LEARNING six level_unemi

What is Bilingual Assessment?. a. The evaluation of the language to measure learners' proficiency without reference to a language course. b. Evaluation of two languages to provide a unified perspective of our communicative competences. c. The evaluation of the language to measure the extent to which speakers have achieved the goals of a particular learning programme. d. Evaluation of many languages to provide better communicative scenarios.

In a classroom activity, students are asked to write letters to a friend describing their weekend plans. Which function of language is primarily being targeted?. a. The expressive function. b. The directive function. c. The metalinguistic function. d. The referential function.

3.-A teacher notices that students often revert to their first language when under stress. Which theory can explain this behavior?. a. Monitor Hypothesis. b. Silent Period Hypothesis. c. Natural Order Hypothesis. d. Affective Filter Hypothesis.

One of the reasons for switching languages is .......... a. ... that switch from one language to another could be as simple as speaking. b. ...that the other language lacks the necessary terms. c. .... that speakers adjust their language style in relation to their interlocutors. d. .... that it focuses on learning English while preserving use of the mother tongue.

5.A student's written English is perfect, but their spoken English lacks fluency. What does this discrepancy illustrate about the student's language abilities?. a. A difference between linguistic competence and communicative performance. b. A lack of grammatical competence. c. Inadequate vocabulary knowledge. d. Insufficient exposure to written texts.

What is the equivalent of "Mastery or proficiency" in terms of degrees of proficiency language?. a. B1. b. C1. c. B2. d. C2.

7.What is the personal function about?. a. When language is used to develop social relationships and ease the process of interaction for motivating, stimulating, or praising people close to you during the communicative process. b. When language is used to express personal preferences, identity, feelings, emotions, personality, opinion, and reaction of the speaker. c. When language is used to influence the behavior of others, which is concerned with persuading/commanding/requesting other people to do things you want. . d. When language is used to express what you want or need.

What are phonemes?. a. They are the smallest linguistic parts of a word that can have a meaning. b. They are language forms which create new words from existing words. c. They are the smallest language units, which heavily influence on language comprehension and production. d. They are language forms that can stand alone and have meaning as a word.

A student frequently makes errors in using prepositions in English, often translating directly from their native language. How should the teacher address this interference? Explicitly addressing and comparing language structures can help students understand differences and reduce errors due to interference. a. Avoid teaching prepositions to prevent confusion. b. Use explicit instruction and comparative analysis of both languages. c. Correct the student every time they make a mistake. d. Ignore the errors since they are minor.

10.What is Imaginative function about?. a. When language is used to learn and explore the environment. b. When language is used to exchange information. c. When the child invents dialogues, worlds of fantasy, stories and so on. d. When language is used to influence the behavior of others.

11.What is Heuristic function about?. a. When language is used to create meaning without the constraint of necessarily being true. b. When language is used to learn and explore the environment. c. When language is used to express what you want or need. d. When language is used to exchange information. Concerned with relaying or requesting.

12. A bilingual student often confuses similar-sounding words in English and their first language. How can the teacher help?. a. Correct every mistake during class. b. Focus on reading comprehension. c. Assign more vocabulary tests. d. Provide extra phonetic training.

13.What is the most important when starting to learn a language?. a. 1. To organize ideas based on the background knowledge of the structures. 2. To allow students to experience the language through communication. 3. To help learners acquire language skills efficiently to accomplish their targeted learning outcomes. b. 1. To learn the grammar functions of the language. 2. To learn the morphology of the language. 3. To learn the phonology of the language. c. 1. To identify the components of a language. 2. To create meaningful units of words. 3. To learn a language as a process of creation. d. 1. To offer students, the means for potentially limitless linguistic creativity. 2. To serve as a corrective against ambiguity and wrong structures. 3. To avoid fossilization of the language.

