A student of historical linguistics learns that certain full verbs, over centuries, have evolved into auxiliary verbs. What is this process called?

In an advanced grammar lesson, the teacher says that the modal “must” has lost some of its original meaning related to personal willpower and is now mainly used for expressing obligation. This is an example of:

When a student pronounces “want to” as “wanna,” this is an example of:

A teacher pauses during a speaking activity to point out a repeated subject-verb agreement error. The primary purpose of this intervention is:

A student says “She can sings well” but immediately changes it to “She can sing well” without any teacher help. This is an example of:

When learners’ speech reflects a blend of features from their first language and the target language, Selinker refers to this transitional linguistic system as:

A child says “mouses” instead of “mice” because they applied the plural -s rule to an irregular noun. This is:

A student says “He give me a pen” and the teacher can still understand the message. This error is:

When a teacher refrains from giving the correct answer immediately and encourages the learner to think and correct themselves, this is:

A student says, “Close the light,” due to direct translation from their first language. This is:

A teacher must decide whether to correct minor vocabulary slips during a fluency exercise without disrupting communication. This is an example of:

A student uses “less books” instead of “fewer books” due to conflicting quantity rules in English. This is:

A teacher’s feedback highlights both correct usage and areas for improvement. This feedback focuses on:

Students consistently misuse a rule because it was taught incorrectly at the start of the course. This is an example of:

In a substitution drill, the teacher asks students to replace certain words in a sentence while keeping the grammatical structure correct. The main aim is:

A teacher repeats a student’s incorrect sentence with rising intonation to prompt the learner to think about the mistake. This is:

A student finds a spelling error in their own essay during proofreading and corrects it before submission. This is:

A correction aimed at introducing a new form, such as the passive voice, is meant to:

While students are practicing role-plays, the teacher notes down common mistakes and discusses them after the activity. This is:

A student helps a classmate use the correct verb tense during a group discussion. This shows:

When a teacher discusses errors after a listening activity rather than during it, this is:

Students’ casual conversation uses simpler grammar and vocabulary than formal essays. This is:

A learner says “um” or “you know” before continuing their speech. These are examples of:

The teacher explains that written grammar is more standardized and carefully constructed than spoken grammar. This means:

A midterm exam designed to see learners’ progress so far is an example of:

A group presentation where students must use newly learned sentence structures is an example of:

Writing a cover letter for a scholarship application as a class task is an example of:

A teacher points out that research articles often use passive voice more frequently than spoken discussions. This is a feature of:

Correcting a pronunciation error right after hearing it is:

He don’t like pizza.

The children are playing outside.

She is senior than her brother.

Despite of the rain, we went jogging.

My father is a doctor, isn’t he?

Each of the boys have a ticket.

I prefer tea than coffee.

There’s five books on the table.

Whom is coming to the party?

The students has finished their work.