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

2. 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? ESTUDIAR COMPENDIOS. a. The expressive function. b. The directive function. c. The metalinguistic function. d. The referential function.

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

4. What is Substractive bilingualism?. a. 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. b. It focuses on learning English while preserving use of the mother tongue. c. 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. d. Choose to learn an additional language, usually as a means of social and educational advancement.

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

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

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

8. 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.

9. COMPLETE THE FOLLOWING STATEMENT WITH THE BEST OPTION. The main types of language assessments are ......... a. aptitude, diagnostic, placement, achievement, and proficiency tests. b. validity, reliability, feasibility, and practicality tests. c. comprehension, Vocabulary, Grammar, Spelling, and Punctuation tests. d. listening, writing, speaking, and reading tests.

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

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

12. 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.

13. 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.

14. 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.

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

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

17. 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. Focusing exclusively on grammar drills. b. Providing students with complex reading materials beyond their level. c. Offering comprehensible input that is slightly above the students' current level. d. Encouraging students to memorize vocabulary lists.

18. What is the most important when starting to learn a language?. a. 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. b. 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. c. 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. d. 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.

19. 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. Solely listening to native speakers. b. Repetition drills. c. Contextual learning through problem-solving tasks. d. Memorization of grammar rules.

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

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

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

23. 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. Oral repetition. c. Sentence structure exercises. d. Vocabulary drills.

24. 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.

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

26. 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 express what you want or need. d. When language is used to influence the behavior of others, which is concerned with persuading/commanding/requesting other people to do things you want.

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

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

29. 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.

30. 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. Anxiety. d. Cognitive processing in both languages.

31. 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.

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

33. 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. Younger students are more motivated. b. Older students are naturally less capable of learning new languages. c. Younger students have more flexible phonetic acquisition abilities. d. Older students have less time to practice.

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

35. 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.

36. 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. Teaching should focus on explicit grammar rules rather than natural acquisition. b. All language skills should be taught through immersion. c. It is not relevant to classroom strategies. d. Older learners should not be taught languages.

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

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

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

40. 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. Integrate culturally sensitive activities that encourage speaking. b. Focus solely on the student's reading and writing strengths. c. Ignore the cultural background and treat all students the same. d. Assign more speaking exercises to force participation.

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

42. 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. Use the primary language to explain complex English concepts. b. Allow only native English speakers to assist. c. Focus exclusively on English to immerse students fully. d. Prohibit the use of primary languages in the classroom.

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

44. 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. Encourage the student to present in front of the class more often. c. Assign more homework to improve their English skills. d. Ignore the anxiety and focus on grammar exercises.

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

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

47. What is Imaginative function about?. a. When language is used to influence the behavior of others. 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 learn and explore the environment.

48. 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.

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

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

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

52. 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. Ignore the errors since they are minor. b. Avoid teaching prepositions to prevent confusion. c. Use explicit instruction and comparative analysis of both languages. d. Correct the student every time they make a mistake.

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

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. When two words are identical in form except for a contrast in one phoneme. Example: fan–van. 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. They are words in two languages that share a similar meaning, spelling, and pronunciation. Example: Car-carro.

55. What is Interactional function about?. a. When language is used to influence the behavior of others, which is concerned with persuading/commanding/requesting other people to do things you want. b. 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. c. When language is used to express what you want or need. d. When language is used to express personal preferences, identity, feelings, emotions, personality, opinion, and reaction of the speaker.

56. 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. Provide extra phonetic trainin. c. Focus on reading comprehension. d. Assign more vocabulary tests.

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

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

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

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

61. 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.

62. A bilingual student understands oral English instructions but struggles with written assignments What might be the cause?. a. Limited oral vocabulary. b. Poor listening skills. c. Lack of reading comprehension practice. d. Difficulty with spoken English.

63. A bilingual child switches between languages while playing. This behavior is known as: a. Bilingualism. b. Language interference. c. Code-switching. d. Translanguaging.

64. What defines bilingualism in an educational context?. a. Only speaking two languages. b. Being raised in a bilingual home. c. Proficiency in two language. d. Switching between languages.

65. A bilingual student avoids using their first language at school. How can the teacher promote a more inclusive attitude toward bilingualism?. a. Avoid addressing bilingualism directly. b. Assign activities that require using both languages. c. Encourage using only English in class (Pendiente). d. Implement strict English-only policies.

66. A student is fluent in English and their home language but struggles with identity issues in both communities. How can the teacher support this student?. a. Suggest they use only English at school. b. Encourage reflection on their bilingual identity. c. Focus only on improving language skills. d. Ignore the issue.