1. audio-visual aids

2. Mass Media

3. manipulative material

4. visual aids

5. authentic material

770. Related to listening.

1. aural

2. authentic

3. visual

4. cloze

5. behavioral

771. Natural or real teaching material; often this material is taken from newspapers, magazines, radio, TV or podcasts.

1. authentic text

2. non-authentic text

3. audio material

4. Visual material

5. audio-visual aids

772. A learner’s ability to recover a word automatically, without straining to fetch it from memory.

1. automaticity

2. simplicity

3. cloze

4. brainstorming

5. collocation

773. The belief that learning should be based on psychological study of observable and measurable psychology only; psychological theory based on stimulus-response influenced audiolingualism.

1. behavioural psychology

2. Psychology

3. Physiology

4. behavioural physiology

5. Linguistics

774. Students learn partially through processing based on information present in the language presented. For example, in reading it involves understanding letters, words, and sentence structure rather than making use of the students’ previous knowledge.

1. bottom-up information processing

2. teaching process

3. learning process

4. processing

5. brainstorming

775. A group activity where students freely contribute their ideas to a topic to generate ideas.

1. brainstorming

2. back-chaining

3. burn-out

4. test

5. quiz

776. Fatigue usually based on either the stress of overwork or boredom with the same task.

1. burn-out

2. Success

3. simplicity

4. authenticity

5. cloze

777. Speaking together as a group; used in choral speaking and jazz chants.

1. chorus

2. circus

3. dialogue

4. polylogue

5. collogue

778. Environment created in the classroom by factors such as the physical environment and also the interrelationship between the teacher and the students, and among the students.

1. classroom climate

2. climate

3. classroom

4. environmental protection

5. projection

779. The management of classroom processes such as how the teacher sets up the classroom and organizes teaching and learning to facilitate instruction. Includes classroom procedures, groupings, how instructions for activities are given, and management of student behaviour.

1. classroom management

2. bottom-up information processing

3. team management

4. processing

5. brainstorming

780. A technique usually used to assess students’ reading comprehension. It can also be used as a practice activity. Teacher blanks out certain words from a written text and students fill in the missing words based on their understanding from context.

1. cloze

2. multiple choice

3. multiple chain

4. close

5. chorus

781. The way words are often used together. For example, “do the dishes” and “do homework”, but “make the bed” and “make noise”.

1. collocation

2. combination

3. multiple choice

4. cloze

5. chorus

782. The role of language learning is to achieve … competence, that has four parts, which we call language competencies.

1. communicative

2. grammatical

3. sociolinguistic

4. discourse

5. strategic

783. … competence is how well a person has learned that features and rules of the language. This includes vocabulary, pronunciation, and sentence formation. The main question is: How well does a person understand English grammar?

1. grammatical

2. communicative

3. sociolinguistic

4. discourse

5. strategic

784. … competence is how well a person speaks and is understood in various social contexts. This depends on factors such as status of those speaking to each other, the purpose of the interaction, and the expectations of the interaction. The main question is: how socially acceptable is the person’s use of English in different settings?

1. sociolinguistic

2. grammatical

3. communicative

4. discourse

5. strategic

785. … competence is how well a person can combine grammatical forms and meanings to achieve different types (genres) of speaking or writing. The main question is: How well does one properly combine all the languages elements to speak or write in English?

1. discourse

2. sociolinguistic

3. communicative

4. strategic

5. grammatical

786. … competence is how well the person uses both verbal forms and non-verbal communication to compensate for lack of knowledge in the other three competencies. The main question is: Can a person find ways to communicate when he or she is lacking some knowledge of English?

1. strategic

2. sociolinguistic

3. communicative

4. discourse

5. grammatical

786. … is an approach to foreign or second language learning which emphasizes that the goal of language learning is communicative competence. The approach has been developed particularly by British applied linguists as a reaction away from grammar-based approaches such as the aural-oral (audio-lingual) approach. Teaching materials used with the approach teach the language needed to express and understand different kinds of functions, such as requesting, describing, expressing likes and dislikes, etc. Also, they emphasize the processes of communication, such as using language appropriately in different types of situations; using language to perform different kinds of tasks, e.g. to solve puzzles, to get information, etc.; using language for social interaction with other people.

