The In-service Methodology and Background Theory Diagnostic Test

An acculturation model refers to:
1. how much a learner knows about the culture of the target language.
2. the fact that learners who need to or can integrate with the target culture learn better.
3. how learners can bring their own culture to the classroom.
4. how learners see their own culture.
The term affordance refers to:
1. what the learner perceives as useful in an item.
2. how much a learner is willing to invest in training.
3. what a learner can already do.
4. how much a learner is involved.
An agglutinating language will have:
1. a low morpheme to word ratio.
2. a high morpheme to word ratio.
3. endings on words only showing case and tense.
4. very few inflexions.
An analytic or isolating language will have:
1. a low morpheme to word ratio.
2. lots of compound verbs.
3. many tense endings.
4. a high morpheme to word ratio.
An approximative system is related to the concept of:
1. interlanguage.
2. appropriacy.
3. adjacency.
4. overgeneralisation.
Avoidance is a kind of:
1. coping strategy.
2. facilitation tactic.
3. testing strategy.
4. question evasion strategy.
A barrier test is designed to:
1. discover learners' strengths and weaknesses.
2. diagnose a learner's level.
3. filter learners for admission to particular courses.
4. check a learner's aptitude for learning.
CLIL stands for:
1. Content and Language Integrated Learning.
2. Class and Intelligence Interest.
3. Communicative Language in Cooperation.
4. Communication Level in Learning.
A cognate word is one which:
1. is misleadingly similar in a learner's first language.
2. is similarly derived and related in meaning in the learner's first language.
3. forms a couplet.
4. is always a false friend.
Competence refers to:
1. the speaker's internalised knowledge of the language.
2. what a person can say in a language.
3. communicative ability.
4. linguistic ability.
Construct validity describes:
1. a test-setter's ability to identify what is being tested.
2. whether and how far a test will produce similar results to similar tests.
3. how the test is perceived by the test taker.
4. whether a test really targets what the designer says it targets.
Criterion referenced testing means:
1. measuring ability against a set of criteria.
2. setting a test that requires adherence to a set of criteria.
3. grading learners in comparison to each other.
4. marking a test objectively.
The critical period hypothesis claims that:
1. language cannot be fully acquired after a certain age.
2. language items must be introduced only when the learner is ready to process them.
3. children learn faster than adults.
4. language is acquired not learned.
A distractor is:
1. a wrong answer in a multiple-choice test.
2. a poorly written test rubric.
3. an impediment to noticing language items.
4. an impediment to comprehension of a reading or listening text.
Encyclopaedic knowledge refers to:
1. what a person knows about the world in general.
2. what a learner is expected to know about the language.
3. what a teacher needs to know.
4. what people know about each other.
Facilitation refers to:
1. the ways in which speakers can make their messages easier to understand.
2. making things simpler in tests.
3. scaffolding learners' efforts.
4. operating in the Zone of Proximal Development.
Guided discovery is closely related to:
1. inductive learning.
2. deductive learning.
3. structural linguistics.
4. task-based learning and teaching.
Shielding devices:
1. protect the writer from accusations of too much certainty.
2. disguise the writer's intentions.
3. protect learners from feelings of insecurity.
4. are a way of rebutting criticisms.
Innateness theory claims that:
1. the ability to learn a language is genetically determined.
2. people learn by imitation.
3. learning ability is genetically determined.
4. all languages are innate.
Interference refers to:
1. the negative effect of a learner's first language(s) on the learning of a target language.
2. the effect of unknown vocabulary items blocking comprehension.
3. the effect of poorly timed error correction.
4. the effect of background noise or indistinctness in terms of listening comprehension.
The Sapir-Whorf hypothesis refers to:
1. the claim that people's first languages determine the nature of their thoughts.
2. the claim that all languages have the same basic structural building blocks.
3. the assumption that language acquisition requires a cognitive commitment.
4. the claim that language is best learned through interactions with native speakers.
The term lexicon refers to:
1. a learner’s total knowledge of words in a language.
2. dictionary entries.
3. the possible words which can be constructed from the language's morphemes.
4. the way in which words are stored and retrieved from memory.
Metalanguage is:
1. the language we use to talk about language.
2. a learner's use of invented or first-language words to help production.
3. circumlocution.
4. asking for clarification and repetition.
Mode of discourse refers to:
1. the medium of communication which is used.
2. the topic area in which language is produced.
3. the relationship between hearer and speaker and / or reader and writer.
4. the nature of the verbal processes which are involved in a text.
Monitor listening is the equivalent in listening of:
1. scanning.
2. skimming.
3. intensive reading.
4. extensive reading.
The natural approach is:
