The In-service Methodology and Background Theory Diagnostic Test

Multiple-choice test
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  1. An acculturation model refers to:
    1.   how much a learner knows about the culture of the target language.
    2.   the fact that learners who need to or can integrate with the target culture learn better.
    3.   how learners can bring their own culture to the classroom.
    4.   how learners see their own culture.
  2. The term affordance refers to:
    1.   what the learner perceives as useful in an item.
    2.   how much a learner is involved.
    3.   what a learner can already do.
    4.   how much a learner is willing to invest in training.
  3. An agglutinating language will have:
    1.   very few inflexions.
    2.   endings on words only showing case and tense.
    3.   a low morpheme to word ratio.
    4.   a high morpheme to word ratio.
  4. An analytic or isolating language will have:
    1.   a low morpheme to word ratio.
    2.   many tense endings.
    3.   lots of compound verbs.
    4.   a high morpheme to word ratio.
  5. An approximative system is related to the concept of:
    1.   interlanguage.
    2.   appropriacy.
    3.   adjacency.
    4.   overgeneralisation.
  6. Avoidance is a kind of:
    1.   testing strategy.
    2.   facilitation tactic.
    3.   coping strategy.
    4.   question evasion strategy.
  7. A barrier test is designed to:
    1.   check a learner's aptitude for learning.
    2.   filter learners for admission to particular courses.
    3.   diagnose a learner's level.
    4.   discover learners' strengths and weaknesses.
  8. CLIL stands for:
    1.   Communication Level in Learning.
    2.   Class and Intelligence Interest.
    3.   Communicative Language in Cooperation.
    4.   Content and Language Integrated Learning.
  9. A cognate word is one which:
    1.   is always a false friend.
    2.   is misleadingly similar in a learner's first language.
    3.   is similarly derived and related in meaning in the learner's first language.
    4.   forms a couplet.
  10. Competence refers to:
    1.   linguistic ability.
    2.   communicative ability.
    3.   what a person can say in a language.
    4.   the speaker's internalised knowledge of the language.
  11. Construct validity describes:
    1.   whether a test really targets what the designer says it targets.
    2.   whether and how far a test will produce similar results to similar tests.
    3.   how the test is perceived by the test taker.
    4.   a test-setter's ability to identify what is being tested.
  12. Criterion referenced testing means:
    1.   grading learners in comparison to each other.
    2.   measuring ability against a set of criteria.
    3.   setting a test that requires adherence to a set of criteria.
    4.   marking a test objectively.
  13. The critical period hypothesis claims that:
    1.   language is acquired not learned.
    2.   language cannot be fully acquired after a certain age.
    3.   children learn faster than adults.
    4.   language items must be introduced only when the learner is ready to process them.
  14. A distractor is:
    1.   an impediment to comprehension of a reading or listening text.
    2.   a poorly written test rubric.
    3.   an impediment to noticing language items.
    4.   a wrong answer in a multiple-choice test.
  15. Encyclopaedic knowledge refers to:
    1.   what people know about each other.
    2.   what a teacher needs to know.
    3.   what a learner is expected to know about the language.
    4.   what a person knows about the world in general.
  16. Facilitation refers to:
    1.   making things simpler in tests.
    2.   operating in the Zone of Proximal Development.
    3.   scaffolding learners' efforts.
    4.   the ways in which speakers can make their messages easier to understand.
  17. Guided discovery is closely related to:
    1.   deductive learning.
    2.   inductive learning.
    3.   task-based learning and teaching.
    4.   structural linguistics.
  18. Shielding devices:
    1.   disguise the writer's intentions.
    2.   protect the writer from accusations of too much certainty.
    3.   are a way of rebutting criticisms.
    4.   protect learners from feelings of insecurity.
  19. Innateness theory claims that:
    1.   learning ability is genetically determined.
    2.   people learn by imitation.
    3.   all languages are innate.
    4.   the ability to learn a language is genetically determined.
  20. Interference refers to:
    1.   the negative effect of a learner's first language(s) on the learning of a target language.
    2.   the effect of background noise or indistinctness in terms of listening comprehension.
    3.   the effect of unknown vocabulary items blocking comprehension.
    4.   the effect of poorly timed error correction.
  21. The Sapir-Whorf hypothesis refers to:
    1.   the claim that language is best learned through interactions with native speakers.
    2.   the claim that all languages have the same basic structural building blocks.
    3.   the assumption that language acquisition requires a cognitive commitment.
    4.   the claim that people's first languages determine the nature of their thoughts.
  22. The term lexicon refers to:
    1.   the way in which words are stored and retrieved from memory.
    2.   the possible words which can be constructed from the language's morphemes.
    3.   dictionary entries.
    4.   a learner’s total knowledge of words in a language.
  23. Metalanguage is:
    1.   circumlocution.
    2.   the language we use to talk about language.
    3.   a learner's use of invented or first-language words to help production.
    4.   asking for clarification and repetition.
  24. Mode of discourse refers to:
    1.   the topic area in which language is produced.
    2.   the nature of the verbal processes which are involved in a text.
    3.   the medium of communication which is used.
    4.   the relationship between hearer and speaker and / or reader and writer.
  25. Monitor listening is the equivalent in listening of:
    1.   skimming.
    2.   intensive reading.
    3.   scanning.
    4.   extensive reading.