1. communicative language teaching

2. strategic teaching

3. learning by teaching

4. silent way

5. grammar-translation

787. Especially when we take specialized courses, learning seems to take place in four stages. We begin with unconscious incompetence: we do not know how much we do not know. Once we begin our course of studies, we become consciously incompetent: we know how much we do not know. From there we proceed to conscious competence: we have functional knowledge and can perform competently, but we have to think about what we are doing. Finally, after we have had enough experience, we become unconsciously competent: we know it and we can do it, and we do not much have to think about it. This model applies to a great deal of language learning, to TEFL training and to many other areas of study.

1. competence learning model

2. communicative language model

3. strategic model

4. learning by teaching

5. silent way

788. Language that is understandable to learners.

1. comprehensible input

2. comprehensible output

3. learning input

4. learning output

5. learning cycle

789. Words that carry meaning; usually nouns, verbs and sometimes adjectives and adverbs.

1. content words

2. contents

3. main words

4. adjectives

5. nouns

790. Clues used when guessing word meanings; clues that provide students with meaning or comprehension based on the environment in which a word is found.

1. context clues

2. content words

3. contents

4. context

5. clues

791. Comparing two languages to predict where learning will be facilitated and hindered.

1. contrastive analysis

2. constant analysis

3. communicative analysis

4. continuous analysis

5. concealed analysis

792. Teacher-controlled practice of language forms.

1. controlled practice

2. school practice

3. oral practice

4. written practice

5. teaching practice

793. Hypothesis in language acquisition which states that learners gradually develop their own rule systems for language.

1. creative construction hypothesis

2. creative hypothesis

3. construction hypothesis

4. diagnostic hypothesis

5. functional hypothesis

794. The sum of the beliefs, attitudes, behaviours, habits and customs of a group of people.

1. culture

2. attitude

3. behaviour

4. habit

5. skill

795. A teaching technique in which the teacher presents language rules and the students then practice those rules in activities. Such teaching is usually based on grammar-based methodology and proceeds from generalizations about the language to specifics.

1. deductive teaching

2. inductive teaching

3. introductory teaching

4. learning by teaching

5. silent way

796. The teacher writes a short familiar sentence on the board, gives students time to look at it, erases it, and then they see if they can write it.

1. delayed copying

2. delayed reading

3. delayed recopying

4. detained copying

5. delayed rereading

797. Grammar that is described in terms of what people actually say or write, rather than what grammar books say the grammar of the language should be.

1. descriptive grammar

2. prescriptive grammar

3. introductory grammar

4. demagogic grammar

5. demisable grammar

798. A test to diagnose or discover what language students know and what they need to develop to improve their language abilities; may be used before a course of study and combined with placement test.

1. diagnostic test

2. placement test

3. dictation

4. essay

5. topic

799. A technique in which the teacher reads a short passage out loud and students write down what the teacher reads; the teacher reads phrases slowly, giving students time to write what they hear; the technique is used for practice as well as testing.

1. dictation

2. topic

3. essay

4. diagnostic test

5. placement test

800. A concept related to a teacher’s approach to interaction with students. Particularly in communicative classrooms, teachers tend to work in partnership with students to develop their language skills. A teacher tends to be more student-centered and less dominant in the classroom than in other approaches.

1. facilitator

2. tutor

3. monitor

4. trainer

5. trainee

801. Reporting back or giving information back, usually to the teacher; it can be verbal, written or nonverbal in the form of facial expressions, gestures, behaviours; teachers can use it to discover whether a student understands, is learning, and likes an activity.

1. feedback

2. framework

3. facedown

4. facility

5. fallback

802. Natural, normal, native-like speech characterized by appropriate pauses, intonation, stress, register, word choice, interjections and interruptions.