14.-In a bilingual EFL classroom, a teacher wants to support students' primary languages while teaching English. What strategy should the teacher use? Supporting students' primary languages can aid comprehension and reinforce learning by connecting new content to existing knowledge. a. Allow only native English speakers to assist. b. Focus exclusively on English to immerse students fully. c. Prohibit the use of primary languages in the classroom. d. Use the primary language to explain complex English concepts.

15.In the context of second language acquisition, what does the Critical Period Hypothesis suggest about language learning at a later age?. a. It is more difficult but still possible to achieve high proficiency. b. It is impossible to learn a new language after puberty. c. Adults learn languages faster than children. d. There is no difference in language learning ability across ages.

16.What is the equivalent of "Breakthrough" in terms of degrees of proficiency language?. a. Intermediate. b. Beginner. c. Upper intermediate. d. Mastery or proficiency.

17.A bilingual student often transfers sentence structures from their first language into English. What is this called?. a. Bilingual transfer. b. Language interference. c. Code-switching. d. Cognitive overload.

18.A student excels in reading comprehension but struggles with listening activities. Which domain of language learning is the student showing strength in?. a. Semantics. b. Pragmatics. c. Phonology. d. Syntax.

19.A teacher wants to implement a bilingual education program in her classroom. Which theoretical framework should she consider?. a. Universal grammar. b. Behaviorism. c. Cognitive theory. d. Sociocultural theory.

20.During a speaking test, a student demonstrates an understanding of English grammar rules but makes frequent errors in spontaneous speech. This reflects which aspect of language?. a. Performance. b. Competence. c. Proficiency. d. Accuracy.

21.Language is an instrument of articulated speech, which ..... a. ... is defined as learning of a nonnative language outside of the environment where it is commonly spoken. b. .... is malleable, as it is the primary way through which our culture, values, norms, thoughts, feelings, and identities are communicated. c. .... helps us understand the usage of those words which should be only used for correct genders and things. d. .... exists apart from the society, but the society can't develop without language.

22.What is Bilingualism?. a. It is the speaker's ability to use more than two languages for communication. b. It is the speaker's ability to use two languages for communication. c. It is the speaker's ability to use one language very well. d. It is the speaker's ability to use three languages for communication.

23.An EFL teacher wants to assess her students' bilingual abilities. What should be included in her evaluation?. a. Only English assessments. b. Assessments in both languages. c. Standardized tests only. d. Focus on oral skills only.

24.What is Interactional function about?. a. When language is used to express what you want or need. b. When language is used to influence the behavior of others, which is concerned with persuading/commanding/requesting other people to do things you want. c. When language is used to express personal preferences, identity, feelings, emotions, personality, opinion, and reaction of the speaker. d. When language is used to develop social relationships and ease the process of interaction for motivating, stimulating, or praising people close to you during the communicative process.

25.A bilingual student is assessed on their ability to form sentences correctly. What aspect of language development is being evaluated?. a. Morphology. b. Semantics. c. Phonology. d. Syntax.

26.What are derivational bound morphemes?. a. Morphemes that cannot stand alone and only occur as parts of words. b. Morphemes that can stand alone and have meaning as a word. c. Morphemes that change what a word does in terms of grammar but does not create a new word. d. Morphemes which derive or create new words from an existing word, often by adding a prefix or suffix, such as un- or -ness.

27.What is Self-esteem in education?. a. The degree to which learners believe they are competent, substantial, adequate, and deserve something. b. It is a set of emotions, beliefs, and behaviors toward a particular object, person, thing, or event. c. It is a state of mind associated with feelings of discomfort, dissatisfaction, identity, and. d. It is the process of motivating individuals to take actions to achieve their goals.

28.What is the equivalent of "Waystage" in terms of degrees of proficiency language?. a. Upper intermediate. b. Beginner. c. Elementary. d. Advance.

29.What are the subskills evaluated in a language?. a. Aptitude, diagnostic, placement, achievement, and proficiency. b. Comprehension, Vocabulary, Grammar, Spelling, and Punctuation. c. Listening, Speaking, Reading, and Writing. d. Validity, reliability, practicality, and feasibility.

