Terminology in ELT

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Language acquisition refers to
1. the success of a learner in communication
2. the almost unconscious 'picking up' of language
3. the careful study of language structures
4. learning a language by following a structured course
Cognitive approaches often
1. require learners to figure out rules from examples of the language target
2. involve translation
3. focus on listen-and-repeat drilling
4. mean providing learners with rules and getting them to construct accurate sentences
ESP stands for
1. English for Scientific Purposes
2. English for Second-language Purposes
3. English for Scholarly Purposes
4. English for Specific Purposes
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. fossilisation
3. interlanguage acceptability
4. the acquisition-learning hypothesis
Giving learners a test in order to put them in the right group is
1. diagnostic testing
2. placement testing
3. attainment testing
4. proficiency testing
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 grammar-translation approach
2. a guided exercise
3. a meaningful drill
4. a meaningless drill
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. the inability to learn a rule
4. non-systematic error
Behaviourists would argue that
1. a language is learnt through forming habits.
2. language learning requires a focus on rules given by the teacher.
3. language learners need to discover rules and apply them consciously.
4. learning a language involves a process of elimination.
Bringing a message from your mother into class as an example of an informal email is
1. contextualisation
2. audio visual aid use
3. a genre approach
4. the use of realia
Backwash refers to
1. designing a syllabus without reference to the learners' needs.
2. designing a syllabus focusing on the learners' needs.
3. learners having increased motivation if there is an examination to pass.
4. the effect an end-of-course test has on the teacher's aims for each lesson.
Performance is distinguished from competence in that
1. the former refers to the actual language the learner can deploy.
2. the former is acquired, the latter learnt.
3. the first refers to linguistic competence, the second to communicative competence.
4. the latter refers to the actual language the learner can deploy.
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 guided exercise
2. cue-card use
3. drilling
4. a controlled exercise
Inductive learning requires learners to
1. form accurate sentences according to a rule they have been given
2. deduce the rule from examples of the form
3. repeat the correct answer
4. supply the language for themselves
In the statement 'I am going to London.', am, ing, to are
1. wasted
2. functional words
3. redundant
4. lexemes
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. a word's connotation rather than denotation
4. collocation
Illocutionary force refers to
1. appropriacy
2. redundancy
3. the function of grammar
4. the speaker's intention in an interaction
Linguistic competence is
1. the ability to communicate in a language
2. the ability to speak comprehensibly
3. the ability to explain language structures
4. the ability to handle the structures and grammar of a language
How are errors are distinguished from mistakes?
1. The former refer to false production of the current targets, but the latter refer to slips caused by inattention or tiredness etc.
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 result in communication failure but the latter are only inaccuracies in structure.
4. The former are caused by over-generalisation of a rule, the latter by ignorance.
LT refers to
1. third language
2. this language
3. that language
4. target language
The fact that the French word for 'information' is the same as the English word is an example of
1. language interference
2. negative language transfer
3. the way English words are derived
4. positive language transfer

Terminology in ELT

Multiple-choice exercise