  26. The natural approach is:
    1.   a communicative approach focused on natural conversation.
    2.   a teaching approach based on a theory of how people acquire their first language(s).
    3.   an approach similar to Dogme which focuses on emergent language.
    4.   another term for direct method.
  27. Noticing the gap consists of:
    1.   making yourself aware of language form and function.
    2.   comparing what you see and hear with what you produce.
    3.   testing learners through a Cloze test procedure.
    4.   being alert to how things are pronounced.
  28. A notional syllabus focuses on:
    1.   adjacency pairs.
    2.   language used to express fundamental concepts.
    3.   strategic communicative competence.
    4.   cognitive theories of learning.
  29. Overgeneralisation is also referred to as:
    1.   U-shaped learning.
    2.   ignorance of rule restriction.
    3.   assuming an item will be irregular.
    4.   failing to hedge appropriately.
  30. Problematising is also referred to as:
    1.   making tests at the right level.
    2.   the garden path approach.
    3.   task-based learning and teaching.
    4.   noticing.
  31. A procedural syllabus focuses on:
    1.   writing skills.
    2.   situations in which language may be used.
    3.   tasks to be accomplished.
    4.   presentation before production.
  32. Register refers to:
    1.   the level of formality.
    2.   the roles of the participants in communication.
    3.   the field of interest in which language occurs.
    4.   the relationship between speaker and listener.
  33. Reliability is:
    1.   a measure of how practical a test is to administer.
    2.   a measure of how easy a test is to mark.
    3.   a measure of how well a test focuses on the aims of a teaching programme.
    4.   a measure of how trustworthy a test is.
  34. Schemata are:
    1.   various types of encyclopaedic knowledge.
    2.   conversational frames.
    3.   mental frameworks in which information is ordered and classified.
    4.   skeleton completion tests.
  35. Bloom's taxonomy concerns:
    1.   cognitive modes.
    2.   multiple intelligence theory.
    3.   learning styles.
    4.   educational objectives.
  36. In genre theory, tenor of discourse is determined by:
    1.   the mode of communication.
    2.   the use of intonation and stress.
    3.   the intentions of the participants in an interaction rather than transaction.
    4.   the relationship between the speaker / writer and the hearer / reader.
  37. A topic sentence:
    1.   is one in which the object is raised to the subject position.
    2.   sets out the theme of the paragraph.
    3.   refers anaphorically to the paragraph's contents.
    4.   sets out the rheme of the paragraph.
  38. ZPD stands for:
    1.   Zero Potential Digression.
    2.   Zone of Proximal Development.
    3.   Zigzag Personal Development.
    4.   Zoned Pedagogical Determiners.
  39. A test which asks learners to select either True or False is:
    1.   ... a discrete item test.
    2.   ... a multiple choice test.
    3.   ... a subjective item test.
    4.   ... an alternative answer test.
  40. Audio-lingualism draws on:
    1.   notional analysis of language and behaviourist theories of learning.
    2.   structuralist analysis of language and cognitivist theories of learning.
    3.   functional analysis of language and behaviourist theories of learning.
    4.   structural linguistic analysis of language and behaviourist theories of learning.
  41. Authenticity is of two types which are:
    1.   text and purpose authenticity.
    2.   quasi- and semi-authenticity.
    3.   absolute and relative authenticity.
    4.   true and quasi-authenticity.
  42. The effect that the construction and content of a test or examination has on the content and activities of a teaching programme is known as:
    1.   backwash.
    2.   backchaining.
    3.   backchannelling.
    4.   reductive teaching.
  43. Community Language Learning is based on:
    1.   transactional theory.
    2.   structural linguistics.
    3.   communicative motivation.
    4.   theories of counselling.
  44. CALL stands for:
    1.   Communicatively Adjusted Language Lessons.
    2.   Computer Assisted Language Learning.
    3.   Cognitively Advanced Language Learning.
    4.   Competence Acquisition Language Learning.
  45. Contrastive analysis involves:
    1.   similarities and differences between languages.
    2.   the difference between two closely related lexemes.
    3.   the differences between two language structures.
    4.   the differences between groups of learners.
  46. Conversational analysis is:
    1.   a branch of functional linguistics.
    2.   an approach to the study of social interaction concerned with verbal and non-verbal behaviours.
    3.   another term for discourse analysis.
    4.   the analysis of turn-taking skills.
  47. A descriptive grammar may be contrasted most accurately with:
    1.   a structural grammar.
    2.   a functional grammar.
    3.   a prescriptive grammar.
    4.   a pedagogic grammar.
  48. EOP stands for:
    1.   English for Other Purposes.
    2.   English to Other People.
    3.   English for Occupational Purposes.
    4.   English Otherwise Produced.
  49. Instrumental motivation refers to:
    1.   learning a language to achieve other aims.
    2.   learning a language for pleasure.
    3.   learning a language to fit in with the target culture.
    4.   learning a language to access literature and culture.
  50. This is the last question. Make a note of your score now.
    Expectancy theory involves:
    1.   the instrumentality of the outcomes of learning.
    2.   the ways in which the language can be used in expected situations.
    3.   the value of the outcome, the learner's expectation of being able to learn the targets and the likelihood of success.
    4.   the enjoyability of the process, the learner's expectation of being able to learn the targets and the likelihood of success.