30.What are the skills evaluated in a language?. a. Aptitude, diagnostic, placement, achievement, and proficiency. b. Comprehension, Vocabulary, Grammar, Spelling, and Punctuation. c. Listening, Speaking, Reading, and Writing. d. Validity, reliability, practicality, and feasibility.

31.A bilingual student struggles with remembering English word order. What should the teacher focus on to improve this?. a. Grammar rules of their first language. b. Sentence structure exercises. c. Vocabulary drills. d. Oral repetition.

32.A student is able to use context clues to understand the meaning of unknown words. What language component does this demonstrate?. a. Grammar. b. Vocabulary development. c. Phonetics. d. Syntax.

33.A student in an EFL class excels in reading and writing but struggles with speaking due to cultural norms that discourage verbal expression. How can the teacher support this student? Acknowledging and respecting cultural norms while gently encouraging participation can help the student feel more comfortable engaging in speaking activities. a. Focus solely on the student's reading and writing strengths. b. Assign more speaking exercises to force participation. c. Integrate culturally sensitive activities that encourage speaking. d. Ignore the cultural background and treat all students the same.

34.A student in an EFL classroom has a strong vocabulary but struggles to form complete sentences. What might be the issue?. a. Weak reading comprehension. b. Poor listening skills. c. Limited grammatical understanding. d. Vocabulary overload.

35.-In an EFL class, a bilingual student learns English faster than their monolingual peers. What could explain this?. a. Greater exposure to languages. b. Better memory. c. Higher motivation. d. More homework.

36.-In a debate activity, students are encouraged to persuade others of their opinions on various topics. What function of language does this activity primarily engage?. a. The persuasive function. b. The referential function. c. The expressive function. d. The phatic function.

37.-What is Minimal pair in terms of Phonology?. a. They are words that have the same meaning as other words (or nearly the same meaning). Example: beautiful and attractive. b. They are words in two languages that share a similar meaning, spelling, and pronunciation. Example: Car-carro. c. They are word pairings in two different languages that appear to have a similar phonetic form, but in reality, have entirely different meanings. Example: Rope-ropa. d. When two words are identical in form except for a contrast in one phoneme. Example: fan–van.

A teacher notices that students are struggling with understanding idiomatic expressions in English. Which domain of language learning should the teacher focus on to address this issue?. a. Semantics. b. Phonology. c. Morphology. d. Syntax.

39.-A middle school EFL student often avoids participating in class due to high anxiety levels when speaking in English. What strategy should the teacher use to help reduce the student’s anxiety? Reducing anxiety through collaborative activities helps students feel more comfortable and willing to participate, thus enhancing their language performance. a. Create a supportive environment with pair work and small group activities. b. Assign more homework to improve their English skills. c. Ignore the anxiety and focus on grammar exercises. d. Encourage the student to present in front of the class more often.

40.-According to cognitive theories of language learning, which activity best supports language acquisition in a classroom setting? Cognitive theories emphasize meaningful interaction and problem-solving as key components in. a. Memorization of grammar rules. b. Repetition drills. c. Contextual learning through problem-solving tasks. d. Solely listening to native speakers.

41.-What does Audio lingual method consist in terms of grammar?. a. When students are taught to master the pattern of sentences. b. When students are taught functional grammar (how it is used), not theoretical (analysis of structure). c. When students are taught vocabulary and grammatical patterns through dialogues to speak accurately. d. When students are taught rules, ideas, and structures of grammar.

42.-A teacher applies Krashen's Input Hypothesis in their EFL class. What activity would align with this theory? Krashen’s Input Hypothesis emphasizes the importance of comprehensible input that challenges students just beyond their current level of understanding. a. Providing students with complex reading materials beyond their level. b. Focusing exclusively on grammar drills. c. Encouraging students to memorize vocabulary lists. d. Offering comprehensible input that is slightly above the students' current level.

