Q1. Which learning domain constitutes higher order thinking?
(a) Remembering
(b) Understanding
(c) Application
(d) Evaluation
Q2. The process of word formation consists of
(a) Compounding and affixes
(b) Opposites and meaning
(c) Verbs and nouns
(d) Using synonyms or euphemisms
Q3. Providing students ………….. can encourage second language acquisition.
(a) Frequent feedback on spoken and written outputs
(b) Informal interviews
(c) Adequate speaking and writing assignments
(d) The opportunity to voice their opinions and to solve problem in the target language
Q4. Generally speaking, the first language is
(a) Marked by the accent and regional expressions of the area where students grow up
(b) Influenced by the grammar and style of second language
(c) Marked by the characteristics difficulty in mastering it
(d) Marked by the influences of the school environment the child is studying in
Q5. Language learning is better achieved if what students learn
(a) Is functional in terms of their life values and goals
(b) Is in a controlled classroom environment
(c) Is closer in form and sound to their mother tongue
(d) Helps them improve their chances of colleges admission
Q6. Students always find it difficult to listen to and understand a second language presentation inside outside their class. This can be helped by
(a) Recommending choosing another language close to L1
(b) Being taught by only native speakers of L2
(c) Increasing the number of periods for the second language
(d) Practice by using the second language
Q7. A dual-language classroom consisting of students speaking a native language and the target language is beneficial because it
(a) justifies conducting more activities in each language
(b) causes less distractions in the class as students will talk less
(c) motivates target language speaking students learn another language and vice versa
(d) offers an opportunity for separate project work
Q8. The acquired system or acquisition of a language is the
(a) formal skills development
(b) subconscious process of learning
(c) input-output process
(d) self-monitoring of learning
Q9. One of the objectives of teaching vocabulary is not to
(a) be able to use words in different contexts
(b) develop active and passive vocabulary
(c) enable learners to use the dictionary
(d) understanding the meaning of words
Q10. Active vocabulary consists of words which
(a) we use frequently in our daily life
(b) we use occasionally
(c) are difficult
(d) we recognize the understand
S1. Ans.(c)
S2. Ans.(a)
S3. Ans.(d)
S4. Ans.(a)
S5. Ans.(a)
S6. Ans.(d)
S7. Ans.(a)
S8. Ans.(b)
S9. Ans.(c)
S10. Ans.(a)
