instructional
Model'?
a.
b.
c.
d.
e.
Learners begin to put their abstract experience into a concrete form. ✓
Learners identify and develop concepts, processes, and skills.
Learners make connections between past and present learning experiences.
Teachers support learners to reflect on their learning processes.
Learners make connections to other related concepts by using new experiences.
4. In the comparison of a traditional classroom with a constructivist classroom, which of
the following is a characteristic of a constructivist classroom?
a.
b.
c.
d.
e.
Students are recipients of knowledge.
Assessment is through testing, correct answers.
Materials are primarily textbooks and workbooks
Students work primarily in groups rather than individually. ✓
Knowledge is seen as inert.
5. Who contributed the idea of 'learning and development were integrally tied to
communicative interactions with others' to the constructivism theory?
a. John Dewey
b. Lev Vygotsky
c. Jean Piaget ✓
d. Twomey Fosnot
e. Noam Chomsky
Unit 9- WHAT DO WE COMMUNICATE FOR?
1. Which of the following is NOT a characteristic of integrated approach?
a.
The teacher is to provide the language within a context of any content.
b.
It encourages students to use language with a purpose such as performing real-life-like
tasks.
c.
Learners are exposed to authentic language and challenged to interact naturally in the
language
d.
It Sees language as a means of communication not as an end.
e. The focus is on the usage but not use of a structure.
2. Which of the following is TRUE about Task Based Learning (TBL)?
a.
b.
c.
d.
e.
Attention is principally paid to form rather than meaning.
In task-based instruction, individual study is crucial.
Assessment is primarily based on task outcome
Task – Based Learning emphasizes learning content through language.
The main goal of TBL is to integrate teaching and writing with all other subjects.
3. Which of the following is NOT an advantage of TBL?
a.
b.
c.
d.
e.
The students will have a much more varied exposure to language with TBL.
Introducing learners to the wider cultural context.
Learners have lots of chance for communication.
The language explored arises from the students' needs.
The students are free of language control.
4. Developing thinking skills which link concept formation, understanding and language is
called as ____________________
a.
b.
c.
d.
e.
cognition
communication
content
culture
context
5. Which of the following is NOT a characteristic of segrated approach?
a.
b.
c.
d.
e.
Teachers present grammar point and then give lots of examples.
Teachers usually explain the rules and forms in a metalanguage.
There is too much teacher talk and the students are passive.
Mother tongue is generally used both by students and teacher.
Learners are exposed to authentic language and challenged to interact
naturally.
Unit 10- TEACHING GRAMMAR
a.
b.
c.
d.
1. Which of the following is NOT needed while learning a language item?
To have opportunities to practise new language.
To be given long detailed explanations.
To be exposed to do a lot of language while reading /listening.
To try things out in a safe environment with limited other linguistic demands.
e. To use the new language when speaking and writing to communicate in different
contexts.
2. Which of the following statement is WRONG when asking concept checking questions?
a.
b.
c.
d.
e.
Using the target structure in questions.
Avoid using unfamiliar vocabulary.
Bringing out basic concepts such as 'time' and 'tense' in your questions.
Using as many questions as possible to check various aspects of the language.
Using yes /no or simple WH- questions.
3. Which one is a NOT good concept checking question for 'If I won the lottery, I'd buy a new
car'?
a.
b.
c.
d.
e.
Have I won the lottery?
Am I going to win the lottery?
Am I going to buy a new car?
Am I going to buy an expensive car?
Is this real, or imaginary?
4. Which of the following is a good question to elicit form?
a.
b.
c.
d.
e.
What is the relationship between the speakers?
What comes just before the noun?
Does the speaker warn, appreciate or criticize the man?
Do we know who does the action?
How do they feel?
5. Which of the following belong to the 'Self–directed discovery'?
The teacher can __________________
a.
b.
c.
d.
e.
set problems, tasks and activities that raise relevant points.
ask questions that focus on the context.
let them work the rule out for themselves.
encourage different students to add their ideas.
raise learners’ awareness as to what they have learned.
Unit 12- WHY IS PRONUNCIATION IMPORTANT?
a.
b.
c.
d.
1. Which of the following is the definition of segmentals in pronunciation?
the particular sounds of a language
intonation, phrasing, stress, timing and rhythm
how the voice is projected
gestures and expressions that are closely related to the way we speak a language
e. set of similar sounds showing meaning differences or differentiating between
words
2. Which traditional approaches gave more importance to teaching pronunciation when
compared to each other?
a.
b.
c.
d.
e.
Direct Method, Cognitive Approach, Community Language Learning
Audiolingualism, Oral Approach , Cognitive Approach
Audiolingualism, Oral Approach , Silent Way
Direct Method, Grammar Translation Method, Audiolingualism
Grammar Translation Method, Audiolingualism, Direct Method
3. Which of the following is NOT one of the groups of language learners whose oral
communication should have a high level of intelligibility and therefore they need to have a
special assistance?
a. foreign teaching assistants in colleges and universities in English-speaking
countries
b. foreign-born technical, business and professional employees in business and
industryin English-speaking countries
c. people in non-English speaking countries working as academicians, social
workers, advisors the like who have to communicate with the people
around.
d. international business people and diplomats who need to use English as their
working lingua-france
e. refugees in resettlement and vocational training programs wishing to relocate in
English-speaking countries
4. Which of the following is related to developmental approximation drills?
a. It is believed that imitation and memorization leads to beter pronunciation and the
use of audio or video recordings, computer labs contributes to it.
b. It is claimed that the use of articulatory descriptions and diagrams and a phonetic
alphabet makes students aware of the differences between mother tongue and
second language.
c. The idea is that the use of sound-color charts, rods, pictures, mirrors and realia
together with passages or scripts for learners improve their awareness about
stress, timing, and intonation.
d. The underlying assumption is that second-language speakers should be
taught to retrace the steps that many English-speaking children follow as
they acquire certain sounds in their first language.
e. The main assumption is that audio and video recordings of rehearsed and
spontaneous speech and their playback offers opportunities for feedback from
teachers and peers.
