Sociolinguistic & Psycholinguistics

¿UNIT 1 - TOPIC 1 – SUBTOPIC 1 .2. Scenario: Analyze the following utterance comparisons: Speaker A: "Refuse should be deposited in the receptacle provided." Speaker B: "Put your rubbish in the bin, Jilly." . Q: Sociolinguists analyze these differences across five levels. Which level of variation is primarily being manipulated here to show formal vs. informal directives?. a. Syntax (Grammar/Active vs. Passive voice). b. Morphology (Word structure). c. Dialect (Regional difference). d. Sound (Pronunciation).

¿UNIT 1 - TOPIC 2 – SUBTOPIC 1 -3. Scenario: In a study of English speakers in a Western urban city, researchers record a brother and sister from the same social class. The brother frequently says, "I was talkin' to him," while the sister says, "I was talking to him." Both can use either form, but the brother uses the vernacular form more often.Q: This illustrates:?. a. The physiological effect of age. b. Gender-preferential speech. c. Gender-exclusive speech. d. Linguistic incapability.

¿UNIT 1 - TOPIC 2 – SUBTOPIC 2 - 9. Scenario: A family moves from a rural village where Quechua is the primary language to a large city where Spanish is dominant. Within two generations, the grandchildren speak only Spanish and understand very little Quechua. Q: This phenomenon is described as?. a. Gender-preferential variation. b. Pidginization. c. Language maintenance. d. Language shift.

¿UNIT 3 - TOPIC 2 – SUBTOPIC 2 - 12. Scenario: During a complex lecture, a student struggles to process the information because the professor is speaking too fast and using too many new terms at once. Q: The student's failure to understand is due to:?. a. High Cognitive Load. b. Agrammatism. c. Damage to the Motor Cortex. d. Lack of Syntactic Knowledge.

¿UNIT 3 - TOPIC 2 – SUBTOPIC 2 - 9. Scenario: You are teaching a child to create new words. The child understands that adding "un-" to "happy" makes "unhappy," and adding "-ness" makes "happiness." According to the "Types of Linguistic Knowledge", Q: which specific type of knowledge is the child demonstrating?. a. Syntactic Knowledge. b. Phonological Knowledge. c. Morphological Knowledge. d. Pragmatic Knowledge.

¿UNIT 4 - TOPIC 2 – SUBTOPIC 3 - 5. Scenario: Mr. Sato, an adult learner, has achieved a very high level of vocabulary and grammar in English. However, he retains a strong "foreign accent" that he cannot seem to get rid of, no matter how much he practices. In contrast, his 7-year-old daughter acquired a native-like accent within a year. Q: According to the physiological factors, what is the primary cause of Mr. Sato's difficulty?. a. Mr. Sato is likely suffering from aphasia. b. Adults have lost the motivation to sound like native speakers. c. The neuromuscular plasticity required for authentic pronunciation becomes rigid after puberty. d. Adults rely too much on implicit learning strategies.

¿UNIT 4 - TOPIC 2 – SUBTOPIC 3 - 6. Scenario: You are designing a curriculum for a group of adult professionals learning English for business. Based on the "Learning Strategies" Comparison in your text, Q: which approach would be most effective for this specific demographic?. a. A silent period approach where students are not allowed to speak for six months. b. A purely immersion-based approach with no grammar explanations, mimicking childhood acquisition. c. An explicit approach that provides clear grammatical rules, charts, and structure. d. A game-based approach that relies entirely on social interaction and play.

¿UNIT 4 - TOPIC 2 – SUBTOPIC 3 - 9. Scenario: In the case of Victor of Aveyron, the "Wild Boy" found in France, Dr. Itard attempted to teach him language and social skills for years. While Victor learned to empathize and perform tasks, he never learned to speak fluently. Q: What does this outcome suggest regarding the Critical Period Hypothesis?. a. That Victor was simply stubborn and refused to speak. b. That there is a biological time limit for acquiring a first language naturally. c. That language can be learned perfectly at any age with enough training. d. That intelligence is the only factor in language learning.