1. a teaching approach based on a theory of how people acquire their first language(s).
2. another term for direct method.
3. a communicative approach focused on natural conversation.
4. an approach similar to Dogme which focuses on emergent language.
Noticing the gap consists of:
1. comparing what you see and hear with what you produce.
2. making yourself aware of language form and function.
3. being alert to how things are pronounced.
4. testing learners through a Cloze test procedure.
A notional syllabus focuses on:
1. language used to express fundamental concepts.
2. cognitive theories of learning.
3. adjacency pairs.
4. strategic communicative competence.
Overgeneralisation is also referred to as:
1. ignorance of rule restriction.
2. failing to hedge appropriately.
3. assuming an item will be irregular.
4. U-shaped learning.
Problematising is also referred to as:
1. the garden path approach.
2. noticing.
3. task-based learning and teaching.
4. making tests at the right level.
A procedural syllabus focuses on:
1. tasks to be accomplished.
2. writing skills.
3. situations in which language may be used.
4. presentation before production.
Register refers to:
1. the field of interest in which language occurs.
2. the level of formality.
3. the relationship between speaker and listener.
4. the roles of the participants in communication.
Reliability is:
1. a measure of how trustworthy a test is.
2. a measure of how well a test focuses on the aims of a teaching programme.
3. a measure of how easy a test is to mark.
4. a measure of how practical a test is to administer.
Schemata are:
1. mental frameworks in which information is ordered and classified.
2. various types of encyclopaedic knowledge.
3. skeleton completion tests.
4. conversational frames.
Bloom's taxonomy concerns:
1. educational objectives.
2. cognitive modes.
3. multiple intelligence theory.
4. learning styles.
In genre theory, tenor of discourse is determined by:
1. the relationship between the speaker / writer and the hearer / reader.
2. the mode of communication.
3. the use of intonation and stress.
4. the intentions of the participants in an interaction rather than transaction.
A topic sentence:
1. sets out the theme of the paragraph.
2. sets out the rheme of the paragraph.
3. refers anaphorically to the paragraph's contents.
4. is one in which the object is raised to the subject position.
ZPD stands for:
1. Zone of Proximal Development.
2. Zoned Pedagogical Determiners.
3. Zigzag Personal Development.
4. Zero Potential Digression.
A test which asks learners to select either True or False is:
1. ... an alternative answer test.
2. ... a multiple choice test.
3. ... a discrete item test.
4. ... a subjective item test.
Audio-lingualism draws on:
1. structural linguistic analysis of language and behaviourist theories of learning.
2. functional analysis of language and behaviourist theories of learning.
3. structuralist analysis of language and cognitivist theories of learning.
4. notional analysis of language and behaviourist theories of learning.
Authenticity is of two types which are:
1. text and purpose authenticity.
2. quasi- and semi-authenticity.
3. true and quasi-authenticity.
4. absolute and relative authenticity.
The effect that the construction and content of a test or examination has on the content and activities of a teaching programme is known as:
1. backwash.
2. backchannelling.
3. backchaining.
4. reductive teaching.
Community Language Learning is based on:
1. theories of counselling.
2. structural linguistics.
3. communicative motivation.
4. transactional theory.
CALL stands for:
1. Computer Assisted Language Learning.
2. Competence Acquisition Language Learning.
3. Communicatively Adjusted Language Lessons.
4. Cognitively Advanced Language Learning.
Contrastive analysis involves:
1. similarities and differences between languages.
2. the differences between two language structures.
3. the difference between two closely related lexemes.
4. the differences between groups of learners.
Conversational analysis is:
1. an approach to the study of social interaction concerned with verbal and non-verbal behaviours.
2. another term for discourse analysis.
3. the analysis of turn-taking skills.
4. a branch of functional linguistics.
A descriptive grammar may be contrasted most accurately with:
1. a prescriptive grammar.
2. a pedagogic grammar.
3. a functional grammar.
4. a structural grammar.
EOP stands for:
1. English for Occupational Purposes.
2. English to Other People.
3. English for Other Purposes.
4. English Otherwise Produced.
Instrumental motivation refers to:
1. learning a language to achieve other aims.
2. learning a language to fit in with the target culture.
3. learning a language for pleasure.
4. learning a language to access literature and culture.
This is the last question. Make a note of your score now.
Expectancy theory involves:
1. the value of the outcome, the learner's expectation of being able to learn the targets and the likelihood of success.
2. the enjoyability of the process, the learner's expectation of being able to learn the targets and the likelihood of success.
3. the instrumentality of the outcomes of learning.
4. the ways in which the language can be used in expected situations.

The In-service Methodology and Background Theory Diagnostic Test

Multiple-choice test Make a note of your score at the end!

Multiple-choice test
Make a note of your score at the end!