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the new "phonetic science" is incorporated first in teaching practice and methods, in the XIX C. by. the Series method. the reform movement. the audio-lingual method. the direct method.

one of the following sets includes a non-inductive method. audiolingual - direct method - communicative method. cll - interlinear method - integrative method. suggestopedic method - integrative method - total physical response method. direct method - silence method - series method.

the audio-lingual method establishes the following order in teaching the four skills. listening - speaking - reading - writing. speaking - reading - writing - listening. reading - writing - listening - speaking. listening - speaking - writing - reading.

the selection of teaching materials (syllabus) in the silent way method is based on. notion criteria. structural linguistic analysis. frequency counts. situational adequacy.

the unit of a specific texts books consists of the following sections: 1. dialogue. 2. repetitive practice. 3. some grammatical points illustrated through diagrams. 4. transfer exercises. this scheme is to be found in the. communicative method. integrative method. audio-lingual method. notional-functional method.

inductive methods in LT. take practice as a secondary strategy to be applied. take practice as means to reach learning. rely on the analytic power of the mind to reach learning. rely on theory and disregard practice.

"learners are viewed as organisms that can be directed by skilled training techniques to produce correct responses. in accordance with behaviourist learning theory. teaching focuses on the external manifestation of learning rather than in the internal processes. learners play a reactive role by responding to stimuli, and thus have little control over the continent, pace, or style of learning" the views here stated are in accordance with the. audio-lingual method. integrative method. cll. series method.

it is typical of direct method. the accurate elaboration of teaching syllabus. the analysis of students needs before planning the course. the detailed description of teaching techniques. the loose and open syllabus submitted to the teacher.

the leadership of the teacher should not be obvious, felt, or visible in one of the following methods. cll. notional - functional. interlinear translation. audiolingual.

motivation is most likely to be triggered by activities which includes. variety of materials activities. detailed instructions. abstract explanations. T-S: question and answer interaction.

the G-T and de Audiolingual methods agree on one of the following features. the use of explanatory definitions. the material offered in the syllabus are rather a closed set. vocabulary is selected on frequency basis. reading first.

the total physical response method takes advantage, as a major activity in the classroom of. pattern practice. question and answer. group work. imperative drills.

the book by Skinner Verbal behavior is at the basis of designing a specific type of activities in the. communicative method. audio-lingual method. notional functional method. cll method.

the reform movement in germany fits into one of the following methodological approaches. traditional school praactice. natural way of learning. balanced approach. inductive learning.

"the learning material derived from a notional syllabus will almost inevitable be linguistically heterogeneous and there will be no ordered exposure to the grammar of the language", the reason lies on. the semantic nature of the syllabus. the formal selection of learning materials. the nature of language taught. the lack of gradation exercises.

"the natural development of the man, of the animal, of the plant, of the elements, can be conceived as a series of diverse ends, realized or arained by a certain number of means. there are, therefore, two series of verb in the language, and this language is not and cannot be other than the expression of this development. some verbs there are which express ends, other verbs express means". this paragraph was written by. berliltz. gattegno. curran. gouin.

the "trace theory" in psychology is the support of one of the following methods. cll. tphr. silent way. suggestopedia.

humanistic methods advocate for a holistic approach to LT, because human learning is. primarily cognitive. both cognitive and affective. firs affective, then cognitive. first cognitive, then affective.

the decline of audiolingualism, among others and principally, is triggered by. chomskyan linguistics. berlitz chain of school. skinner. bloomfield.

the so called "affective filter" might be associated to one of the following methods. communicative. suggestopedia. total ph. response. silent way.