1. fluency

2. accuracy

3. chorus

4. topic

5. presentation

803. The teaching of specific language content (lexis, structure, phonology).

1. form-focused instruction

2. free-practice

3. functional syllabus

4. grammatical syllabus

5. guided practice

804. Practice-activities that involve progressively less control by the teacher.

1. free practice

2. form-focused instruction

3. guided practice

4. teaching practice

5. control activities

805. Words that connect content words grammatically; these words have little or no meaning by themselves. Examples include articles, prepositions and conjunctions.

1. all variants are correct

2. function words

3. form words

4. empty words

5. structural and grammar words

806. Syllabus based on communicative acts such as making introductions, making requests, expressing opinions, requesting information, refusing, apologising, giving advice, persuading; this type of syllabus is often used in communicative language teaching.

1. functional syllabus

2. fallible syllabus

3. faltering

4. famulus

5. katabasis

807. A facial or body movement that communicates meaning; examples include a smile, a frown, a shrug, a shake or nod of the head.

A) gesture

B) face

C) body

D) position

E) bow

808. Reading material that has been simplified for language students. The readers are usually graded according to difficulty of grammar, vocabulary, or amount of information presented.

A) graded reader

B) gabble

C) gadget

D) device

E) tool

809. A method of language teaching characterized by translation and the study of grammar rules. Involves presentation of grammatical rules, vocabulary lists, and translation. Emphasizes reading rather than communicative competence.

A) grammar translation

B) communicative language teaching

C) strategic teaching

D) learning by teaching

E) silent way

810. A syllabus based on the grammar or structure of a language; often part of the grammar translation method.

A) grammatical syllabus

B) functional syllabus

C) graded reader

D) famulus

E) katabasis

811. An intermediate stage in teaching - between “controlled practice” and “free practice” activities; this stage features limited guidance from a teacher.

A) guided practice

B) free practice

C) form-focused instruction

D) teaching practice

E) control activities

812. A group of words whose meaning is different from the meanings of the individual words: “She let the cat out of the bag” or “He was caught red-handed”.

A) idiom

B) graded reader

C) gabble

D) gadget

E) device

813. A facilitative, student-centered teaching technique where the students discover language rules through extensive use of the language and exposure to many examples. This is the preferred technique in communicative language teaching.

A) inductive teaching

B) deductive teaching

C) introductory teaching

D) learning by teaching

E) silent way

814. Hypothesis that states that learners learn language through exposure to language that is just beyond their level of comprehension.

A) input hypothesis

B) output hypothesis

C) creative construction hypothesis

D) diagnostic hypothesis

E) functional hypothesis

815. A phenomenon in language learning where the first language interferes with learning the target or foreign language.

A) interference

B) interaction

C) interallied

D) intercessory

E) intermediate

816. The language a learner uses before mastering the foreign language; it may contain features of the first language and the target language as well as non-standard features.

A) interlanguage

B) foreign language

C) target language

D) mother tongue

E) native language

817. In a conversation, this refers to the person you are speaking to.

A) interlocutor

B) intercom

C) interconnection

D) intermediate

E) intercross

818. How we change the pitch and sound of our voice when speaking.

1. intonation

2. speech

3. voice

4. sound

5. discourse

819. The Theory of Second Language Acquisition is a highly practical theory for communicative language learning. This notion of second language acquisition consists of five main hypotheses: the Acquisition-Learning hypothesis; the Monitor hypothesis; the Natural Order hypothesis; the Input hypothesis; and the Affective Filter hypothesis. These hypotheses represent practical interpretations of what happens in language acquisition, and they form the basis of a system of language teaching called “The Natural Method”. Who is the author of the Theory?

A) Stephen Krashen

B) David Baker

C) Alister Cumming

D) Charles Ferguson

E) Glenn Fulcher

820. Language has three components, which are commonly taught as language items.

A) language content

B) language basis

C) language system

D) language foundation

E) language teaching

821. … items are grammatical points about the language. CL teachers frequently introduce these as examples or model sentences, and they are often called “patterns”.

1. structural

2. phonological

3. lexical

4. grammatical

5. functional

822. … items are features of the sound system of the language, including intonation, word stress, rhythm and register. A common way to teach phonology is simply to have students repeat vocabulary using proper stress and pronunciation.