43.Which component of language development involves understanding the structure and rules of a language?. a. Fluency. b. Grammar. c. Pronunciation. d. Vocabulary.

44.-A bilingual teacher assesses a student's fluency in English. What aspect of fluency should be considered?. a. Vocabulary usage. b. Ease and speed of speech. c. Accuracy of grammar only. d. Pronunciation clarity only.

45.-A teacher notices that bilingual students are better at switching between tasks than monolingual students. What could explain this?. a. More language practice. b. Enhanced cognitive flexibility. c. Stronger memory. d. Greater exposure to English.

46.-An EFL teacher notices that older students in a mixed-age classroom struggle more with pronunciation compared to younger students. What could be a contributing factor? Younger learners often have an advantage in pronunciation due to their neural plasticity, which allows them to acquire new sounds more easily. a. Older students are naturally less capable of learning new languages. b. Younger students are more motivated. c. Younger students have more flexible phonetic acquisition abilities. . d. Older students have less time to practice.

47.-What is Substractive bilingualism?. a. When people are required to learn another language, most often because their first language is not the language of the wider society in which they currently live. b. It focuses on learning English while preserving use of the mother tongue. c. It occurs when the ongoing use of a person’s L1 is seen as “harmful” to the “successful” acquisition and use of the dominant or majority second language (L2) at the individual level. d. Choose to learn an additional language, usually as a means of social and educational advancement.

48.In evaluating language skills, what does formative assessment typically focus on?. a. Ongoing feedback and improvement. b. Comparing students to each other. c. Standardized testing results. d. Final exams and grades.

49.-A high school EFL teacher notices that students from different cultural backgrounds use different non-verbal cues when communicating. How should the teacher address these differences to improve classroom interactions?. a. Create a classroom activity that helps students understand and respect different non-verbal cues. b. Ignore the non-verbal cues as they are irrelevant to language learning. c. Enforce a uniform way of communication regardless of cultural backgrounds. d. Focus solely on verbal communication and avoid discussing non-verbal cues. a. Incorrect answer.

50.-A teacher uses role-play exercises to help students practice negotiating and making requests in English. Which function of language is being emphasized in these activities?. a. The interactional function. b. The instrumental function. c. The heuristic function. d. The imaginative function.

51.-A bilingual student excels in informal English conversations but struggles in academic English tasks. What might be the issue?. a. Lack of cognitive academic language proficiency. b. Pronunciation difficulties. c. Vocabulary problems. d. Limited exposure to conversational English.

52.-What is Anxiaty in education?. a. The degree to which learners believe they are competent, substantial, adequate, and deserve something. b. It is the process of motivating individuals to take actions to achieve their goals. c. It is a set of emotions, beliefs, and behaviors toward a particular object, person, thing, or event. d. It is a state of mind associated with feelings of discomfort, dissatisfaction, identity, and concern.

53.-The main types of language assessments are ......... a. aptitude, diagnostic, placement, achievement, and proficiency tests. b. validity, reliability, feasibility, and practicality tests. c. listening, writing, speaking, and reading tests. d. comprehension, Vocabulary, Grammar, Spelling, and Punctuation tests.

54.-What are the mathetical functions of the language?. a. 1. Reading. 2. Writing. 3. Speaking. 4. Listening. b. 1. Phonological function. 2. Morphological function. 3. Syntactic and lexical function. c. 1. Contrastive Analysis function. 2. Transfer Analysis function. 3. Error Analysis function. d. 1. Heuristic function. 2. Imaginative function. 3. Representational function.

55.-What is a primary focus when developing language skills in EFL students?. a. Listening, speaking, reading, and writing. b. Grammar and vocabulary only. c. Only speaking skills. d. Only reading and writing.

