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WorksheetsPRINCIPLES OF FOREIGN LANGUAGE TEACHING AND LEARNING
Total questions: 25
Worksheet time: 25mins
According to the behaviorism, human behavior (including verbal behavior) is dependent on three crucial elements of learning as follows, EXCEPT…
stimulus, response, and reinforcement
stimulus, motivation, and environment
input, exposure, and environment
motivation, input, and environment
Classroom environment in Audio lingual method is designed in such a way that there is a maximum amount of…
group work
role play
comprehensible input
mimicry/memorization
The followings are examples of positive reinforcement EXCEPT . . .
a verbal praise
a feeling of increased accomplishment
a good grade
a mock
Noam Chomsky views that much of language use …
is imitated behavior (e.g. children from their parents)
is created a new from underlying knowledge of abstract rules (universal grammar).
is learned by imitation and repetition
is due to comprehensible input
Learning according to Cognitivism is characterized by the following features, EXCEPT…
active
constructive
cumulative
rote
All learning activities in cognitivism should be meaningful. In so doing, the teacher can do the followings, EXCEPT…
Build on what the students already know
Help the students relate new material to their life experiences and their previous knowledge
provide a lot of pattern practices or drills and memorizations
Use inductive, deductive, or discovery learning procedures
Humanistic principles have important implications for education. According to this approach, the focus of education is . . .
teaching
learning
training
instruction
According to Nunan, humanistic approach to language teaching has a belief in the primacy of . . . within the learning process.
rote learning
affective & emotional factors
meaningful learning
drills
Constructivism has the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Thus, knowledge must be …
constructed by the learner
handed down from generation to generation
supplied by the teacher
generated from the learner’s mind
One’s potential development cannot be manifested, if learning stops at object-regulation. It should be manifested by significant others in mediating learning, such as the following, EXCEPT…
parents
elders
environment
teachers
What follows are examples of ordinary Speech Act, EXCEPT . . .
“I bet you ten dollar if it is raining this afternoon”
“I warn you not to disturb my sister”
“I watched a Bollywood movie last night”
“I command you to finish your paper”.
Speech act usually contains verbs (bet, warn, promise, name, etc.) which are called . . . verbs
performative
constative
imperative
regular
The students’ ability to recognize and produce the distinctive grammatical structures of a language and to use them effectively in communication is called… competence.
grammatical
sociolinguistic
strategic
discourse
The students’ ability to interpret the social meaning of the choice of linguistic varieties and to use language with the appropriate social meaning for the communication situation is called…competence
a. grammatical
strategic
sociolinguistic
discourse
Classroom activities such as discussion groups, lectures, tape recorder, cooperative learning, etc. are likely most suitable for . . . learners.
impulsive
auditory
visual
kinesthetic
Extrovert learners commonly have the following traits as follows, EXCEPT . . . .
warmth
gregariousness
assertiveness
apprehensiveness
Selinker (1977) talked about cognitive strategies in second language learning, EXCEPT
language transfer
strategies of second language learning
transfer of training
error fossilization
The following features characterize an interlanguage (the language of second language learner), EXCEPT . . .
systematicity
fossilization
variability
permeability
Selinker argues that interlanguage is resulted from the learner’s attempts to produce the target language construction. He mentions some learning process/strategies, EXCEPT . . .
language transfer
fossilization
transfer of training
overgeneralization
Many people die . . . because they are *offers of the violence. (Swedish offer = victim) At the time he works in a *fabric. (Swedish fabrick = factory).
I went every morning to *spring. (Swedish spring = run). These data are examples of . . .
simplification errors
transfer errors
overgeneralization errors
induced errors
1. Data: What did he *intended to say? She did not *wanted to learn English.
I *goed shopping yesterday. These data are examples of . . .
simplification errors
transfer errors
overgeneralization errors
induced errors
In Error Analysis, Linguistic Category classifies error according to either or both the language component and the particular linguistic constituent that is affected by an error. Language components may include EXCEPT . . .
omission
syntax
phonology
morphology
Research procedure in error analysis basically consists of three major stages: . . .
elicitation, description, and explanation.
identification, description, and explanation
description, recognition, and explanation
elicitation, identification, and description
Surface strategy taxonomy highlights the ways surface structure is altered; in this taxonomy, errors can be classified into the following terms EXCEPT . . .
omission
morphology
addition
misformation.
The term transfer errors refer to errors which are . . .
the direct result of misunderstanding caused by faulty teaching or materials.
the result of the overgeneralization of the target language rules.
the result of the learners’ first language knowledge.
the result of the learners’ incomplete knowledge of the target language
