PhD Language Acquisition and Bilingualism Revision Questions PDF

**Week 6:** **1. What is a key distinction between first language (L1) and second language (L2) acquisition?** A\) L1 is learned explicitly, whereas L2 is always learned implicitly\ B) L1 acquisition occurs only in childhood, while L2 acquisition occurs only in adulthood\ C) **L1 acquisition occur...

**Week 6:** **1. What is a key distinction between first language (L1) and second language (L2) acquisition?** A\) L1 is learned explicitly, whereas L2 is always learned implicitly\ B) L1 acquisition occurs only in childhood, while L2 acquisition occurs only in adulthood\ C) **L1 acquisition occurs within a biological window, while L2 acquisition varies based on individual factors**\ D) L2 acquisition is more dependent on universal grammar than L1 acquisition **2. Which of the following is considered an individual difference that affects L2 acquisition?** A\) **Age**\ B) Alphabet type\ C) Internet access\ D) Textbook availability **3. How does neuroplasticity affect language learning?** A\) It prevents adults from learning new languages\ B) **It allows younger learners to acquire languages more intuitively**\ C) It only influences the learning of first languages\ D) It has no effect on language acquisition **4. What does the Critical Period Hypothesis (CPH) propose?** A\) There is no relationship between age and language learning\ B) **There is a limited time frame in which language learning is most effective**\ C) Adults can never achieve fluency in a second language\ D) After puberty, language learning becomes impossible **5. According to Lenneberg (1967), what happens after the critical period ends?** A\) **Language recovery and acquisition become significantly more difficult**\ B) The brain increases its capacity for learning new languages\ C) Language learning continues as easily as before\ D) Only cognitive factors influence language acquisition **6. Which of the following researchers supported the idea that brain plasticity declines after puberty?** A\) Johnson & Newport\ B) **Penfield & Roberts**\ C) Chomsky\ D) Skinner **7. What does the strong version of the Critical Period Hypothesis suggest?** A\) Motivation is more important than age in language learning\ B) **There is a strict deadline after which native-like proficiency is impossible**\ C) All learners will eventually reach native-like proficiency\ D) Language learning is the same at all ages **8. What evidence supports the strong version of the CPH?** A\) Bilingual adults learning new languages faster than children\ B) **Cases of feral children failing to acquire full linguistic competence**\ C) All second-language learners achieving native-like pronunciation\ D) The ability of older learners to memorize vocabulary **9. What does the weak version of the CPH argue?** A\) After puberty, learning any language is impossible\ B) Native-like proficiency is guaranteed for all learners\ C) **Although more difficult, near-native proficiency can be achieved after the critical period**\ D) Age is not a factor in language learning **10. What factor contributes to younger learners\' superior pronunciation in an L2?** A\) **Greater neuroplasticity**\ B) More access to grammar instruction\ C) Less motivation than adults\ D) Lower cognitive flexibility **11. What was a key finding of Johnson and Newport (1989)?** A\) Adults learn languages more efficiently than children\ B) **Age of arrival in a country negatively correlates with language proficiency**\ C) All second-language learners perform equally well regardless of age\ D) Universal Grammar plays no role in L2 acquisition **12. Which of the following is a limitation of the Critical Period Hypothesis?** A\) It ignores the role of motivation in language learning\ B) It assumes language learning is the same across all contexts\ C) It does not account for different educational backgrounds\ D) **Some adult learners achieve near-native proficiency, contradicting strict interpretations** **13. What is a key external factor influencing age effects in SLA?** A\) Brain plasticity\ B) **Exposure to language**\ C) Lateralization\ D) Working memory **14. What is the primary argument against the strict version of the Critical Period Hypothesis?** A\) Younger learners struggle more than adults\ B) **Some late learners achieve native-like proficiency**\ C) Language learning ability declines at age 5\ D) Cognitive development is irrelevant to language learning **15. Which term describes the brain's ability to reorganize and form new neural connections?** A\) Lateralization\ B) Syntax adaptation\ C) **Neuroplasticity**\ D) Language processing **16. What is the \"maturational period\" concept proposed by Hyltenstam and Abrahamsson (2000)?** A\) Language acquisition is possible only in childhood\ B) Motivation is the most important factor in SLA\ C) **Maturation affects language learning without strict onset and offset phases**\ D) There is no difference between child and adult learners **17. What is a common cognitive limitation affecting older learners?