56.-One of the main reasons to teach grammar is ....... a. ..... that teachers and students feel much more comfortable by doing it. b. .... that teachers know how to integrate the rules into active language issues. c. .... that students learn how to integrate grammar rules into theoretical issues. d. ..... that students learn how to integrate the rules into active language practices.

57.-How does the Critical Period Hypothesis affect language teaching strategies for older learners? The Critical Period Hypothesis suggests that older learners may benefit more from explicit instruction due to reduced neural plasticity. a. Older learners should not be taught languages. b. It is not relevant to classroom strategies. c. Teaching should focus on explicit grammar rules rather than natural acquisition. d. All language skills should be taught through immersion.

A student is able to converse fluently in English but struggles with academic writing. What might be a reason for this discrepancy?. a. The student has acquired only conversational English, not the academic register. b. The student is not interested in writing. c. The student is too advanced in English and needs more challenging material. d. The student prefers speaking over writing.

59.-A student consistently makes errors with English tenses despite being corrected multiple times. What is a possible reason for this issue?. a. The student needs more practice with tense usage through contextual exercises. b. The student does not understand the importance of grammar. c. The student is too advanced for the grammar exercises provided. d. The student should focus on improving vocabulary instead.

60.-A student speaks fluently in both languages but hesitates when responding in class. What might be the reason?. a. Lack of vocabulary. b. Language interference. c. Cognitive processing in both languages. d. Anxiety.

61.- A student is able to converse fluenty in english but struggles with academic writing. What might be a reason for this discrepancy. The student has acquired only conversational English not the academic register. The student is not interested in writing. The student is too advanced in English and needs more challenging material. The student prefers speaking over writing.

62.-A student written English is perfect, but their spoken English lacks fluency. What does this discrepancy illustrate about the student´s language abilities?. a.-A difference between linguistic competence and communicative performance. b.- A lack of grammatical competence. c.-Inadequate vocabulary knowledge. d.-Insuficient exposure to written texts.

63.-In a debate activity, students are encouraged to persuade others of their opinions on various topics. What function of language does this activity primarily engage?. a.The persuasive function. b.The persuasive function involves using language to convince others and influence their opinions. c.The referential function. d.The phatic function.

64.-In a classroom activity, students are asked to write letters to a friend describing their weekend plans. Which function of language is primarily being targeted?. a.The expressive function. b.The expressive function involves using language to convey personal experiences and feelings. c.The directive function. d.The referential function.

65.-A teacher notices that students often revert to their first language when under stress. Which theory can explain this behavior?. a.Natural Order Hypothesis. b.Affective Filter Hypothesis. c.Silent Period Hypothesis. d.Monitor Hypothesis.

66.-In the context of second language acquisition, what does the Critical Period Hypothesis suggest about language learning at a later age?. a.It is more difficult but still possible to achieve high proficiency. b.Adults learn languages faster than children. c.There is no difference in language learning ability across ages. d.It is impossible to learn a new language after puberty.

67.-A student can understand complex English texts but often struggles when participating in group discussions. What could be a reason for this discrepancy?. a. The student lacks communicative competence. b. The student has limited linguistic competence. c. The student is more comfortable with writing. d. The student needs more vocabulary practice.

68.-A student is good at using English in a social setting but makes frequent grammatical mistakes in formal writing. What is the most likely cause of this?. a. The student has not developed enough pragmatic competence. b. The student only acquired conversational fluency. c. The student lacks phonological awareness. d.The student is more interested in speaking than writing.

69.-Which language domain is being targeted when a teacher focuses on students recognizing and using different verb tenses?. a. Semantics. b. Morphology. c. Phonology. d. Pragmatics.

70.-A student consistently mispronounces certain sounds in English. Which domain of language learning should be addressed?. a. Syntax. b. Semantics. c. Phonology. d. Pragmatics.

71.- A teacher uses storytelling in class to help students learn new vocabulary and improve their creative thinking. What language function is being emphasized?. a. Regulatory. b. Imaginative. c. Heuristic. d. Instrumental.