A) phonological

B) structural

C) lexical

D) functional

E) grammatical

823. A … item is a new bit of vocabulary. It is sometimes difficult to decide whether an item is structural or lexical. For example, the teacher could teach phrasal verbs like “chop down” and “stand up” as lexis or structure.

A) lexical

B) phonological

C) structural

D) functional

E) grammatical

824. An approach based on teaching first language reading to young children, but adapted for use with adults. Students use vocabulary and concepts already learned to tell a story or describe an event. The teacher writes down the information they provide, and then uses the account to teach language, especially to develop reading skills.

1. language experience approach

2. structural approach

3. communicative approach

4. functional approach

5. experienced approach

825. To learn language, students have four needs: They must be exposed to the language. They must understand its meaning and structure. And they must practice it. Teachers should hold their students as able. They should not over-explain or make things too easy. Learning comes through discovery. All these factors we refer to … .

A) language learning requirements

B) language learning structure

C) language learning requisites

D) syllabus

E) language learning practice

826. To language skills we refer the following:

A) all variants are correct

B) listening

C) speaking

D) reading

E) writing

827. To productive skills we refer:

A) speaking

B) reading

C) listening

D) hearing

E) thinking

828. To productive skills we refer:

A) writing

B) reading

C) listening

D) hearing

E) thinking

829. To receptive skills we refer:

A) reading

B) writing

C) speaking

D) thinking

E) typing

830. To receptive skills we refer:

A) listening

B) writing

C) speaking

D) thinking

E) typing

831. These are the features of the word that the teacher actually needs to be taught, and can differ dramatically from word to word. Especially in lexis, the teacher needs to reduce learning burden by, for example, reducing the number of definitions and uses presented.

A) learning burden

B) learning cycle

C) learning abilities

D) learning age

E) learning process

832. For EFL teachers, four factors outside aptitude and attitude affect the rate at which a student learns a second language. These are (1) the student’s motivation, including whether it is instrumental or integrative; (2) the amount of time the student spends in class and practicing the language outside class; (3) the teacher’s approach to teaching; and (4) the teacher’s effectiveness and teaching style. The most important of these motivators are the first two, which are also the two the teacher has least control over. These factors we refer to:

A) learning factors

B) factors of safety

C) contributing factors

D) common factors

E) deciding factors

833. An outline or plan that guides teaching of a lesson; includes the following: pre-assessment of class; aims and objectives; warm-up and review; engagement, study, activation of language (controlled, guided and free practice); and assessment of lesson. It describes procedures for student motivation and practice activities, and includes alternative ideas in case the lesson is not long enough or is too difficult. It also notes materials needed.

1. lesson plan

2. lesson procedure

3. syllabus

4. time-table

5. wall-chart

834. A lesson plan includes the following:

A) all variants are correct

B) pre-assessment of class

C) aims and objectives

D) warm-up and review

E) engagement, study, activation of language

835. A lesson plan includes the following:

A) all variants are correct

B) pre-assessment of class

C) aims and objectives

D) warm-up and review

E) assessment of lesson

836. A lesson plan includes the following:

A) all variants are correct

B) engagement, study, activation of language

C) aims and objectives

D) warm-up and review

E) assessment of lesson

837. A lesson plan includes the following:

A) all variants are correct

B) engagement, study, activation of language

C) aims and objectives

D) warm-up and review

E) pre-assessment of class

838. The whole-word method or a method to teach reading to children, usually in their first language; has been adapted for second-language reading; words are taught in association with visuals or objects; students must always say the word so the teacher can monitor and correct pronunciation.

A) look and say

B) listen and say

C) listen and write

D) write and say

E) read and write

839. Language used to describe, analyze or explain another language. It includes, for example, grammatical terms and the rules of syntax. The term is sometimes used to mean the language used in class to give instructions, explain things, etc. – in essence, to refer to all teacher talk that does not specifically include the “target language”.

A) metalanguage

B) target language

C) native language

D) foreign language

E) all variants are correct

840. To teach by example; for example, a teacher who wants students to do an activity may first demonstrate the activity, often with a student volunteer.