"teacher: look. this is a watch. this is a clock. see? this is a watch and this is a clock. and this is a pencil. good. this is a pencil. now. listen: this is a watch. now you say it st: this is a watch t: this is a clock and this, this... t: this is a pencil and this, this... t: what is this? this is a book, this is... t: is this a watch? yes, this is.." this class outlined in this example follows the. via media. total physical response method. prendergast's method. direct method.

which of the following methods would share the implications of this learning scheme? i. reinforcement (if positive, it will become a habit) ii. stimulus - response iii. no reinforcement / negative reinforcement (behavior will probably never occur again). tphr. audiolingualism. suggestopedia. linguistic method.

within the structurally based methods, one of these emphasizes the use of audio-visual materials more than the others. situational method. audio-lingual method. structure global method. integrative approach.

one of the basic differences between the silent way and the natural approach relates to learning and language acquisition as. a conscious and subconscious process vs. a fully conscious process. the result of consolidation of linguistic habits vs. building of habits. self-discovering vs. being taught by the teacher. an inductive vs. a deductive process.

humanistic approaches to lt emphasize, more than anything else. learning the language engaging the whole person. group activities in the classroom. learning through the memorization of short texts. the natural way of learning vocabulary.

the teacher should act rather as a counsellor in the. silent way. communicative method. clil. situational method.

the active role of the learner is better safeguarded in one of the following methods. interlinear method. direct. structure global. communicative.

the teacher in the classroom is supposed to intervene as little as possible in one of the following methods. audio-lingual. silent way. integrative. direct.

audiolingualism is to be related to. bloomfield. chomsky. wilkins. palmer.

conversational materials and dialogues for language teaching have been used all along the history of lt. they become most popular through the. xx c. xix c. xv c. xvi c.

audilingualism adopted five principles on which language teaching should be based. language is: first listening, then writing. language is learnt by speaking. language is, speech, not writing. speaking first, writing second.

which of the following series would match gouin's method?. i walk toward the door - i stop at the door - i get to the door - the door moves. i get to the door - i open the door - i stretch out my arm - the door moves. i turn the handle - i open the door - the door moves - the door turns on its hinges. i pull the door - i stop at the door - i get to the door - i let go on the handle.

an inductive approach to the teaching of grammar is favored by the following set of methods. tphr - g-t - direct method. direct method - audiolingual method - communicative method. silent way - interlinear translation method - communicative method. direct method - via media - suggestopedia.

one of the following options contains the most favorable components of desuggestion applied to lt. control - intonation - authority - repetition. repetition - infantilization - rhythm - association. authority - association - intonation - rhythm. infantilization - authority - intonation - rhythm.

"walk the door and top on it. now run the table and take the book. go to the chair on your left. sit on it..." this extract for materials for EFL belongs to the. silent way. audio-lingual method. total physical response method. integrative method.

rods, colors, and charts for identifying structures and sounds are used in. cll method. integrative method. direct method. silent way.

building confidence and eliminating stress in learners is an outstanding feature of the. direct method. silent way method. communicative method. suggestopedic method.

you want to teach english to business students. before you lack any relevant methodological decision you must, first. analyse the semantic structure of language in general. conduct a survey on linguistic needs of the students. look for frequency counts in vocabulary. proceed to the analysis of basic linguistic patterns.

"words, as they appear in nature, describe the sequence of actions, and therefore follow the logic sequence cause - effect. this is representative of the natural relationship between facts and the causes that make them take place". this statement explains one of the principles that sustains. series method. meisterchaft system. tphr method. dufief's method.

"needs analysis" is for the first time introduced in LT with the. integrative method. audiolingual method. notional functional syllabus. cll.

natural learning emphasizes -------- and school emphasized -----. learning - acquisition. acquisition - learning. teaching - acquisition. practice - acquisition.

