MULTIPLE CHOICE QUESTIONS

<span class='text_page_counter'>(1)</span>APPLIED LINGUISTICS MULTIPLE CHOICE QUESTIONS. 2008-2010 1. Applied Linguistics ………. a/ is the study of language relating issues applied in every day life, notably language policies, planning, and education b/ puts linguistic theories into practice in areas such as foreign language learning c/ is the applications of linguistic principles or theories to practical matters d/ all are correct 2. Which of the following statements is incorrect? The criterion of Psychological reality considers…….. a/ the semantic component as the base component of language b/ the syntactic component as the base component of language c/ the cognitive component as the base component of language d/ the deep structure component as the base component of language 3. Which of the following grammars is suitable for pedagogy ? a/ Transformational grammar b/ Analytical grammar c/ Case grammar d/ Universal grammar 4. Which of the following statements is incorrect? a/ Transformational grammar is not directly applicable in language learning. b/ Transformational grammar provides explicit formal systems accounting for the generative nature of language. c/ Transformational grammar was valuable to language teachers for its implication and its application. d/ Transformational grammar is based on syntactic component of language. 5. How many versions does the CAH have ? a/ 2 b/ 3 c/ 4 d/ 5 6. The ________ version implies the “a priori” prediction of certain fine degrees of difficulty. a/ strong b/ weak c/ moderate d/ All are correct 7. The ____version claims that greater differences do not always result in greater learning difficulty. a/ strong b/ weak c/ moderate d/ all are correct 8. The ________ version claims that linguistic difficulties can be more profitably explained “a Posteriori” after the fact. a/ strong b/ weak c/moderate d/ all are correct 9. The moderate version is _________ a/ a compromise between the strong and weak versions b/ of the CAH on the basis of a rather intriguing study of spelling errors. c/ the categorization of abstract and concrete patterns according to their perceived similarities and differences. d/ all are correct 10. In the ________ of contrastive analysis, the linguist uses the best linguistic knowledge available to him in order to account for the observed difficulties in Second Language Learning. a/ strong version b/ weak version c/ moderate version d/ all are correct 11. What are the major factors in describing learners? a. age b. learner differences c. motivation d. a, b and c 12. Who are they? - they respond to meaning even if they do not understand individual words. - they have a need for individual attention and approval from the teacher. - they often learn indirectly rather than directly. a. young children b. adolescents c. adults d. all of them.

<span class='text_page_counter'>(2)</span> 13. Which sentence is NOT correct? a. aptitude tests help predict a student’s future progress. b. aptitude tests do not measure anything other than general intellectual ability. c. aptitude tests may discriminate between the most and the least intelligent. d. aptitude tests can effectively distinguish between the majority of students who fall between two extremes, the most and least intelligent effect. 14. __ looks to the teacher as a point of reference and is concerned with the goal of learning group. a. “enthusiast” b. “oracular” c. “participator” d. “rebel” 15. How many language levels are generally described? a. 3 b. 5 c. 6 d. 7 16. Based on MI theory, if you likes reading, writing, telling stories, you are good at: a. maths, reading, logic and problem solving b. memorizing names, places, dates and trivia. c. physical activities ( sports, dancing, acting…) d. picking up sounds, remembering melodies, keeping time, noticing pitches 17. Which sentence is NOT correct? a. Long- term goals may include the mastery of English b. Long- term goals may include the learning of a small amount of language c. Long- term goals may include the possibilities of a better job in the future d. Long- term goals may include the passing of an exam 18. What are the sources of motivation? a. the society we live on b. significant others c. the teacher and the method d. all of the above 19. How many theories in particular which have tried to account for individual variation? a. 2 b. 3 c. 4 d. 5 20. Who writes the following sentence? “motivation …. is as much a master of concern for the teachers as it is for the learners; it depends as much on the attitudes of the teachers as on the attitudes of the students” a. Murray Loom b. Daniel Goleman c. Alan Rogers. d. Keith Willing 21. Which of the following statements is not correct? A. SLA is a subset of general human learning. B. SLA is closely related to one’s personality type. C. SLA is not interwoven with second culture learning D. SLA involves interference, the creation of new linguistic systems, and the learning of discourse and communicative functions of language. 22. Which of the following claims is not correct according to Linghtbown (1985)? A. Adults and adolescents can “ acquire” a second language. B. Practice does not make perfect. C. Knowing a language rule means that one will be able to use it in communicative interaction. D. For most adult learners, acquisition stops – “ fossilizes”- before the learner has achieved nativelike mastery of the target language. 23. Which of the following claims is not correct according to Lightbrown and Spada ( 1993)? A. Languages are learned mainly through imitation. B. People with high IQs are good language learners. C. Most of the mistakes that learners make when learning a second language due to the interference of their first language. D. There is no relationship between IQs and learning languages. 24. Which of the following statements is correct? A. According to Krashen, if an acquirer is at stage or level i, the input he or she understands should contain “ i + 0”. B. According to Krashen, if an acquirer is at stage or level i, the input he or she understands should contain “ i + 1”..

