Learning Languages Final Quiz

What is acquisition?

• how correct learners' use of the language system is, including their use of grammar, pronunciation and vocabulary.

• the way we learn our first language, i.e. through being involved in real communication, and without formal teaching.

• knowledge obtained through intentional study, experience, or being taught.

• the act of changing or correcting something, or the thing that has been changed or corrected

Find the best example of cognitive strategies.

• repetition

• guessing meaning from context

• using imagery for memorisation

• All of the above

Second language acquisition is regarded as a conscious and reasoned thinking process, involving the deliberate use of learning strategies. What theory is it?

• S. Krashen's language acquisition theory

• Behaviorism

• Nativist theory

• Cognitive theory

Fill in the missing gap. Guessing the meaning when you don't understand and using gestures are examples of ............................................ strategies.

• affective

• memory

• compensation

• cognitive

Fill in the missing gap. The ............................. hypothesis says that there is a period of growth in which full native competence is possible when acquiring a language.

• natural order

• S. Krashen's

• critical period

• cognitive

The ability to imagine another person's thoughts, beliefs and feelings. In an ELT context, it normally refers to the ability to understand how a learner is feeling.

• empathy

• sympathy

• silent period

• natural order

Field-dependent learners often work well in teams as they tend to be better at interpersonal relationships.

• True

• False

Field-independent learners tend to rely less on the teacher or other learners for support.

• True

• False

The process in which incorrect language becomes a habit and cannot easily be corrected.

• Fossilization

• Negative transfer

• Interlanguage

• Typo

.......................................................... questions require answers that go beyond simple information and as such both the language and thinking behind them is more complex. They take learners into more abstract language functions, such as giving and justifying opinions, speculation, and hypothesising.

• Lower-order thinking

• Higher-order thinking