¿UNIT 1 - TOPIC 1 – SUBTOPIC 2 3. Scenario: A researcher is spending two years living with an indigenous community in the Amazon. Their primary goal is to document the community's oral history and understand how their specific language shapes their cultural view of the world before the language disappears. Q: Which subfield of sociolinguistics does this research belong to?. a. The Sociology of Language. b. Variationist Sociolinguistics. c. Linguistic Anthropology. d. Psycholinguistics.

¿UNIT 1 - TOPIC 2 – SUBTOPIC 1 - 4. Scenario: A group of researchers in Japan analyzes the use of the pronoun "I". They notice that men use ore (casual) and boku (semi-casual), whereas women are restricted to atashi (semi-formal) or watakushi (formal). Q: What social function does this distinction serve in this community?. a. It signals that women are expected to be more linguistically polite and formal than men. b. It indicates that men have a higher literacy rate than women. c. It shows that the Japanese language does not have gender markers. d. It proves that men are more conservative in their speech than women.

¿UNIT 2 - TOPIC 2 – SUBTOPIC 1 - 5. Scenario: A school principal decides to ban all traditional clothing, stating: "We know what's best for you; if you don't like it, you can go elsewhere. Everyone should conform to the majority." Q: This attitude is best described as:?. a. High Context behavior. b. Cultural Imposition. c. Cultural Blindness. d. Stereotyping.

¿UNIT 2 - TOPIC 2 – SUBTOPIC 2 - 9. Scenario: Globally, there are estimated to be 7,000 languages. However, statistics show that a very small number of these languages are spoken by the majority of the population. According to statistics, Q: approximately what percentage of the population speaks the top 10 languages?. a. 35%. b. 65%. c. 10%. d. 95%.

¿UNIT 3 - TOPIC 1 – SUBTOPIC 3 - 12. Scenario: A neurologist is explaining why humans can communicate complex abstract ideas while a dog can only bark to signal danger. The neurologist points to a specific biological feature mentioned in your resources covered. Q: What is this feature?. a. The ability to use body language. b. The presence of an eardrum. c. The neural network located in specific sites in the brain. d. The size of the tongue.

¿UNIT 4 - TOPIC 1 – SUBTOPIC 1 - 3. Scenario: A student in your class can read efficiently, but you notice they have trouble isolating the smallest unit of sound. For example, if you ask, "What is the first tiny sound you hear in 'Sun'?", they say "Su" instead of just /s/. Q: This student lacks proficiency in?. a. Syllable Awareness. b. Pragmatic Awareness. c. Morphological Awareness. d. Phonemic Awareness.

¿UNIT 4 - TOPIC 1 – SUBTOPIC 3 - 10. Scenario: A student reads the sentence: "The horse raced past the barn fell." They stop, confused, because they initially interpreted "raced" as the main verb, but "fell" makes that impossible. This type of sentence, Q: Which leads the reader toward an incorrect interpretation that must be corrected, is called?. a. A Compound Sentence. b. A Garden Path Sentence. c. A Passive Sentence. d. An Anaphoric Sentence.

¿UNIT 4 - TOPIC 2 – SUBTOPIC 3 - 10. Scenario: A student argues that "Adults are terrible language learners because their brains are old." You correct them by explaining that adults Actually have certain cognitive advantages over children. Q: Based on the issue of age for learning languages, what is a key cognitive advantage adults possess?. a. Greater cognitive maturity and the ability to handle abstract concepts. b. The ability to acquire perfect pronunciation. c. Greater neural plasticity. d. The ability to learn completely implicitly without effort.