72.-A teacher observes that some older students struggle more with pronunciation compared to younger learners. What is a likely explanation for this issue?. a. Older students lack the critical period for language acquisition. b. Younger students have a larger vocabulary. c. Older students need more exposure to written texts. d. Younger students struggle more with grammar.

73.-A student consistently makes errors when using prepositions in English due to direct translation from their native language. What strategy could help address this?. a. Focusing on communicative activities without feedback. b. Ignoring the mistakes to avoid discouragement. c. Using contextual exercises to reinforce correct preposition use. d. Teaching only vocabulary and avoiding grammar.

74.-A student demonstrates strong grammatical understanding in speaking tests but makes frequent errors during spontaneous speech. Which area needs improvement?. a. Lexical competence. b. Automaticity in language production. c. Phonological awareness. d. Grammatical competence.

75.-A teacher asks students to role-play different social interactions, such as making requests and offering help. Which language function is the teacher focusing on?. a. Heuristic. b. Interactional. c. Instrumental. d. Personal.

76.-What could be a reason why students who learn a second language as adults struggle more with acquiring native-like pronunciation compared to younger learners?. a. Adults lack phonological awareness. b. Adults are more exposed to written language. c. Adults have passed the critical period for language learning. d. Younger learners have better memory.

77.-A student is very fluent in casual conversation but struggles with formal academic writing.This discrepancy is likely due to: a. Lack of grammatical competence. b. Inadequate vocabulary knowledge. c. The student not acquiring the academic register. d. The student having no interest in writing.

78.-A teacher uses listening exercises to help students identify the subject and verb in a sentence. Which language domain is the focus of this activity?. a. Phonology. b. Syntax. c. Pragmatics. d. Semantics.

79.-Which of the following is an example of how a teacher might address a student’s difficulty with using past tense verbs correctly?. a. Asking the student to memorize a list of verbs. b. Providing contextual exercises to practice tense usage. c. Avoiding correction to build the student’s confidence. d. Focusing on vocabulary building instead of grammar.

80.-A teacher encourages students to use creative writing to express their personal thoughts and emotions. What function of language is being emphasized?. a. Regulatory. b. Heuristic. c. Imaginative. d. Interactional.

81.-An EFL teacher notices that older students in a mixed-age classroom have problems with pronunciation compared to the younger students. What could be a contributing factor?. a. The older students lack grammatical competence. b. Older students are past the critical period for language acquisition. c. The younger students are more focused on grammar. d. Older students have better phonological awareness.

82.-I am an English teacher, and I have a student that makes frequent errors with prepositions by translating directly from their native language. How can I address this interference?. a. By providing explicit instruction and corrective feedback on prepositions. b. By ignoring the errors to avoid discouraging the student. c. By teaching more vocabulary instead of focusing on prepositions. d. By having the student do only listening exercises.

83.-One of my students demonstrates great understanding of English grammar during speaking tests but makes many errors in spontaneous speech. Which aspect of language should I highlight in this situation?. a. The student lacks grammatical competence. b. The student needs to improve automaticity in speech production. c. The student needs more focus on phonology. d. The student lacks adequate vocabulary knowledge.

84.-In a debate activity, students are encouraged to persuade others of their opinions on various topics. What function of language does this activity primarily engage?. a. The persuasive function. b. The referential function. c. The expressive function. d. The phatic function.

85.-A student is able to converse fluently in English but struggles with academic writing. What might be a reason for this discrepancy?. a. The student has acquired only conversational English, not the academic register. b. The student is not interested in writing. c. The student is too advanced in English and needs more challenging material. d. The student prefers speaking over writing.

86.-A teacher applies Krashen's Input Hypothesis in their EFL class. What activity would align with this theory?. a.Providing students with complex reading materials beyond their level. b.Offering comprehensible input that is slightly above the students' current level. c.Encouraging students to memorize vocabulary lists. d.Focusing exclusively on grammar drills.