"language is a set of rules with which sentences can be generated" this statement would possibly issue into the following methodology in the field of lt. audiolingual. structure - global. traditional. double translation.

the author of the method "via media" was. bathe. gouin. vietor. berlitz.

the teacher enters the classroom and informs the students that they are going to learn FL following the tphr method. therefore, he will often. ask them to make translation into the FL. prepare group activities to facilitate speaking. make students play games. ask students to act and speak.

the following materials, in unit 5 of a textbook, belongs to one of the following methods: "going to the supermarket. i take the umbrella. i open the door. i go down to the parking place. i enter the car. i take the car out of the garage. i cross the city with my car. i take a trolley. i enter the supermarket". suggestopedia method. audiolingual method. silent way. gouin's method.

the following guidelines / principles are typical of.."never translate: demonstrate. never explain: act. never imitate mistakes: correct. never use the book: use your lesson plan. never use abstract concepts: use objects". audiolingualism. cll. direct method. double translation method.

montaigne is very often quoted in the history of teaching foreign language as a paradigm of how languages might be learnt following the. grammar translation method. natural method. conversational method. peripatetic method.

gouin based his approach to lt in. his own experience as learner. his own linguistic theory. observation of child language acquisition. behavior of children in school.

inductive method in lt. take practice as a secondary strategy to be applied. take practice as means to reach learning. begin with theory before going into practical exercises. rely on the active and explicit role of the mind in the process of learning.

a method is based out of the following structural and key components. activities - content selected - exercises - approach. theoretical foundations - content selected - techniques - practica exercises. techniques and practical exercises - procedure - theoretical foundations. approach - content selected - techniques and practical exercises.

the scientific elaboration of materials and the scientific roots of the method are particularly emphasized in one of those methods. communicative. notional - functional. audiolingual. situational.

the active role and responsibility of the learner is emphasized in the. reform movement. communicative method. situational method. interlinear method.

the following technique is typical of the audiolingual method. drilling. question and answr. group work. reading of texts.

cognitive activities are to be avoided in all but one of the following methods. integrative. audiolingual. suggestopedia. structure-global.

choose a skill-based approach for the organization and sequencing of teaching materials is more likely depend on. the kind of grammatical goals previously defined. students motivation. the method you want to follow. the nature of the activities you work with.

ascham, in his The Schoolmaster (1570), gives an explanation of what is the. double translation method. peripatetic method. interlinear translation method. reading method.

the school of Port-Royal applied its own linguistic theory to LT in the so called. socratle method. conversational method. comparative method. rationalistic method.

one of the following names is associated to the shaping of the traditional or grammar translation method. comenius. ollendorf. vietor. pestalozzi.

"notional syllabuses" are to be considered. a method by its own nature. a set of functional activities. a set of principles for vocabulary selection. list of functional communicative topics and registers.

the "Treeshold Level" is the basis for. the direct method. integrative method. notional-functional syllabus. total physical response method.

the "biological programming" of our brain is taken as a basis for defining the method in the. reform movement. total physical response method. suggestopedic method. audiolingual method.

activities, as basic units of action in the classroom are made out of the following essential elements. goal(s) + procedure. control + procedure. procedure + communicative purpose. interactive procedure + meaning.

one of the following elements is not considered relevant for motivating students. novelty of content. creativity of task. a challenge in the task to be performed. deductive character of task.

a "task oriented" syllabus is. a syllabus based on content. a syllabus based on processes. a syllabus based on meanings. a syllabus based on form.

"linguistic context" is a based requirement and has been explicitly claimed so in the. communicative method. direct method. suggestopedia method. holistic method.

one of these methods does not favor students' leading role in the classroom. integrative method. task oriented syllabus. audiolingual method. community language learning.

"books and dialogues" for teaching languages are to be placed within the materials based on. a deductive approach. an inductive - deductive approach. an inductive approach. an eclectic approach.

one of the following methods is not considered a natural method. ollendorff method. mastery system. silent way. reform movement.

"eliminating the barriers hindering learning inside our brain" is one of the main purposes of. the audiolingual method. gouin's method. the direct method. the suggestopedia method.