<span class='text_page_counter'>(3)</span> C. According to Krashen, if an acquirer is at stage or level i, the input he or she understands should contain “ i + 2”. D. According to Krashen, if an acquirer is at stage or level i, the input he or she understands should contain “ i + 3”. 25. In learning second language, what popular ideas are not supported by researchers? a. Languages are learned mainly through imitation. b. People with high IQs are good language learners. c. Learner’s errors should be corrected as soon as they are made in order to prevent the formation of bad habits. d. All are correct 26. ……………………is involved in learning, not in acquisition. a. The natural order hypothesis b. The monitor hypothesis c. The input hypothesis d. The acquisition- learning hypothesis. 27. Controlled processes are…………………………… a/ capacity limited b/ temporary c/. relatively permanent d/ A&B are correct. 28. Which of the following statement is correct? a. Many controlled processes are peripheral. b. Some controlled processes are focal. c. Many automatic processes are peripheral. d. Some automatic processes are peripheral. 29. Explicit models are…………… a. the facts that a person knows about language and the ability to articulate those facts in some way. b. the information that is automatically and spontaneously used in language tasks. c. the knowledge that can be retrieved easily and quickly. d. All are correct. 30. In Long’s view, which of the followings play important roles in process of acquisition? a. Interaction b. Input and practicing c. Interaction and input d. Observation and explanation. 31. The error that result from the interference of the native language are a. interlingual errors b/ intralingual errors c/ errors in context d. errors in communication strategies 32. Which one is NOT correct? a. the early stages of language are characterised by a predominance of interference. b. once learners have begun to acquire parts of the new system, more and more intralingual transfer is manifested. c. learners may acquire dialect in case of tutored second language learning. d. the teacher or textbook can lead the leaner to make faulty hypotheses 33. Communication strategies actually include processes of ..................... a. interlingual transfer b. intralingual transfer c. the context of learning d. a, b, and c are correct 34. “Does John can sing?” a. mistake c. overgeneralization b. error d. simplication 35. Krashen’s theories have had wide appeal to teachers who cry for something simple and concrete on which to base their ...................... a. methodology b. linguistics c. structure d. function.

<span class='text_page_counter'>(4)</span> 36. A pidgin is a .................. language or jargon usually arising out of two languages coming not unlike the process used by a child to “pick up” a language. a. complex b. mixed c. inference d. bilingual 37. The implication is that what happens over perhaps several hundred years in pidginization and ............. to some degree in the short duration of one learner’s acquisition of a second language. a. produce b. produced c. reproduce d. product 38. Interlanguage refers to the separateness of a second language learner’s system, a system that has a structural intermediate status between ................. a. 2 languages b. 3 languages c. the native and their own languages d. the native and the target languages 39. Researchers and teachers of second languages soon came to realize that the mistake a person made in this ...................a new system of language needed to be analyzed carefully. a. duration b. period c. process d. time 40. The fact that learners do make errors and that these errors can be observed, analyzed, and classified to reveal something of the system operating within the learner, led to a surge of study of learner’s error, called ..................... a. mistake analysis b. error analysis c. linguistics analysis d. functional analysis 41. Learner roles are decided by……………………… A. the learning environment B. the learners themselves C. the teacher D. the materials 42. What is the role of the teacher in the Grammar – Translation method? A. an authority B. a catalyst C. a counsellor D. a group process manager 43. What language skills are emphasized in the Grammar – Translation method? A. speaking and listening B. reading and writing C. speaking and writing D. listening and reading 44. What are the goals of teachers who use the Direct Method? A. The goal is to have their students become communicatively competent B. Teachers want their students to learn how to communicate in the target language. C. Teachers want their students to be able to use the native language communicatively D. Teachers want their students to read literature written in the target language 45. In the Direct method, grammar is taught................. A. deductively B. inductively D. through pictures and dialogues. C. through sentences. 46. What is the role of the teacher in Direct method? A. The teacher directs the classroom in the target language B. The teacher is an authority in the classroom C. The teacher facilitates the learning of his/her students D. The teacher is like an orchestra leader 47. The Audio-lingual method concentrated on learning a language through .................... A. repetition. B. memorization. C. imitation. D. all are correct. 48. At the level of approach, we are concerned with theoretical principles. With respect to language theory, we are concerned with................. A. A description of the central processes of learning and language use. B. A description of the conditions that believed to promote successful learning. C. A description of the basic features of linguistic organization and language use..