¿UNIT 4 - TOPIC 2 – SUBTOPIC 3 - 13. Scenario: In the "Wrap-up" of Subtopic 2, the current academic consensus regarding the Critical Period Hypothesis is summarized. Q: Which statement best reflects this modern view?. a. While early childhood is optimal, recent research challenges the strictness of the hypothesis, showing the issue involves complex social and cognitive factors. b. The Critical Period only applies to animals, not humans. c. The Critical Period is an absolute law; no adult has ever learned a second language well. d. The hypothesis has been completely disproven; age makes no difference at all.

¿UNIT 1 - TOPIC 2 – SUBTOPIC 1 -5. Scenario: Mrs. Thompson often corrects her children's grammar, insisting they say "It is I" instead of "It's me," even though her husband rarely corrects them. Q: Which theoretical explanation for women's linguistic behavior best fits Mrs. Thompson's actions?. a. Women's role as guardian of society's values. b. The subordinate groups explanation. c. The machismo explanation. d. The biological pitch explanation.

¿UNIT 1 - TOPIC 2 – SUBTOPIC 1 -10. Scenario: While walking through a city in Germany, you see a sign for a restaurant that says "Pizza & Pasta." Even though "pizza" is Italian, it is used and understood globally. Q: In the context of language contact, this is an example of?. a. A borrowed word (loanword). b. A gender-exclusive term. c. An age-graded term. d. A pidgin language.

¿UNIT 2 - TOPIC 1 – SUBTOPIC 2 -8. Scenario: A speaker is telling a story in English but inserts a short phrase at the beginning to signal solidarity with her Turkish friend: "Günaydìn girls, did you study for today’s quiz" Q: This short, symbolic switch is known as:?. a. Creole usage. b. Situational Switching. c. Downward Convergence. d. Tag (or Emblematic) Switching.

¿UNIT 2 - TOPIC 1 – SUBTOPIC 3 - 9. Scenario: A lawyer is speaking to a colleague. She uses terms like "affidavit," "plaintiff," and "habeas corpus." Later, speaking to her child, she avoids these words completely.Q: The specific vocabulary ass ociated with her occupation (Law) is known as her:?. a. Register. b. Style. c. Dialect. d. Vernacular.

¿UNIT 3 - TOPIC 1 – SUBTOPIC 3 - 9. Scenario: A school administrator wants to cut the Sign Language program, arguing that it is just "pantomime" and not a real language system. Q: You defend the program by explaining that Sign Language is categorized as?. a. A form of non-verbal body language only. b. A universal language for individuals who are deaf or hard of hearing. c. A limited set of gestures for basic needs. d. A primitive form of animal communication.

¿UNIT 4 - TOPIC 2 – SUBTOPIC 3 - 7. Scenario: A 5-year-old immigrant child is thrown into a kindergarten class where no one speaks her language. Within six months, she is chatting fluently with her peers. She did not study grammar books; she simply wanted to play. Q: This illustrates which type of motivation?. a. Explicit Motivation. b. Neurological Motivation. c. Integrative Motivation (Social Interaction). d. Instrumental Motivation (Specific Purpose).

¿UNIT 4 - TOPIC 1 – SUBTOPIC 3- 13. Scenario: In the sentence "John went to the gym because he wanted to get fit," the reader must connect the pronoun "he" back to "John." Q: This process of connecting a pronoun to its antecedent is known as?. a. Anaphora Resolution. b. Saccadic Movement. c.Elaborative Inference. d. Garden Pathing.

¿UNIT 4 - TOPIC 2 – SUBTOPIC 3 - 12. Scenario: It is mentioned that "Effective language learning programs need to consider the needs and motivations of both children and adults." If you were designing a program for children, Q: which element would be most critical to include?. a. Lectures on syntax and morphology. b. Activities that foster social interaction and peer play. c. Memorization lists of irregular verbs. d. High-stakes testing to ensure discipline.

¿UNIT 2 - TOPIC 2 – SUBTOPIC 3 - 10. Scenario: A young family moves from a rural Quichua-speaking community to Quito for work. In the city, the parents speak Quichua to each other, but the children only answer in Spanish because they want to fit in at school. Q: What is the primary driver of this language displacement?. a. The parents have forgotten Quichua. b. The children dislike their parents. c. The desire/need to move to city areas forces people to use the H (High) variety to communicate. d. Quichua is forbidden by law in Quito.

¿LEVEL 8, UNIT 3 - TOPIC 1 – SUBTOPIC 1 -3. Scenario: In a diagram on the whiteboard, you see a process where a concept in Speaker A's brain triggers a sound pattern, which travels to Speaker B's ear and is transmitted to their brain to be matched with a concept. Q:This model is known as?. a. The Universal Language Model. b. Saussure’s Speech Circuit. c. The Non-Verbal Feedback Loop. d. The Articulatory Vibration System.

¿UNIT 3 - TOPIC 1 – SUBTOPIC 3 - 4. Scenario: A left-handed student asks you about the "Motor Theory of Lateralization." They want to know if their language center is located in their right hemisphere. According to the statistics in your course material, Q: what is the probability that their language activity is actually located in the left hemisphere?. a. 70%. b. 15%. c. 92%. d. 0% (It is always on the right for left-handed people).

¿UNIT 1 - TOPIC 1 – SUBTOPIC 2 -4. Scenario: The government of a country is reviewing census data to decide which languages should be used in public schools. They are looking at macro-level data regarding the number of speakers of various indigenous languages versus the national language to create a new language policy. Q: This study falls under:?. a. Linguistic Anthropology. b. The Sociology of Language. c. Micro-sociolinguistics. d. Variationist Sociolinguistics.

¿UNIT 1 - TOPIC 1 – SUBTOPIC 3- 12. Scenario: From the materials covered in the course, according to Holmes, 2013, a person might use the passive voice rather than the active voice in a public sign. Q: Why might a person use the passive voice ("Refuse should be deposited...") rather than the active voice ("Put your trash...") in a public sign?. a. To show high solidarity with the reader. b. To increase the affective content of the message. c. To decrease the social status of the reader. d. To show a formal relationship and social detachment.

¿UNIT 1 - TOPIC 2 – SUBTOPIC 1 -12. Scenario: A group of students is discussing the "Spanglish" spoken in parts of the United States. One student notes that using Spanglish isn't just about not knowing a word; it's about showing that you belong to two cultures simultaneously. Q: This analysis focuses on?. a. Identity and social relations in language contact. b. The physiological limitations of the speaker. c. The lack of standard grammar education. d. The biological basis of gender.

¿UNIT 3 - TOPIC 1 – SUBTOPIC 2 - 7. Scenario: Two friends are talking. One says, "I am so happy for you," but their voice is flat and monotone, and their face is expressionless. The receiver feels confused and decides the friend is actually sarcastic. Q:This specific failure in communication is described in your text as?. a. A break in the neural network. b. A failure of the Saussurean Circuit. c. Words contradicting non-verbal behavior. d. A lack of linguistic capacity.

¿UNIT 3 - TOPIC 1 – SUBTOPIC 3 - 5. Scenario: Dr. Smith explains to a class that speech production is considered a "fine motor movement" similar to logical reasoning. Therefore, both are controlled by the same hemisphere.Q: Smith explaining?. a. The Motor Theory of Lateralization. b. The Cognitive Load Theory. c. The Innatist Theory. d. The Creative Act Theory.

¿UNIT 3 - TOPIC 2 – SUBTOPIC 2 - 10. Scenario: A professor argues: "We cannot reduce the human mind to just simple neuronal impulses; however, without the brain, there is no mind. Q: This argument is used to explain the relationship between:?. a. The Material Base (Brain) and the Ideal Base (Mind/Intentions). b. Right hemisphere and Left hemisphere. c. Broca's Area and Wernicke's Area. d. Spoken language and Sign language.