** A\) **Reduced working memory capacity**\ B) Increased exposure to the target language\ C) Higher motivation compared to younger learners\ D) Faster reaction times to language input **18. What advantage do adult learners have over children in SLA?** A\) **More developed cognitive strategies**\ B) Greater neuroplasticity\ C) Stronger native-like pronunciation\ D) Easier phonological acquisition **19. What did Birdsong & Molis (2001) conclude?** A\) Age has no impact on SLA\ B) **Age effects level off after puberty, but some late learners achieve high proficiency**\ C) Adults learn languages better than children\ D) The critical period lasts until age 20 **20. Which factor is NOT a key individual difference in SLA?** A\) **Handwriting style**\ B) Age\ C) Working memory\ D) Prior language experience **21. What type of language input enhances learning at any age?** A\) **Frequent exposure and interaction**\ B) Learning lists of vocabulary\ C) Passive listening without engagement\ D) Grammar-focused instruction alone **22. What role does social context play in SLA?** A\) It has no effect on learning outcomes\ B) **It provides motivation and interaction opportunities**\ C) It only matters for younger learners\ D) It replaces the need for formal instruction **23. How does literacy influence SLA?** A\) **Higher literacy skills improve reading comprehension in L2**\ B) It has no effect on second-language proficiency\ C) It only matters for writing skills\ D) It negatively impacts L2 acquisition **24. What factor can help adult learners compensate for age-related declines?** A\) Reduced cognitive effort\ B) **Motivation and immersion**\ C) Avoiding speaking the target language\ D) Relying solely on grammar exercises **25. What is an example of language forgetting?** A\) Rapid vocabulary growth in L2\ B) **Increased reliance on code-switching**\ C) Improved pronunciation over time\ D) Enhanced syntactic structures **26. What does lateralization refer to?** A\) Memory retrieval strategies\ B) **The specialization of brain hemispheres for language processing**\ C) The ability to switch between languages\ D) The influence of culture on language learning **27. How do children in immersion programs benefit linguistically?** A\) **They engage daily with fluent speakers**\ B) They have fewer opportunities for practice\ C) They rely more on textbooks\ D) They learn slower than adults **28. What is a possible outcome of high motivation in L2 learning?** A\) **Greater willingness to take risks in speaking**\ B) Slower vocabulary retention\ C) Increased reliance on first language\ D) Reduced engagement in learning **29. What is one technological advantage for adult SLA learners?** A\) **Access to language learning apps and feedback tools**\ B) Increased reliance on translation\ C) Less need for language immersion\ D) Decreased need for practice **30. What is a key conclusion about age effects in SLA?** A\) **Age influences learning, but other factors like motivation and exposure also matter**\ B) Only young children can become fluent\ C) SLA is impossible after puberty\ D) Cognitive development is irrelevant **\ ** **Week 7:** **1. What is the definition of personality in the context of second language acquisition (SLA)?** A\) The ability to memorize new vocabulary\ B) **A set of traits, attitudes, and behaviors that distinguish one individual from another**\ C) The level of motivation in learning a second language\ D) A learner's cognitive ability to process language **2. Why are individual differences (IDs) significant in SLA research?** A\) They have no effect on second language learning\ B) **They help explain why learners attain different levels of success in L2 acquisition**\ C) They only affect first language acquisition\ D) They are only relevant in children's language development **3. Which of the following is NOT considered an individual difference in SLA?** A\) Personality\ B) **Handwriting style**\ C) Motivation\ D) Working memory **4. According to Richards et al. (2002), how do personality factors influence language learning?** A\) **They contribute to motivation and the choice of learner strategies**\ B) They have no measurable impact on SLA\ C) They only affect language learning in children\ D) They determine ultimate L2 proficiency completely **5. Which of the following is NOT one of the three major approaches to personality?** A\) **Cognitive approach**\ B) Psychoanalytic approach\ C) Learning approach\ D) Humanistic approach **6. What is the primary focus of the psychoanalytic approach to personality?** A\) **Early childhood experiences and unconscious processes**\ B) Learning through reinforcement and behavior\ C) The role of genetics in personality development\ D) The direct impact of IQ on personality traits **7. How does the learning perspective view personality?** A\) **As a result of reinforcement and experiences**\ B) As a completely innate characteristic\ C) As something unchangeable from birth\ D) As unrelated to environmental influences **8. What does the humanistic perspective emphasize in personality?** A\) **Personal growth and self-actualization**\ B) Strict genetic predispositions\ C) Behaviorist principles only\ D) The role of punishment in learning **9. What distinguishes type theories from trait theories in personality research?** A\) Type theories focus on fluid characteristics, while trait theories focus on fixed categories\ B) **Type theories classify individuals into distinct categories, while trait theories place individuals on a continuum**\ C) Trait theories emphasize behavior, while type theories focus on genetic factors\ D) Type theories use numerical scales, while trait theories do not **10. What is the primary distinction between introverts and extraverts according to Jung's Typology?** A\) Extraverts are more intelligent than introverts\ B) **Extraverts gain energy from social interactions, while introverts gain energy from solitude**\ C) Introverts are more emotional than extraverts\ D) Extraverts always perform better in language learning **11. What is the fourth dichotomy added to Jung's Typology in the Myers-Briggs Type Indicator (MBTI)?** A\) Extraversion--Introversion\ B) Thinking--Feeling\ C) Sensing--Intuition\ D) **Judging--Perceiving** **12. Which of the following is NOT one of the four dichotomies in MBTI?** A\) Thinking--Feeling\ B) Extraversion--Introversion\ C) Sensing--Intuition\ D) **Creativity--Logic** **13. What does the MBTI aim to measure?** A\) **An individual\'s psychological preferences in perceiving the world and making decisions**\ B) Only cognitive abilities in SLA\ C) The genetic basis of intelligence\ D) The exact IQ of an individual **14. What is a major criticism of MBTI?** A\) It is too focused on childhood experiences\ B) **It lacks strong scientific validation**\ C) It does not consider behavior in social settings\ D) It ignores personality traits **15. What are the five main dimensions of personality in the Big Five Model?** A\) Memory, Motivation, Intelligence, Social Skills, Empathy\ B) **Openness, Conscientiousness, Extraversion, Agreeableness, Neuroticism**\ C) Thinking, Feeling, Perceiving, Judging, Reacting\ D) Intelligence, Attitude, Age, Creativity, Determination **16. Which of the Big Five traits describes being imaginative and open to new experiences?** A\) Conscientiousness\ B) **Openness to Experience**\ C) Extraversion\ D) Neuroticism **17. Which Big Five trait is most associated with self-discipline and goal-oriented behavior?** A\) Agreeableness\ B) **Conscientiousness**\ C) Neuroticism\ D) Openness **18. What is one possible negative effect of high conscientiousness in SLA?** A\) **Increased language anxiety due to perfectionism**\ B) Lower ability to retain vocabulary\ C) Inability to follow structured learning programs\ D) Difficulty in social interaction **19. Which Big Five trait relates to emotional stability?** A\) Conscientiousness\ B) Extraversion\ C) **Neuroticism**\ D) Openness **20. Which of the Big Five traits is associated with social confidence and energy?** A\) **Extraversion**\ B) Openness\ C) Agreeableness\ D) Conscientiousness **21. How does extraversion benefit language learning?** A\) **It encourages risk-taking and active participation in communication**\ B) It improves memory recall for grammar rules\ C) It eliminates the need for formal instruction\ D) It reduces the importance of motivation **22. What is a challenge faced by extraverts in SLA?** A\) **Overreliance on guessing and lack of attention to accuracy**\ B) Difficulty in social communication\ C) Lack of enthusiasm for speaking tasks\ D) Increased language anxiety **23. How does neuroticism negatively affect SLA?** A\) It increases memory retention\ B) **It contributes to language anxiety and fear of making mistakes**\ C) It improves motivation in all cases\ D) It has no impact on learning **24. Which trait is most strongly associated with cultural intelligence and adaptability?** A\) **Openness to Experience**\ B) Neuroticism\ C) Conscientiousness\ D) Extraversion **25. What is a characteristic of individuals with high agreeableness in SLA?** A\) **They tend to build strong relationships and cooperate in language learning**\ B) They focus solely on grammar and structure\ C) They prefer isolated learning environments\ D) They struggle with motivation **26. Which Big Five trait has been linked to intercultural communication competence?** A\) **Agreeableness**\ B) Neuroticism\ C) Conscientiousness\ D) Extraversion **27. What does the NEO PI-R personality inventory measure?** A\) **The Big Five personality traits**\ B) IQ levels in language learners\ C) Memory capacity for language acquisition\ D) Motivation for SLA **28. What is a criticism of personality research in SLA?** A\) It has been completely disproven\ B) **Findings are inconsistent and results are often inconclusive**\ C) It ignores the role of motivation\ D) It proves personality has no effect on learning **29. What does the Multicultural Personality Questionnaire (MPQ) assess?** A\) Language fluency\ B) **Cultural adaptability and social skills**\ C) Memory retention\ D) Linguistic intelligence **30. What is the main conclusion regarding personality in SLA?** A\) **Personality influences SLA, but its effects interact with other variables such as motivation and learning strategies**\ B) Personality alone determines language proficiency\ C) Only intelligence matters in SLA\ D) Personality has no measurable effect on SLA **\ ** **Week 8:** **1. What is the definition of input in the context of second language acquisition (SLA)?** A\) The process of actively producing language in a conversation\ B) **The linguistic forms to which learners are exposed**\ C) The mental processing of language without external exposure\ D) The ability to translate from one language to another **2. According to Krashen (1985), what type of input is necessary for L2 acquisition?** A\) Simplified input\ B) Modified input\ C) **Comprehensible input**\ D) Randomized input **3. What is the main difference between first language (L1) and second language (L2) acquisition in terms of input?** A\) L1 acquisition requires explicit instruction\ B) **L1 acquisition occurs naturally with exposure, whereas L2 learners must actively notice and process input**\ C) L2 acquisition is independent of the quantity of input\ D) L2 learners require no exposure to acquire fluency **4. Which of the following is NOT a type of input identified in SLA research?** A\) Baseline input\ B) **Phonetic input**\ C) Interactionally modified input\ D) Comprehensible input **5. What does interactionally modified input refer to?** A\) Input that is overly simplified and unnatural\ B) Input that is provided through written text only\ C) **Input that is adjusted during conversation through negotiation and interaction**\ D) Input that excludes any grammatical complexity **6. What role does caretaker speech play in language acquisition?** A\) It discourages children from learning a second language\ B) **It helps children acquire their first language by providing comprehensible and structured input**\ C) It increases cognitive overload in young learners\ D) It is not relevant to language learning **7. What is the main argument of the Input Hypothesis?** A\) Language production is more important than input for acquisition\ B) **L2 acquisition occurs when learners receive comprehensible input slightly above their current level**\ C) Explicit grammar instruction is necessary for L2 acquisition\ D) Learning a language requires memorizing vocabulary lists **8. What is the role of input in simultaneous bilingualism?** A\) **Children need exposure to both languages from significant people in their lives**\ B) Only one language should be introduced at a time\ C) One language will always be dominant over the other\ D) Children should avoid switching between languages **9. What is a major factor influencing language dominance in bilingual children?** A\) Genetic predisposition\ B) **The amount of exposure to each language**\ C) The number of languages spoken globally\ D) The speed of cognitive processing **10. How can immigration influence bilingual language development?** A\) It has no effect on language acquisition\ B) **It can lead to the acquisition of an additional language due to increased exposure**\ C) It decreases a child\'s ability to acquire new languages\ D) It prevents bilingual children from achieving full proficiency **11. How does input quality differ between L1 and L2 learners?** A\) L1 learners receive lower-quality input than L2 learners\ B) **L2 learners often receive input that is less frequent and less rich than L1 learners**\ C) L2 learners are exposed to more diverse vocabulary than L1 learners\ D) The quality of input does not affect language learning **12. What is one challenge adult L2 learners face compared to children?** A\) Increased access to comprehensible input\ B) **Decreased cognitive flexibility and reliance on explicit learning strategies**\ C) Better phonological acquisition\ D) Greater exposure to native speaker input **13. What is one key difference between simultaneous and successive bilingualism?** A\) Simultaneous bilinguals always have equal proficiency in both languages\ B) **Successive bilinguals acquire one language first and the second later**\ C) Simultaneous bilinguals do not require input for acquisition\ D) Successive bilinguals learn both languages at the same time **14. What is overgeneralization in second language acquisition?** A\) Avoiding new grammatical structures\ B) **Applying a rule too broadly, such as treating irregular verbs as regular**\ C) Ignoring grammatical structures altogether\ D) Focusing only on lexical development **15. How does simplification affect L2 learners?** A\) It speeds up the acquisition of grammatical structures\ B) **It leads to dropping grammatical features such as tense markers or function words**\ C) It makes vocabulary learning more difficult\ D) It has no impact on language development **16. What is linguistic interference in bilinguals?** A\) **The influence of one language on another in pronunciation, syntax, or vocabulary**\ B) The inability to use a second language\ C) The complete separation of two languages in the brain\ D) A method for enhancing language acquisition **17. Which of the following is an example of phonological interference?