A) model/modelling

B) example

C) system

D) structure

E) cycle

841. In language instruction, the desire to learn.

A) motivation

B) learning

C) teaching

D) instruction

E) factor

842. Those who speak English as their mother tongue are … .

A) native speakers

B) non-native speakers

C) interlocutors

D) chatter-boxes

E) taciturns

843. Measurement of what students need in order to learn language and achieve their language learning goals; also may include consideration of the school syllabus.

A) needs assessment

B) exam

C) consideration

D) control

E) examination

844. Those who speak English as an additional language. English is not their mother tongue.

A) non-native speakers

B) native speakers

C) interlocutors

D) chatter-boxes

E) taciturns

845. Statements of student learning outcomes based on student needs; they state specifically what the students will be able to do in a specified time period; they are measurable and therefore involve specific and discrete language skills.

A) objectives

B) tests

C) requirements

D) needs

E) exams

846. Related to speaking.

A) oral

B) written

C) copied

D) nasal

E) coral

847. Correcting so much that students become reluctant to try out what they have learned.

A) over-correction

B) out-correction

C) self-correction

D) under-correction

E) in-correction

848. Vocabulary that students have heard and can understand, but do not necessarily use when they speak or write.

A) passive vocabulary

B) active vocabulary

C) typical vocabulary

D) usual vocabulary

E) ordinary vocabulary

849. The false assumption that the language skills of reading and listening do not involve students in doing anything but receiving information.

A) passive

B) active

C) typical

D) usual

E) ordinary

850. In writing, an activity whereby students help each other with the editing of a composition by giving each other feedback, making comments or suggestions; can be done in pairs or small groups.

A) peer correction

B) testing

C) analyzing

D) correcting

E) typing

851. In writing, an activity whereby students help each other with the editing of a composition by giving each other feedback, making comments or suggestions; can be done in pairs or small groups.

A) all variants are correct

B) peer correction

C) peer review

D) peer editing

E) peer feedback

852. Awareness of the sounds of English and their correspondence to written forms.

A) phonemic awareness

B) grammar awareness

C) teaching awareness

D) learning awareness

E) structure awareness

853. Tests used to place students in a specific language program; such tests should reflect program levels and expectations for students at each proficiency level offered by the language program.

1. placement tests

2. achievement test

3. diagnostic test

4. objective - proficiency test

5. proficiency test

854. Grammar that is described in terms of grammar rules of what is considered the best usage, often by grammarians; such grammar may not agree with what people actually say or write.

A) prescriptive grammar

B) categorial grammar

C) context-free grammar

D) comparative grammar

E) functional grammar

855. Describes how well a student can use the language (often categorized as beginner, intermediate or advanced).

A) proficiency level

B) sea level

C) eye level

D) ground level

E) water level

856. General tests that provide overall information on a student’s language proficiency level or ability; can be used to determine entry and exit levels of a language program or to adjust the curriculum according to the abilities of the students.

A) proficiency tests

B) achievement test

C) aptitude test

D) free-association test

E) intelligence test

857. Relationship, usually a harmonious one, established within a classroom between teacher and students and among students.

A) rapport

B) passport

C) agreement

D) incomprehension

D) misunderstanding

858. Real or actual objects used as teaching aids to make learning more natural; can include forms, pictures, tickets, schedules, souvenirs, advertisements and articles from English magazines or newspapers, and so on.

A) realia

B) ream

C) rebel

D) recession

E) recipient

859. Realia may include the following:

A) all variants are correct

B) pictures

C) schedules

D) advertisements

E) articles from English magazines or newspapers

860. Sometimes called the cyclical approach; the purpose is to repeat language items throughout the syllabus; each time a language item is encountered more detail about it is added; this allows students to build on prior knowledge.

A) recycling or spiraling

B) cycling

C) structuring

D) processing

E) analyzing

861.Measurement of what students need in order to learn language and achieve their language learning goals; also may include consideration of the school syllabus.

A) needs assessment

B) exam

C) consideration

D) control

E) examination

862. Relationship, usually a harmonious one, established within a classroom between teacher and students and among students.

A) rapport

B) passport

C) agreement

D) incomprehension

D) misunderstanding

863. Realia may include the following: