Applied Linguistics (2005)

1. 101. The speech centre is located in adults
   A. in the front part of the brain
   B. on the left side of the brain
   C. at the back of the brain
   D. on the right side of the brain

   1. AA. in the front part of the brain
   2. BB. on the left side of the brain
      
   3. CC. at the back of the brain
   4. DD. on the right side of the brain
2. 202. Lateralization refers to
   A. the time when L1 acquisition is possible
   B. the process of gradual forgetting L1
   C. the location of speech organs
   D. the division of language functions into hemispheres

   1. AA. the time when L1 acquisition is possible
      
   2. BB. the process of gradual forgetting L1
   3. CC. the location of speech organs
      
   4. DD. the division of language functions into hemispheres
3. 303. Babling refers to
   A. the sound produced by apes while trying to speak
   B. the sound produced by adult L2 learners in classroom conditions
   C. a distorted form of interlanguage in mentally retarded L2 learners
   D. a stage in human language development

   1. AA. the sound produced by apes while trying to speak
      
   2. BB. the sound produced by adult L2 learners in classroom conditions
      
   3. CC. a distorted form of interlanguage in mentally retarded L2 learners
      
   4. DD. a stage in human language development
4. 404. According to mentalist theories of first LA the nature of human language involves
   A. creativity and incremental development
   B. stimulus-resposnse-reinforcement
   C. creativity and conditioning
   D. parallel distribution processing

   1. AA. creativity and incremental development
      
   2. BB. stimulus-resposnse-reinforcement
      
   3. CC. creativity and conditioning
      
   4. DD. parallel distribution processing
5. 505. Flying planes can be dangerous. This sentence may be difficult to understand because
   A. of its surface structure ambiguity
   B. it is grammatically incorrect
   C. of its deep strucutre ambiguity
   D. it is sociolinguistically unacceptable

   1. AA. of its surface structure ambiguity
      
   2. BB. it is grammatically incorrect
      
   3. CC. of its deep strucutre ambiguity
      
   4. DD. it is sociolinguistically unacceptable
6. 606. Declarative knowledge (the knowledge of grammar rules) can be described as knowing
   A. what
   B. when
   C. that
   D. how

   1. AA. what
      
   2. BB. when
      
   3. CC. that
      
   4. DD. how
7. 707. According to the Behaviourist learning theory, the way in which previous learning
   prevents the learning of new habits is referred to as
   A. fossilization
   B. backsliding
   C. negative feedback
   D. proactive inhibition

   1. AA. fossilization
      
   2. BB. backsliding
      
   3. CC. negative feedback
      
   4. DD. proactive inhibition
8. 808. Learners’ utterances constructed by borrowing chunks from the preceding discourse
   and adding to these from the learners ownb resources (e.g. No + come here) are called
   A. transitional constructions
   B. interlanguage patterns
   C. vertical structures
   D. formulaic scripts

   1. AA. transitional constructions
      
   2. BB. interlanguage patterns
      
   3. CC. vertical structures
      
   4. DD. formulaic scripts
9. 909. The Capability Continuum model of SLA (Tarone 1978) emphasizes
   A. the distinctness of 'acquired' and 'learned' knowledge
   B. the interface between the 'acquired' and 'learned' knowledge
   C. the role of the linguistic and situational context
   D. the role of interactions in developing L2 competence

   1. AA. the distinctness of 'acquired' and 'learned' knowledge
      
   2. BB. the interface between the 'acquired' and 'learned' knowledge
      
   3. CC. the role of the linguistic and situational context
      
   4. DD. the role of interactions in developing L2 competence
10. 1010. The diffusion model of SLA (Gatbonton) accounts for the way that learners
    A. organize the language they hear according to the rules they construct
    B. produce correct language forms on some occasions but incorrect on other occasions
    C. develop and change their internal rules, sorting out how to use forms correctly
    D. fail to reach L2 competence, or 'backslide' to some earlier forms of interlanguage

    1. AA. organize the language they hear according to the rules they construct
       
    2. BB. produce correct language forms on some occasions but incorrect on other occasions
       
    3. CC. develop and change their internal rules, sorting out how to use forms correctly
       
    4. DD. fail to reach L2 competence, or 'backslide' to some earlier forms of interlanguage

11. 1111. The learner produces correct forms of the –s ending in a single clause but fails to do so in subordinate clauses. This is an example of IL variability determined probably by
    A. the linguistic context
    B. the learner factors
    C. the situtational context
    D. memory limitations

    1. AA. the linguistic context
       
    2. BB. the learner factors
       
    3. CC. the situtational context
       
    4. DD. memory limitations
12. 1212. *He didn’t went there. This is an example of an error resulting most probably from
    A. omission
    B. overgeneralization
    C. using archiforms
    D. double marking

    1. AA. omission
       
    2. BB. overgeneralization
       
    3. CC. using archiforms
       
    4. DD. double marking
13. 1313. Increased self-consciousness and inhibition in SLA are associated with the onset of
    A. acculturation
    B. L1 allrition
    C. lateralization
    D. formal operations

    1. AA. acculturation
       
    2. BB. L1 allrition
       
    3. CC. lateralization
       
    4. DD. formal operations
14. 1414. Success in SLA is related to the age when learning begins, particularly in the case of
    A. pronunciation
    B. reading comprehension
    C. fluency in speaking
    D. vocabulary acquistion

    1. AA. pronunciation
       
    2. BB. reading comprehension
       
    3. CC. fluency in speaking
       
    4. DD. vocabulary acquistion
15. 1515. Intelligence may be a strong predictor of L2 success in
    A. classroom learning
    B. naturalistic SLA
    C. both A and B
    D. neither A nor B

    1. AA. classroom learning
       
    2. BB. naturalistic SLA
       
    3. CC. both A and B
    4. DD. neither A nor B
16. 1616. Selinker mentions several cognitive processes operating in the interlanguage such as
    A. monitoring
    B. language interference
    C. inferencing
    D. transfer of training

    1. AA. monitoring
       
    2. BB. language interference
       
    3. CC. inferencing
    4. DD. transfer of training
17. 1717. Which of the four is not a theory of second language acquisition?
    A. The Mentalist Theory
    B. The Neurofunctional Theory
    C. The Behaviourist Theory
    D. The Universal Grammar Theory

    1. AA. The Mentalist Theory
       
    2. BB. The Neurofunctional Theory
       
    3. CC. The Behaviourist Theory
    4. DD. The Universal Grammar Theory
18. 1818. Phonetic coding ability and grammatical sensitivity are two factors constituting the learner’s
    A. cognitive style
    B. field (in)dependence
    C. FL aptitude
    D. verbal intelligence

    1. AA. cognitive style
       
    2. BB. field (in)dependence
       
    3. CC. FL aptitude
       
    4. DD. verbal intelligence
19. 1919. Unlike English, Polish has only one present tense. According to the Contrastive Analysis Hypothesis this kind of learning context for a Polish learner is described as
    A. coalesence
    B. split
    C. convergence
    D. overdifferentiation

    1. AA. coalesence
       
    2. BB. split
       
    3. CC. convergence
       
    4. DD. overdifferentiation
20. 2020. A learner who attends an English course in London is in the context of
    A. second language acquisition
    B. second language learning
    C. foreign language learning
    D. foreign language acquisition

    1. AA. second language acquisition
       
    2. BB. second language learning
       
    3. CC. foreign language learning
       
    4. DD. foreign language acquisition
21. 2121. Interlanguage can be described as permeable, which means it is
    A. dynamic
    B. stable
    C. open to changes
    D. unpredictable

    1. AA. dynamic
       
    2. BB. stable
       
    3. CC. open to changes
    4. DD. unpredictable
22. 2222. Errors that are found in first and second language acquisition data are referred to as
    A. ambigious
    B. interference-like
    C. developmental
    D. unique

    1. AA. ambigious
       
    2. BB. interference-like
       
    3. CC. developmental
       
    4. DD. unique
23. 2323. Interference seems to be a major source of errors in FL study in
    A. classroom learning
    B. naturallistic acquisition
    C. both A and B
    D. neither A nor B

    1. AA. classroom learning
       
    2. BB. naturallistic acquisition
       
    3. CC. both A and B
       
    4. DD. neither A nor B
24. 2424. The learner uses a non-L2 form but adapts it to make it appear like a L2 form, e.g. ‘*Now in TV there are many reklams.’ This is an example of a strategy referred to as
    A. code-switching
    B. word coinage
    C. restructuring
    D. foreignizing

    1. AA. code-switching
       
    2. BB. word coinage
       
    3. CC. restructuring
       
    4. DD. foreignizing
25. 2525. The learner uses a form in his/her L1 (I don’t have any bigos) in the L2 production. This is an example of a strategy of
    A. code-switching
    B. literal translation
    C. restructuring
    D. foreignizing

    1. AA. code-switching
       
    2. BB. literal translation
       
    3. CC. restructuring
       
    4. DD. foreignizing
26. 2626. Using previously acquired knowledge to facilitate a new language learning task is referred to as
    A. contextualization
    B. recombination
    C. elaboration
    D. transfer

    1. AA. contextualization
       
    2. BB. recombination
       
    3. CC. elaboration
       
    4. DD. transfer
27. 2727. According to Oxford (1990) which type of learning strategies is classified ‘indirect’?
    A. Memory
    B. Cognitive
    C. Metacognitive
    D. Compensation

    1. AA. Memory
       
    2. BB. Cognitive
       
    3. CC. Metacognitive
       
    4. DD. Compensation
28. 2828. According to Bialystok’s (1978) model of L2 learning explicit linguistic knowledge can be turned into implicit linguistic knowledge by means of
    A. functional practicing
    B. formal practising
    C. language exposure
    D. inferencing

    1. AA. functional practicing
       
    2. BB. formal practising
       
    3. CC. language exposure
       
    4. DD. inferencing
29. 2929. The following categorical rule, [X-> Y/__A] describes a certain speech behaviour.The first sound of ‘thing’(X) is realized as /t/ (Y) in a casual style (A). This sort of study of changes in speech as style shifting was introduced by
    A. Ellis
    B. Labov
    C. Chomsky
    D. Preston

    1. AA. Ellis
       
    2. BB. Labov
       
    3. CC. Chomsky
       
    4. DD. Preston
30. 3030. In the speech planning models used to explain variability in L2 interlanguage (e.g. Crookes) the main factor(s) influencing the learner’s production is/are
    A. demands of short term memory
    B. varying attention to speech
    C. the speaker's attitude to the addressee
    D. pre- and post-articulation monitoring

    1. AA. demands of short term memory
    2. BB. varying attention to speech
       
    3. CC. the speaker's attitude to the addressee
       
    4. DD. pre- and post-articulation monitoring
31. 3131. Which of the following learner factors influences fossilization?
    A. intelligence
    B. FL aptitude
    C. cognitive style
    D. personality

    1. AA. intelligence
       
    2. BB. FL aptitude
       
    3. CC. cognitive style
       
    4. DD. personality
32. 3232. Schmidt (1990) distinguishes three senses of ‘consciousness’ in SLA. They are
    A. awareness, perception and noticing
    B. intention, perception and knowledge
    C. intention, perception and awareness
    D. awareness, intention and knowledge

    1. AA. awareness, perception and noticing
    2. BB. intention, perception and knowledge
       
    3. CC. intention, perception and awareness
    4. DD. awareness, intention and knowledge
33. 3333. The Competition Model of SLA takes its name from the ‘competition’ that arises
    A. from the different devices that signal a particular function of sentence constituents
    B. from the different mechanisms of perceiving, storing and retrieving information
    C. between different pieces of information in the input before they are processed
    D. between implicit and explicit knowledge at various stages of speech production

    1. AA. from the different devices that signal a particular function of sentence constituents
       
    2. BB. from the different mechanisms of perceiving, storing and retrieving information
       
    3. CC. between different pieces of information in the input before they are processed
    4. DD. between implicit and explicit knowledge at various stages of speech production
34. 3434. The Parallel Distributed Processing Model differs from other models of language acquisition because it rejects the concept of
    A. linguistic input and output
    B. declarative and procedural knowledge
    C. short and long-term memory
    D. information storage and processing

    1. AA. linguistic input and output
       
    2. BB. declarative and procedural knowledge
       
    3. CC. short and long-term memory
       
    4. DD. information storage and processing
35. 3535. The Operating Principles Model was designed to account for
    A. different sentence interpretations in terms of their components (subject, object)
    B. why certain linguistic forms are used correctly on one ocassion but not on the others (She go)
    C. why certain linguistic forms appear in learners' L2 before others (e.g. -ing before -ed)
    D. how L2 learners activate certain elements of their mental lexicon (e.g. foot; kick)

    1. AA. different sentence interpretations in terms of their components (subject, object)
       
    2. BB. why certain linguistic forms are used correctly on one ocassion but not on the others (She go)
       
    3. CC. why certain linguistic forms appear in learners' L2 before others (e.g. -ing before -ed)
       
    4. DD. how L2 learners activate certain elements of their mental lexicon (e.g. foot; kick)
36. 3636. Universal Grammar (UG) is a system of linguistic universals, elements or properties characteristic of all languages (Chomsky 1981). These universals consist of
    A. deep and surface structure
    B. principles and parameters
    C. rules and representations
    D. markedness and prototypicality

    1. AA. deep and surface structure
       
       
    2. BB. principles and parameters
    3. CC. rules and representations
       
    4. DD. markedness and prototypicality
37. 3737. Empirical studies on subjacency and the pro-drop parameter aim primarily at accounting for
    A. the availability of UG in L2 acquisition
    B. the role of typological universals
    C. the order of acquisition of (un)marked forms
    D. the influence of the linguistic context on SLA

    1. AA. the availability of UG in L2 acquisition
       
    2. BB. the role of typological universals
    3. CC. the order of acquisition of (un)marked forms
    4. DD. the influence of the linguistic context on SLA
38. 3838. Attempts by language users to perform specific actions or functions such as requests and apologies are referred to as
    A. pragmatic acts
    B. communication acts
    C. interactional acts
    D. speech acts

    1. AA. pragmatic acts
       
    2. BB. communication acts
       
    3. CC. interactional acts
       
    4. DD. speech acts
39. 3939. The learner replaces one L2 form with another one (lion ->animal). This is the example of an achievement strategy referred to as
    A. paraphrase
    B. substitution
    C. word coinage
    D. expansion

    1. AA. paraphrase
       
    2. BB. substitution
       
    3. CC. word coinage
       
    4. DD. expansion
40. 4040. The CALP/BISC distinction (Cummins 1979) refers to two kinds of
    A. learning style
    B. cognitive style
    C. language ability
    D. language processing

    1. AA. learning style
       
    2. BB. cognitive style
       
    3. CC. language ability
       
    4. DD. language processing
41. 4141. The ability to notice and identify similarities and differences in grammatical form and meaning is referred to (Carroll 1965) as
    A. grammatical sensitivity
    B. deductive ability
    C. inductive ability
    D. FL aptitude

    1. AA. grammatical sensitivity
    2. BB. deductive ability
    3. CC. inductive ability
       
    4. DD. FL aptitude
42. 4242. Which personality feature is part of the Affective Filter Hypothesis?
    

    1. AA. anxiety
       
    2. BB. empathy
       
    3. CC. risk-taking
       
    4. DD. inhibition
43. 4343. Krashen’s Monitor Theory is the example of
    

    1. AA. the interface position
       
    2. BB. the non-interface position
       
    3. CC. the variability position
       
    4. DD. the intercationist position
44. 4444. (1) Grammar instruction changes the natural sequence of acquisition
    (2) Grammar instruction enables learners to progress along the natural order more rapidly.
    Which of the two statements is true?
    

    1. AA. (1)
       
    2. BB. (2)
       
    3. CC. (1) and (2)
       
    4. DD. neither (1) nor (2)
45. 4545. The effects of formal instruction are more durable when the learner
    

    1. AA. receives language-centred instruction
       
    2. BB. is advanced rather than a beginner
       
    3. CC. is a child rather than an adult
       
    4. DD. has continuous access to communication
46. 4646. Consciousness-raising is a type of instruction designed to make a learner aware of
    

    1. AA. specific linguistic features
       
    2. BB. the use of communication strategies
       
    3. CC. the nature of language communication
       
    4. DD. the nature of language learning
47. 4747. Learner-instruction matching is part of which aspect of formal instruction?
    

    1. AA. strategy training
       
    2. BB. langauge-centred
       
    3. CC. learner-centred
       
    4. DD. none of the above
48. 4848. ‘Focus on forms’ refers to instruction that
    

    1. AA. aims at teaching integrated skills
       
    2. BB. aims at teaching sentence patterns
       
    3. CC. isolates langauge forms to teach separately
       
    4. DD. combines a focus on form and meaning
49. 4949. Metacognitive goals of formal instruction focus mainly on
    

    1. AA. pronunciation
       
    2. BB. grammar
       
    3. CC. strategy training
       
    4. DD. discourse structure
50. 5050. The ‘zero option’ advocates
    

    1. AA. providing learners with adequate, sufficient and comprehensive input
       
    2. BB. providing learners with examples of language use but no grammar rules
       
    3. CC. teaching a foreign langauge with no reference to the mother tongue
       
    4. DD. abandoning any type of formal teaching, both explicit and implicit

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Quiz on Applied Linguistics (2005), created by Kasia Orzech on 02/07/2015.

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Kasia Orzech

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