¿LEVEL 8, UNIT 3 - TOPIC 1 – SUBTOPIC 1- 2. Scenario: A student, Jorge, is presenting his thesis. He feels nervous, so his voice shakes, and he avoids looking at the audience. Afterward, his peers remark that they didn't believe his arguments, even though his facts were correct. Q:Which statistic from the nature of the language explains this outcome?. a. Verbal and non-verbal communication always carry equal weight in academic settings. b. Verbal communication accounts for only 20-35% of the message, while non-verbal accounts for 65-85%. c. Verbal communication accounts for 65-85% of the message, so his facts should have mattered more. d. Non-verbal communication accounts for only 20-35% of the message, so the reaction is unusual.

¿UNIT 3 - TOPIC 1 – SUBTOPIC 2 - 8. Scenario: You are observing a classroom interaction. The teacher uses a "channel" of communication that involves "posture and body distance." Q: Which category does this specific channel belong to?. a. Non-Verbal Communication. b. Verbal Communication. c. Auditory Vibration. d. Linguistic Utterance.

¿UNIT 3 - TOPIC 1 – SUBTOPIC 3 - 3. Scenario: You are analyzing the case of a patient with damage to Area 22, 39, and 40 (including the angular gyrus). While the patient speaks fluently, they struggle significantly to understand what is being said to them. Q: Which region is implicated?. a. Wernicke's Area. b. The Occipital Lobe. c. The Motor Cortex. d. Broca's Area.

¿UNIT 1 - TOPIC 1 – SUBTOPIC 2- 5. Scenario: Dr. Smith is conducting a study in New York City. She records 100 people pronouncing the letter "r" in words like "car" and "floor." She then correlates the presence or absence of the "r" sound with the speakers' socioeconomic class and age using quantitative methods. Q: Which subfield is Dr. Smith practicing?. a. Linguistic Anthropology. b. Variationist Sociolinguistics. c. Historical Linguistics. d. The Sociology of Language.

¿UNIT 1 - TOPIC 1 – SUBTOPIC 3- 10. Scenario: You are at a job interview (Setting A) and later at a football game (Setting B). Setting A: "I believe my skills are a perfect match for this company." Setting B: "Pass the ball! Come on!" Q: Which social dimension best explains the difference in the type of interaction mandated by these settings?. a. The Formality Scale. b. The Affective Scale. c. The Status Scale. d. The Solidarity Scale.

¿UNIT 1 - TOPIC 2 – SUBTOPIC 1 - 6. Scenario: Two male friends are watching a boxing match. They use heavy slang, swear words, and non-standard grammar ("We ain't scared of nothin'"). A sociolinguist suggests they are doing this subconsciously to appear "tough" or masculine. Q: This supports which explanation?. a. Vernacular forms express machismo. b. Physiological pitch constraints. c. Gender-exclusive requirements. d. The social status explanation.

¿UNIT 2 - TOPIC 1 – SUBTOPIC 1 -3. Scenario: Generations later, the children of the merchants mentioned in the previous scenario grow up hearing this "trade language" at home. They acquire it as their first language, expanding its vocabulary and grammatical complexity to express all human emotions and needs. Q: This language has now become a:?. a. Pidgin. b. Creole. c. High Variety. d. Lingua Franca.

¿UNIT 2 - TOPIC 1 – SUBTOPIC 2 - 5. Scenario: During a conversation, a speaker says: "You have an exam next week, no te olvides que debes estudiar." The speaker finishes one complete clause in English and switches to Spanish for the next clause. Q: This is an example of:?. a. Code-switching. b. Code-mixing. c. Leakage. d. Tag switching.

¿UNIT 2 - TOPIC 1 – SUBTOPIC 3 - 10. Scenario: While "Register" refers to the vocabulary of a specific group, Q: Style is analyzed along a scale of:?. a. Time (Old vs. New). b. Gender (Masculine vs. Feminine). c. Formality (Formal vs. Informal). d. Geography (North vs. South).

