Terminology in ELT

LT refers to
1. target language
2. third language
3. this language
4. that language
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
Linguistic competence is
1. the ability to handle the structures and grammar of a language
2. the ability to communicate in a language
3. the ability to explain language structures
4. the ability to speak comprehensibly
The fact that the French word for 'information' is the same as the English word is an example of
1. positive language transfer
2. negative language transfer
3. language interference
4. the way English words are derived
Over-generalisation is often the cause of error and it demonstrates
1. the inability to learn a rule
2. ignorance of rule restriction
3. non-systematic error
4. mistakes caused by inattention to a rule
Illocutionary force refers to
1. the speaker's intention in an interaction
2. the function of grammar
3. redundancy
4. appropriacy
In the statement 'I am going to London.', am, ing, to are
1. redundant
2. wasted
3. functional words
4. lexemes
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. a controlled exercise
3. drilling
4. cue-card use
Bringing a message from your mother into class as an example of an informal email is
1. the use of realia
2. contextualisation
3. a genre approach
4. audio visual aid use
Giving learners a test in order to put them in the right group is
1. placement testing
2. diagnostic testing
3. attainment testing
4. proficiency testing
Cognitive approaches often
1. require learners to figure out rules from examples of the language target
2. mean providing learners with rules and getting them to construct accurate sentences
3. focus on listen-and-repeat drilling
4. involve translation
ESP stands for
1. English for Scientific Purposes
2. English for Specific Purposes
3. English for Second-language Purposes
4. English for Scholarly Purposes
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 are caused by over-generalisation of a rule, the latter by ignorance.
4. The former result in communication failure but the latter are only inaccuracies in structure.
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 meaningful drill
2. a meaningless drill
3. a guided exercise
4. a grammar-translation approach
Inductive learning requires learners to
1. deduce the rule from examples of the form
2. form accurate sentences according to a rule they have been given
3. repeat the correct answer
4. supply the language for themselves
If a learner reaches the level of competence which fulfils the reason for learning, no further progress is sometimes made. This is called
1. fossilisation
2. demotivation
3. interlanguage acceptability
4. the acquisition-learning hypothesis
Performance is distinguished from competence in that
1. the former refers to the actual language the learner can deploy.
2. the latter refers to the actual language the learner can deploy.
3. the first refers to linguistic competence, the second to communicative competence.
4. the former is acquired, the latter learnt.
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.
Backwash refers to
1. the effect an end-of-course test has on the teacher's aims for each lesson.
2. learners having increased motivation if there is an examination to pass.
3. designing a syllabus without reference to the learners' needs.
4. designing a syllabus focusing on the learners' needs.
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

Terminology in ELT

Multiple-choice exercise