Terminology in ELT

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Over-generalisation is often the cause of error and it demonstrates
1. mistakes caused by inattention to a rule
2. ignorance of rule restriction
3. non-systematic error
4. the inability to learn a rule
Performance is distinguished from competence in that
1. the former is acquired, the latter learnt.
2. the latter refers to the actual language the learner can deploy.
3. the former refers to the actual language the learner can deploy.
4. the first refers to linguistic competence, the second to communicative competence.
In the statement 'I am going to London.', am, ing, to are
1. redundant
2. lexemes
3. functional words
4. wasted
Inductive learning requires learners to
1. form accurate sentences according to a rule they have been given
2. repeat the correct answer
3. deduce the rule from examples of the form
4. supply the language for themselves
Language acquisition refers to
1. the careful study of language structures
2. the almost unconscious 'picking up' of language
3. the success of a learner in communication
4. learning a language by following a structured course
Illocutionary force refers to
1. appropriacy
2. redundancy
3. the speaker's intention in an interaction
4. the function of grammar
Linguistic competence is
1. the ability to explain language structures
2. the ability to communicate in a language
3. the ability to handle the structures and grammar of a language
4. the ability to speak comprehensibly
Backwash refers to
1. designing a syllabus focusing on the learners' needs.
2. learners having increased motivation if there is an examination to pass.
3. designing a syllabus without reference to the learners' needs.
4. the effect an end-of-course test has on the teacher's aims for each lesson.
How are errors are distinguished from mistakes?
1. The former are caused by over-generalisation of a rule, the latter by ignorance.
2. The latter refer to false production of the current targets, but the former refer to slips caused by inattention or tiredness etc.
3. The former refer to false production of the current targets, but the latter refer to slips caused by inattention or tiredness etc.
4. The former result in communication failure but the latter are only inaccuracies in structure.
Giving learners a test in order to put them in the right group is
1. attainment testing
2. proficiency testing
3. diagnostic testing
4. placement testing
Behaviourists would argue that
1. learning a language involves a process of elimination.
2. language learning requires a focus on rules given by the teacher.
3. a language is learnt through forming habits.
4. language learners need to discover rules and apply them consciously.
Cognitive approaches often
1. require learners to figure out rules from examples of the language target
2. focus on listen-and-repeat drilling
3. mean providing learners with rules and getting them to construct accurate sentences
4. involve translation
A Russian word for 'gambling' looks and sounds like the English word 'hazard'. This is an example of
1. a false cognate
2. first-language facilitation
3. collocation
4. a word's connotation rather than denotation
If a learner reaches the level of competence which fulfils the reason for learning, no further progress is sometimes made. This is called
1. demotivation
2. interlanguage acceptability
3. the acquisition-learning hypothesis
4. fossilisation
Bringing a message from your mother into class as an example of an informal email is
1. the use of realia
2. audio visual aid use
3. contextualisation
4. a genre approach
LT refers to
1. this language
2. target language
3. that language
4. third language
Giving learners a model paragraph and getting them to construct one along the same lines but containing different information is an example of
1. a controlled exercise
2. drilling
3. cue-card use
4. a guided exercise
The fact that the French word for 'information' is the same as the English word is an example of
1. negative language transfer
2. language interference
3. the way English words are derived
4. positive language transfer
ESP stands for
1. English for Scholarly Purposes
2. English for Second-language Purposes
3. English for Scientific Purposes
4. English for Specific Purposes
Getting learners to provide the -ed or -d ending on regular verbs by giving the present tense and asking them to produce the past is an example of
1. a guided exercise
2. a meaningful drill
3. a meaningless drill
4. a grammar-translation approach

Terminology in ELT

Multiple-choice exercise