¿UNIT 2 - TOPIC 2 – SUBTOPIC 1 - 2. Scenario: An American tourist in Rio de Janeiro, Brazil, flashes the "OK" hand sign (thumb and index finger forming a circle) to a local waiter to indicate the food was good. The waiter looks offended. Q: Why did this communication fail?. a. The gesture means "money" in Brazil. b. The gesture is considered an insult (equivalent to "cuckold" or vulgarity) in Brazil. c. Brazilians do not use hand gestures. d. The gesture means "zero" or "worthless" in Brazil.

¿UNIT 2 - TOPIC 2 – SUBTOPIC 2 - 6. Scenario: You are analyzing a recording of a speaker from Ecuador. The speaker is from a large city on the coast. You notice they have a specific intonation often stereotypically associated with "African roots" and use a dialect distinct from the highlands. Q: Which dialect is this speaker likely using?. a. Equatorial Pacific Spanish (Coastal/Chocoano). b. Andean Spanish. c. Jungle Spanish. d. Amazonian Spanish.

¿UNIT 2 - TOPIC 2 – SUBTOPIC 3 - 11. Scenario: According to the demographic statistics covered about, Q: What is the current linguistic breakdown of Ecuador regarding the dominant Language versus Quichua?. a. 80% Spanish, 20% Quichua. b. 50% Spanish, 50% Quichua. c. 95% Spanish, 5% Quichua. d. 100% Spanish.

¿UNIT 2 - TOPIC 1 – SUBTOPIC 1- 2. Scenario: Two merchants from different countries meet at a port to trade goods. They do not share a common language. Over time, they develop a simplified communication system with very basic grammar and limited vocabulary related strictly to buying and selling. This system has no native speakers. Q: This linguistic system is known as a:?. a. Standard Language. b. Creole. c. Vernacular. d. Pidgin.

¿LEVEL 8, UNIT 3 - TOPIC 1 – SUBTOPIC 1 1. Scenario: During a lecture on the nature of language, Professor Miller explains that while animals can communicate basic needs, they lack a specific capability found in humans. She describes a complex neural network in the brain that allows humans to produce an infinite number of unique sentences. Q: According to the nature of language vs. human communication, what fundamental distinction is the professor highlighting. a. The difference between simple communication and the linguistic capacity of language. b. The difference between Saussure's Speech Circuit and the eardrum's vibrations. c. The difference between verbal and non-verbal channels. d. The difference between High Context and Low Context cultures.

¿UNIT 3 - TOPIC 1 – SUBTOPIC 2 - 5. Scenario: During a job interview, a candidate answers every question with perfect grammar and extensive vocabulary. However, they slouch in their chair, avoid eye contact, and cross their arms defensively. According to the statistics provided, Q:how is the interviewer most likely to interpret this interaction?. a. They will focus solely on the vocal inflections. b. They will trust the verbal message because it accounts for 85% of communication. c. They will perceive a "miscommunication" or lack of confidence because non-verbal behavior accounts for 65-85% of the message. d. They will ignore the body language because it is not part of the linguistic neural network.

¿UNIT 3 - TOPIC 1 – SUBTOPIC 3 - 10. Scenario: Students in your class are tasked with learning basic expressions in ASL as part of an activity. Q:What does the acronym ASL stand for, as referenced in your course materials?. a. Artistic Sign Language. b. American Sign Language. c. Australian Sign Language. d. Acoustic Sign Language.

¿UNIT 3 - TOPIC 2 – SUBTOPIC 1 - 1. Scenario: During a neurological study, a participant is asked to perform a "semantic decision task," such as determining whether the word "Justice" represents an abstract or concrete entity. According to research cited (Cortés, 1992),Q: which specific area of the brain is likely to be most active during this task?. a. The Visual Cortex. b. Broca’s Area. c. Wernicke’s Area. d. The Parietal Lobe.