87.-A teacher notices that students often revert to their first language when under stress. Which theory can explain this behavior?. a.Silent Period Hypothesis. b.Affective Filter Hypothesis. c.Monitor Hypothesis. d.Natural Order Hypothesis.

88.-A bilingual student often confuses similar-sounding words in English and their first language. How can the teacher help?. a.Assign more vocabulary tests. b.Focus on reading comprehension. c.Provide extra phonetic training. d.Correct every mistake during class.

89.-A teacher wants to implement a bilingual education program in her classroom. Which theoretical framework should she consider?. a.Cognitive theory. b.Universal grammar. c.Behaviorism. d.Sociocultural theory.

90.-A high school EFL teacher notices that students from different cultural backgrounds use different non-verbal cues when communicating. How should the teacher address these differences to improve classroom interactions?. a.Create a classroom activity that helps students understand and respect different non-verbal cues. b.Ignore the non-verbal cues as they are irrelevant to language learning. c.Enforce a uniform way of communication regardless of cultural backgrounds. d.Focus solely on verbal communication and avoid discussing non-verbal cues.

91.-According to cognitive theories of language learning, which activity best supports language acquisition in a classroom setting?. a.Contextual learning through problem-solving tasks. Repetition drills. Memorization of grammar rules. Solely listening to native speakers.

92.-A bilingual teacher assesses a student's fluency in English. What aspect of fluency should be considered?. a. Ease and speed of speech. b.Vocabulary usage. c. Accuracy of grammar only. d.Pronunciation clarity only.

93.-In a bilingual EFL classroom, a teacher wants to support students' primary languages while teaching English. What strategy should the teacher use?. a.Focus exclusively on English to immerse students fully. b.Allow only native English speakers to assist. c.Prohibit the use of primary languages in the classroom. d.Use the primary language to explain complex English concepts.

94.-A student speaks fluently in both languages but hesitates when responding in class. What might be the reason?. a.Anxiety. b.Lack of vocabulary. c.Cognitive processing in both languages. d.Language interference.

95.-A student frequently makes errors in using prepositions in English, often translating directly from their native language. How should the teacher address this interference?. a.Use explicit instruction and comparative analysis of both languages. b.Correct the student every time they make a mistake. c.Avoid teaching prepositions to prevent confusion. d.Ignore the errors since they are minor.

96.-A student is able to use context clues to understand the meaning of unknown words. What language component does this demonstrate?. a.Syntax. b.Grammar. c.Phonetics. d.Vocabulary development.

97.-A teacher notices that bilingual students are better at switching between tasks than monolingual students. What could explain this?. a.Greater exposure to English. b.Stronger memory. c.More language practice. d.Enhanced cognitive flexibility.

98.How does the Critical Period Hypothesis affect language teaching strategies for older learners?. a.Older learners should not be taught languages. b.It is not relevant to classroom strategies. c.All language skills should be taught through immersion. d.Teaching should focus on explicit grammar rules rather than natural.

99.-A student in an EFL classroom has a strong vocabulary but struggles to form complete sentences. What might be the issue?. a.Vocabulary overload. b.Weak reading comprehension. c.Limited grammatical understanding. d.Poor listening skills.

100.-During a speaking test, a student demonstrates an understanding of English grammar rules but makes frequent errors in spontaneous speech. This reflects which aspect of language?. a.Performance. b.Competence. c.Proficiency. d.Accuracy.

101.- In evaluating language skills, what does formative assessment typically focus on?. a.Comparing students to each other. b.Ongoing feedback and improvement. c.Final exams and grades. d.Standardized testing results.

Scenario: You will have a student who is successful in a conversational level in English and Spanish. He understands, he participates in basic discussion, but when we have to read complex texts or maybe write essays, he might struggle in different kind of activities. So, what would be the teaching strategies that you would be implement to support that student’s language develop?. a.Scaffolding activity. b.Vocabulary development. c. Anxiety. d. Semantics.