"listen first, speak later" is the "golden principle" of. the interlinear method. natural method. method based on the learning of linguistic structures. the "via-media" method.

as a whole we can safely state that. the goal of an activity defines its nature. the goal of an activity has nothing to do with its nature. the goal of an activity is conditioned by the strategy applied. the goal of an activity is only conditioned by the method.

mark the so called "classical sequencing of activities" in the clasroom or textbook materials. presentation - production - practice. presentation - practice - production - transfer. production - presentation - transfer - practice. warming up - practice - transfer - production.

mark the correct statement. the reform movement emphasized that speech, rathe than the written work, as the primary form of langauge. teaching new meanings through establishing associations within the target language was clearly stated by the notional functional approach. grammar - translation method cannot be said to be dependent on the school system. confidence building is a main strategy in the "series method".

the first and most outstanding dependence of the discipline language teaching methodology on linguistics is illustrated by the. direct method. audiolingual method. silent way. cll.

one of the following features constitutes an essential element of a "communicative activity". use of oral language. up-to-date linguistic sample. relevant meaning-implied. cll.

mark the correct statement. the more linguistic the nature of an activity, the less communicative it is. linguistic activities cannot be communicative. linguistic activities should be avoided in a communicative method. communicative activities are not efficient for illustrating linguistic forms.

"an interactive activity developed in the target language, aiming at the achievement of a theological goal, and comprising several sub activities" that is the definition of. method. task. approach. natural acquisition device.

sequencing of activities. affects the structure of a unit. affects the structure of activities. reveals students' beliefs on language learning. reveal teacher's assumptions on language teaching.

"the fields", used by gattegno, serve the purpose of. illustrating linguistic structures. illustrating the phonological system of a language. marking situations relevant for communication. introducing new vocabulary.

the "school model" in the sequencing of activities in textbooks and classrooms is referred to as the ---- model. P.T.R. P.R.T. P.P.P. T.P.P.

motivation is one of the key components in the process of language learning. such a component is assumed to be made out of. a unique, easily identifiable element. various linguistic elements. many complex elements. elements depending on the strategies applied.

the first textbook for teaching languages with help of pictures was written by. bathe. montaigne. rosenthal. comenius.

"there are not and cannot be two teaching methods. there is only one, the one that rests upon the everlasting laws of nature". this statement, applied to the teaching of languages was made by. the school of port-royal. chomsky. pestalozzi. lozanov.

"errors should be immediately corrected", this is a principle in the. tphr method. audiolingual method. communicative method. integrative method.

one of these pair of statements is wrong. via-media - teach spoken language along. grammar method - grammatical sequencing of materials. linguistic activities - emphasis on form. motivation - variety of activities.

which of the following facts does not apply to inductive learning?. obtaining general laws from specific instances. empiricism. saint augustine and comenius favored it. the acquisition of knowledge is connected to priori processes.

choose the element that is not considered when implementing a language teaching method. institutional constraints. the teacher's own personal experience and expertise. the sociocultural context where teaching takes place. students' dress code.

which methods in language teaching are related to empiricism. inductive. deductive. both inductive and deductive. none of the above.

which of the next features does not reflect any activity that focuses on accuracy. reflects the classroom use of language. requires the use of communication strategies. practices language out of context. practices small samples of langauge.

which option is not applicable to language teaching in ancient greek. foreign or barbarian languages were not appreciated. the use of bilingual lists of words arranged in parallel columns. hermeneumata. the use of homer's model of education.

which author wrote the first textbook for teaching languages with the help of pictures. william bathe. roger aschans. jan amos comenius. michel de montaigne.

gouin's emphasized skills are. listening and speaking. speaking and writing. writing and listening. speaking and reading.

choose the wrong option. the g-t fosters a deductive way of learning, whereas the dm favors an unconscious way. both the g-t and the dm resorted to translation. the dm uses question-and-answer techniques. memorization of explicitly taught grammar rules is one of the most important skills in the g-t.

what is the correct option regarding the natural approach. grammar is not the main concern of this natural approach. grammar is the first thing learned. grammar is learned after vocabulary and writing. grammar is the last thing to learn because it is the most difficult one.