¿UNIT 3 - TOPIC 2 – SUBTOPIC 2 - 11. Scenario: A student asks, "Is Sign Language considered less 'linguistic' than spoken language because it doesn't use the vocal cords?" Q: Based on the section on Knowledge and Performance, how should you answer?. a. No, both are linguistic to the same degree and constitute the two fundamental modalities of human language. b. No, but it is considered a simplified version of spoken language. c. Yes, it is considered a form of pantomime, not language. d. Yes, because it does not involve the left hemisphere.

¿UNIT 4 - TOPIC 1 – SUBTOPIC 1 - 2. Scenario: During a therapy session, a child is able to tell you that the word "Cat" is made up of the sound /k/ and the ending /at/. However, the child struggles to identify that "Bat" and "Rat" share the same ending sound. Q: Which component of phonological awareness is this child demonstrating partially?. a. Onset-Rime Awareness. b. Whole Word Recognitio. c. Syntactic Processing. d. Sentence Segmentation.

¿UNIT 4 - TOPIC 1 – SUBTOPIC 1 - 4. Scenario: You present the sentence "The quick brown fox" to a learner. You ask them to count how many distinct words are in the sentence. They answer "Four." Q: This ability to discriminate individual words from a continuous stream of speech or text is defined as?. a. Rime Detection. b. Syllabification. c. Word Awareness. d. Onset Detection.

¿UNIT 4 - TOPIC 1 – SUBTOPIC 2 - 6. Scenario: A student is reading a complex text about "Quantum Physics." You notice that their eyes frequently dart backward to re-read previous words like "entanglement" and "superposition." In eye-tracking terms,Q: These backward movements are known as?. a. Progressions. b. Perceptual Spans. c. Regressions. d. Fixation Durations.

¿UNIT 4 - TOPIC 1 – SUBTOPIC 2 - 9. Scenario: According to the "Moving Window" experiments described in the text, if you cover the entire text except for the word the reader is looking at, their reading speed slows drastically.Q: This proves that readers need to use which field of vision to preview upcoming words?. a. The Parafovea. b. The Periphery only. c. The Fovea only. d. The Blind Spot.

¿UNIT 4 - TOPIC 1 – SUBTOPIC 3 - 11. Scenario: Two researchers are arguing about how we parse sentences. Researcher A says: "We use grammar rules first to build a structure. We only check meaning later." Researcher B says: "No, we use grammar, meaning, and context all at the same time to build the structure." Q: Researcher A is advocating for which approach?. a. The Modular Approach. b. The Contextual Approach. c. The Phonological Approach. d. The Constructionist Approach.

¿UNIT 4 - TOPIC 2 – SUBTOPIC 1 - 1. Scenario: Mrs. Dalloway is teaching a beginner EFL class. She notices that her 6-year-old students seem to absorb new phrases simply by playing games and listening to songs, without asking "why." In contrast, her adult evening students constantly ask for grammar charts and rules to explain sentence structures. Q: According to Adults and children behavior, which cognitive difference best explains the adults' behavior?. a. Adults have a critical period that prevents them from understanding syntax. b. Adults rely more on explicit learning strategies due to a more rigid neural structure. c. Adults lack the motivation for social interaction that children possess. d. Adults learn best through implicit exposure but are resistant to classroom settings.

¿UNIT 4 - TOPIC 2 – SUBTOPIC 3 - 11. Scenario: Imagine a 12-year-old child and a 40-year-old adult both start learning French today. Research cited in your bibliography (e.g., Birdsong, 2006) suggests that in the short term (the first few months), the adult might actually progress faster. Q: Why?. a. Because the child is too shy. b. Because the adult can use explicit strategies to "hack" the language quickly. c. Because the adult has a Critical Period. d. Because the adult has better hearing than the child.

¿UNIT 2 - TOPIC 2 – SUBTOPIC 3 - 13. Scenario: An indigenous community in the Andes has intense contact with Spanish speakers. Over time, the Spanish spoken in this area begins to show strong influence from Quechua and Aymara. Q: This mutual influence is most strong in which areas?. a. Universities only. b. Rural areas. c. Coastal cities. d. International airports.