5. Which of the following is related to intuitive-imitative approach in pronunciation teaching?
a. It uses information and tools such as a phonetic alphabet or articulatory
descriptions
b. There is an explicit teaching of the sounds and rhythms of the target language
with reference to the suprasegmental features.
c. It is composed of contrastive information to supplement listening, imitation, and
production.
d. Learners are expected to listen to and imitate the rhythms and sounds of
the target language without the intervention of any explicit information.
e. Learners are not expected to learn from good models because they lack the
availability, validity, and reliability which are the sound grounds for pronunciation
teaching.
Unit-13-SHOULD WE TEACH PRONUNCIATION?
1. What do the three notions 'accentedness', 'the degree to which the hearer can understand
what is being said' and 'interlocutor load' refer to?
a.
prosody
b.
segmentalization
c.
intelligibility
d.
lateralization
e. phonetic ability
2. The following are some integrated pronunciation teaching activities.What kind of
integration do they all refer to?
focusing on the sound and stress patterns
studying the linkage or sound simplifications
finding differences or correspondances between spelling and pronunciation
drawing attention to clustering
a.
b.
c.
d.
e.
Pronunciation and Vocabulary Work
Integrating reading and pronunciation
Exploiting transcriptions of recorded material
Integrating Intonation
Integrating grammar and pronunciation
3. Which of the following is NOT one of the teacher roles in a pronunciation class?
a.
b.
c.
d.
e.
Pointing out what’s going on
Establishing Priorities
Creating a sense of phonetic ability
Devising Activities
Helping learners make sounds
4. What are the concepts of 'aptitude for oral mimicry', 'phonetic coding ability' or 'auditory
discriminating ability' related?
a.
b.
c.
d.
e.
A sense of identity
Learned helplessness
Phonetic ability
Pronunciation challenges
Phonological motivation
5. Which of the following is related to the acculturation theory in the acquisition of
pronunciation?
a. If a learner is open to a target culture and desires to be socially integrated in
the target culture, the will acquitre pronunciation more easily.
b. Learners acquire language primarily from the input they receive and they must
receive large amounts of comprehensible input before they are required to speak.
c. Learners who exploit all the opportunities to compare what they are doing with the
model presented will acquire beter pronunciation.
d. If a learner views pronunciation as a component of linguistic rather than
conversational fluency, he gives little importance to the acquisition of
pronunciation.
e. If a teacher stays positive, praises frequently and specifically, and periodically
tapes students speaking, learners will acquire beter pronunciation.
Unit-14- IMPLICATIONS FOR THE LEARNING AND TEACHING
OF PRONUNCIATION
1. Which of the following is FALSE about teaching pronunciation to adult learners?
a.
It is possiblefor adults to learn intelligible pronunciation in English, but it
will take time.
b.
Teaching pronunciation to adult learners require consistent, focused
support and instruction.
c.
If the aim is to achieve correct pronunciation in spontaneous speech, the
learning must be continued outside the classroom.
d.
Adults should focus first on segmental aspects of language if they
aim to achieve intelligible pronunciation.
e. The focused listening and practice will help adult learners to learn intelligible
pronunciation in English.
2. Which of the following describes reactive teaching of pronunciation?
a. Pronunciation is taught as a part of the language analysis and the planning
process.
b. Pronunciation is included in the language presentation and practice within the
lesson.
c. There is a focus on pronunciation when a pronunciation difficulty arises
during the performance of a classroom task.
d. A particular feature of pronunciation is determined and practised for its own sake
as the main focus of the whole lesson.
e. The main goal of the lesson is to teach a specific feature of pronunciation with the
help of language skills and areas.
3. Which of the following is FALSE about “teachability-learnability scale” suggested by
Dalton and Seidlhofer?
a.
b.
c.
d.
e.
Certain aspects of the English pronunciation can easily be taught.
Phonemes and stress can be taught more easily than some other aspects.
Intonation is impossible to separate out for direct teaching.
It is logical to push learners to attain perfect pronunciation immediately.
There should be a special focus on the teachable and learnable items.
4. What is the following description related to?
The teacher makes the learners place their fingers on the throat in order to feel the
vibration of the vocal cords while teaching the distinctionbetween voiced and voiceless
consonants.
a.
b.
c.
d.
e.
Drama Voice Techniques
Audio feedback
Self-monitoring
Utilization of known sounds
Tactile reinforcement
5. Which of the following is NOT one of the advantages of multimedia enhancement?
a. There is an access to a wide variety of native-speaker speech samplings
b. They increase learner confidence and help learners to speak clearer and in
a variety of tones.
c. In the sheltered practice sessions the learner can take risks without stress and
fear of error.
d. They offer an opportunity for self-pacing and self-monitoring of progress
e. There is one-on-one contact without a teachers’ constant supervision