which one of these options is thought to be a feature of ollendorff's method that significantly differs from the traditional method. emphasis on translation. examples not taken from classical authors. examples taken from classical authors. examples not taken from real life.

which is the natural method "par excellence". gt. alm. dm. slt.

look at the following conversation speaker a: what would you like to eat? speaker b: a sandwich would be perfect for me speaker c: i would wait a little bit, please. i'm not hungry right now this is an example of. mechanical drill. transformation drill. meaningful drill. communicative drill.

what is the correct characteristic of the slt. the teacher is not the authority in the classroom. listening and reading are emphasized. the students' l1 is the language of instruction. grammar structures and vocabulary are taught by means of repetition.

look at the following example of a drill stimulus: i've bought the t-shirt response: i've bought the t-shirts what type of drill does this example correspond to. substitution. inflection. transformation. question and answer.

----- doesn't rely on the contrastive analysis of the l1 and the target language in order to predict the problems that students would face when learning the target language. ----- doesn't exploit situations as much as the other structural methods from a pedagogical perspective. alm - slt. slt- slt. alm - alm. slt - alm.

who are the key figures in the shaping of the slt. harold palmer. a.s. horny. charles fries. both a. and b.

according to curran, what are the psychological requirements for successful learning to take place. positive attitude, enthusiasm, and explicit stude. relaxation through social relations. security, attention, aggression, retention, reflection, and discrimination. avoidance of traumatic themes and carrying out relaxation techniques.

which one of these options is not included in the six principal components to defeat suggestions. double- planednes. intonation. rhyme. infantilization.

choose the correct answer. cuisenaire rods are instructional materials employed in. suggestopedia. the silent way. tpr. cl.

choose the statement which is not an aim in the modern languages project. to provide learners with the basic language materials necessary to maintain daily-life conversations. the study of modules with different learning objectives expressed as functions and notions. to have a major impact in the design of communicative programs and textbooks in europe. the development of its won activities performed by active students.

which factors took place in the development of the Threshold level. specific educational factors, socio-educational factors, and language learning factors. socio-political factors, general educational factors, and language teaching factors. general educational factors. language teaching factors.

the modern languages project is rooted in three different factors. choose the answer which reflects whose factors that were not relevant in this project. socio-political factors. generational factors. general educational factors. language teaching factors.

which one out of these clt principles is not correct. learners learn language by using it to communicate. authentic and meaningful communication should be the goal of classroom instruction. fluency is an important dimension of communcative. communication involves the integration of oral skills alone.

only one of the following options is a distinctive clt activity. which one. dictation and reading. choral repetition. questions and answers. information-gap activities.

choose the correct statement. in the strong version of clt distinguished by Howatt (1984). accuracy is emphasized over fluency. fluency is emphasized over accuracy. accuracy is sought after through the use of conscious learning and practice. fluency is sought after through written practice.

choose the wrong answer. the weak version of clt has been more exploited in europe, while the strong version has been more used in the usa. the strong version of clt is based on deductive learning and the weak version relies on inductive learning. clt classes are learner - centered. clt emphasized authentic language.

according to Krashen's input hypothesis, which of the following types of input is optimal for acquisition. grammatically sequenced input. input that allows the acquirer to focus on forms. comprehensible input. all the previous answers are correct.

what is the goal of tblt. to develop speaking skills. to develop communicative competence. to develop listening skills. to develop culture skills.

which of these statements would match the definition of the goal of tblt. to make students able to read and translate foreign language texts. to develop students' basic communicative skills. to develop communicative competence. to enable students to practice deductive learning.

for clil, language is. a set of grammatical rules that speakers have to follow. a set of habits obtained through speech practice. a medium through which content is learned. a set of words that makes sense when they appear in texts.

which of the following statements is not correct about cll. oral skills are prioritized. the role of the teacher is that of a guider, facilitator, and negotiator. there is no interaction between the students. the students are cooperative members of groups.