<span class='text_page_counter'>(5)</span> D. A description of structurally related elements for the coding of meaning. 49. Which of the following is correct in the theory of language of the Communicative Language Teaching approach? A. Language is a system for the expression of meaning. B. The primary function of language is for interaction and communication. C. The structure of language reflects its functional and communicative uses. D. All of them are right. 50. What is the role of the teacher in the Communicative Approach? A. a facilitator. B. a manager. C. an advisor. D. a,b&c. 51. What does the multi-syllabus syllabus combine? a. Grammar and lexis b. Language functions, topics and tasks c. Language skill tasks and pronunciation d. All of the above 52. Which statement is NOT correct? a. The situational syllabus offers the possibility of selecting and sequencing real life situations. b. The task-based syllabus lists a series of tasks and later the language used in those tasks. c. The topic-based syllabus is built on the basis of vocabulary and lexis. d. The functional syllabus offers exponents for ways of expressing functions such as offering, promising, inviting... 53. The 4 syllabus design criteria are : learn ability, frequency, coverage and .......... a. systematicity b. usefulness c. prevalence d. vogue 54. What does syllabus design concern? a. The selection and grading of items to be learnt. b. The evaluation and management of education programs. c. The planning and implementation of education program. d. The administration of education programs. 55. Which is the commonest type of syllabus? a. The grammar syllabus b. The functional syllabus c. The multi-syllabus syllabus d. The lexical syllabus 56. “Do- it- yourself” approach used to solve the perceived disadvantages of coursebook is extremely attractive because: a. it can offer students a dynamic and varied program. b. it will greatly enhance students’ motivation. c. it allows teachers to respond on a lesson- by- lesson basis to what is happening in the class. d. all of the above 57. We can collect Students’ responses by using …… a. oral feedback and group discussion. b. teacher’s record. c. oral feedback. d. all of the above. 58. We can change the coursebook material by ……. a. adding or reducing something to it. b. rewriting or re-ordering activities. c. replacing activities. d. all of the above. 59. Assessment of materials is ……… from evaluation of materials. a. not different b. somewhat different c. totally different d. none of the above 60. Which stage is not mentioned in assessing a coursebook? a. Selecting areas for assessment b. Discussing the data c. Stating beliefs d. Using statements for 61. What is backwash? a. the effect of testing on teaching. b. the effect of testing on learning. c. the effect of testing on language skills. d. both (a) & (b). 62. An accurate test can.

<span class='text_page_counter'>(6)</span> a. measure accurately whatever it is intended to measure. b. measure all language skills. c. measure testing techniques. d. measure teaching methodology. 63. Two main sources of inaccurate tests a. test content and techniques. b. lack of reliability c. both (a) & (b). d. none of them. 64. Which kind of testing refers to the testing of one element at a time, item by item? a. norm- referenced testing. b. criterion- referenced testing. c. discrete point testing. d. integrative testing. 65. Which factor is used to distinguish between objective testing and subjective testing? a. scoring b. responses. c. testers. d. questions. 66. Which kind of testing requires the candidates to perform precisely the skill which we wish to measure? a. direct testing. b. indirect testing. c. objective testing. d. subjective testing. 67. Which kind of test is intended primarily to ascertain what further reading needed? a. placement test b. diagnostic test. c. achievement test. d. proficiency test. 68. Which kind of test is used to assign students to classes at different levels? a. placement test b. diagnostic test. c. achievement test. d. proficiency test. 69. Which kind of test is based directly on the course syllabus or books or other materials? a. placement test b. diagnostic test. c. achievement test. d. proficiency test. 70. Which kind of test is needed to determine whether someone can function successfully as a United Nation translator? a. placement test b. diagnostic test. c. achievement test. d. proficiency test. 71. Four criteria a syllabus designer has to balance when making decisions about selection and grading are learnability, frequency, usefulness, and ………. . a. reality b. coverage c. generalization d. feasibility 72. What is not a facet to lexis which a syllabus designer has to take into account when designing a lexical syllabus? a. linking words b. compounds c. the use of metaphor d. vocabulary’s part of speech 73. In multi-syllabuses, which is considered as the main organising foundation? a. the grammar syllabus b. the lexical syllabus c. the functional syllabus d. the situational syllabus 74. Which type of syllabus is taken as a starting point in many multi-syllabuses? a. the lexical syllabus b. the functional syllabus c. the topic-based syllabus d. the grammar syllabus 75. What is the commonest type of syllabus, both traditionally and currently? a. the situational syllabus b. the functional syllabus c. the grammar syllabus d. the lexical syllabus 76. What have many methodologists come to see as the wrong organising principle for a syllabus? a. the functional syllabus b. the grammar syllabus c. the task-based syllabus d. the topic-based syllabus 77. The events which ‘do thing’ such as greeting, inviting, and promising are called: a. language functions b. exponents c. language actions d. performances 78. Which kind of students are situational syllabuses less appropriate for? a. foreign students b. students of general English c. students of specific English d. abroad students 79. What is not one of the ways of evaluating materials? a. teachers’ diaries of what happens in each lesson b. teachers’ sharings of experiences in using the same book c. students’ feedback.

<span class='text_page_counter'>(7)</span> d. experts’ reactions 80. Which syllabus is more useful for teaching students with specific communicative needs? a. the topic-based syllabus b. the lexical syllabus c. the situational syllabus d. the task-based syllabus 81. What is the assessment of coursebooks? a. an application of coursebooks in reality b. an evaluation of teachers and students who use coursebooks c. an judgement outside the class about their future performances in class d. an exact prediction of what actually happens when they are used 82. What are the three stages to assess a coursebook? a. selecting areas, stating teachers’ beliefs, and using statements b. collecting students’ opinions, recording teachers’ comments, and using statements c. using oral feedback, circulating teachers’ discussions, and selecting areas d. stating teachers’ beliefs, using statements, and encouraging students’ responses 83. What is one of the ways of keeping teachers’ records in evaluating materials? a. keeping students’ results during the course b. writing reports at the end of every week under headings c. summarizing ineffective activities d. recording students’ responses 84. What is not one benefit of coursebooks? a. stimulate the teacher’s perception of progress b. reassure the teacher c. provide students with material to revise d. supply guides for the teacher 85. What is one of the restrictions of coursebooks? a. completely control the teacher b. de-motivate the students by their syllabus c. sometimes offer boring topics d. impose teaching methods on teachers 86. Give one solution to the restrictions of coursebooks. a. give students extra-topics and activities b. refuse to use coursebooks c. design a completely new syllabus d. use a “do-it-yourself” approach 87. What does the “do-it-yourself” approach mean? a. students read and understand the coursebook by themselves b. teachers teach without using any coursebook c. teachers become syllabus designers, making use of a variety of materials d. students study without their teacher’s help 88. What is not a good alternative to change a coursebook lesson? a. add something to it b. replace the lesson with visual images c. rewrite an exercise d. cut out an activity 89. We can collect students’ responses by using ……. . a. oral and written feedback and group discussion b. interviews and diaries c. oral feedback only d. questionaires and group discussion 90. What is one of the problems with lexical syllabuses? a. the complexity of multi-word expressions b. a variety of vocabulary c. the relationship between lexis and grammar d. the relationship between vocabulary and its functions. ANSWER KEY.

<span class='text_page_counter'>(8)</span> 1C 11D 21C 31A 41C 51D 61D 71B 81C. 2B 12A 22C 32C 42A 52C 62A 72D 82A. 3C 13D 23D 33D 43B 53B 63C 73A 83B. 4C 14A 24B 34B 44B 54A 64C 74D 84A. 5B 15A 25D 35A 45B 55A 65A 75C 85C. 6A 16B 26B 36B 46A 56D 66A 76B 86D. 7C 17B 27D 37C 47D 57A 67B 77A 87C. 8B 18D 28C 38D 48C 58D 68A 78B 88B. 9D 19A 29A 39C 49D 59B 69C 79D 89A. 10B 20C 30C 40B 50D 60B 70D 80C 90C.

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