** A\) **Speaking with a foreign accent due to influence from the first language**\ B) Using incorrect verb tenses\ C) Forgetting vocabulary in the first language\ D) Overusing idiomatic expressions **18. What is a key principle of Contrastive Analysis (CA) in SLA?** A\) All languages follow the same structural rules\ B) **Predicting learner difficulties based on differences between L1 and L2**\ C) Input is not necessary for language learning\ D) All learners acquire L2 at the same rate **19. How does Connectionism explain language learning?** A\) It relies on innate linguistic rules\ B) **It emphasizes strengthening associations between stimuli and responses**\ C) It claims that language is entirely acquired through explicit instruction\ D) It states that exposure to input is irrelevant **20. What is Krashen's Affective Filter Hypothesis?** A\) **Emotional states such as anxiety can block language acquisition**\ B) Motivation has no effect on L2 learning\ C) All learners acquire language at the same rate\ D) Input alone determines fluency **21. According to the Monitor Model, what is required for SLA?** A\) **Comprehensible input that is slightly above the learner\'s current level**\ B) Memorization of grammar rules\ C) Explicit vocabulary lists\ D) Constant correction from teachers **22. What is the primary function of interaction in language learning?** A\) **Providing input, feedback, and opportunities for negotiation of meaning**\ B) Memorizing vocabulary more quickly\ C) Reducing the need for formal instruction\ D) Eliminating the need for grammatical knowledge **23. What is a key feature of foreigner talk?** A\) **Simplification of speech when addressing non-native speakers**\ B) Avoidance of using complex words\ C) Overcorrection of mistakes\ D) Speaking at a faster pace **24. Why is written input important for literacy development?** A\) **It provides exposure to vocabulary and grammar in structured contexts**\ B) It replaces the need for spoken interaction\ C) It is only useful for L1 learners\ D) It discourages spoken language use **25. How does crosslinguistic influence impact literacy development?** A\) **Skills in one language can transfer to another, depending on writing system similarities**\ B) It has no effect on reading comprehension\ C) It makes learning an L2 more difficult\ D) It prevents effective reading development **26. What type of instruction is most beneficial for advanced academic reading proficiency?** A\) Rote memorization\ B) **Explicit instruction focusing on grammar and text structure**\ C) Learning through exposure alone\ D) Repetition of oral drills **27. What is necessary for balanced literacy development in bilinguals?** A\) Exclusive focus on L2 reading skills\ B) **Exposure to reading and writing in both languages**\ C) Avoiding translation between languages\ D) Focus on speaking skills only **28. Why is output important in second language acquisition (SLA)?** A\) It helps learners memorize vocabulary faster\ B) **It allows learners to test hypotheses about language use and receive feedback**\ C) It replaces the need for comprehensible input\ D) It has no significant role in SLA **29. What is an example of a lexical transfer in bilinguals?** A\) **Using a word from the first language with an incorrect meaning in the second language**\ B) Speaking with a native-like accent in both languages\ C) Avoiding the use of borrowed words in speech\ D) Forgetting the meaning of a word in the first language **30. What does research suggest about the role of frequency in language input?** A\) **Higher frequency of exposure to linguistic structures increases the likelihood of acquisition**\ B) Frequency has no effect on learning an L2\ C) Learners only acquire infrequent words\ D) Input frequency is irrelevant when learning a new language **\ ** **Week 9:** **1. What is one challenge in defining bilingualism?** A\) **It involves multiple factors, such as fluency, frequency of use, and context of language acquisition**\ B) It can only be measured through standardized tests\ C) All bilinguals must be fluent in both languages equally\ D) Bilingualism is always a temporary state **2. According to Li (2006), what is a limitation of defining bilingualism based solely on language contact?** A\) Language contact is irrelevant to bilingualism\ B) **Not all individuals in language contact situations become bilingual**\ C) Only early childhood language contact leads to bilingualism\ D) Bilingualism is always a result of extensive exposure **3. What is the primary argument of Baker and Prys Jones (1998) regarding bilingualism?** A\) Bilingualism is best measured through grammar proficiency\ B) **Bilingualism is complex and cannot be reduced to a single definition**\ C) Bilingual individuals must be literate in both languages\ D) Language dominance is the only factor in bilingual identity **4. What is the difference between simultaneous and sequential bilingualism?** A\) Simultaneous bilingualism is more effective than sequential bilingualism\ B) Sequential bilingualism leads to greater cognitive flexibility\ C) **Simultaneous bilinguals acquire two languages from early childhood, while sequential bilinguals learn an L2 after L1 is established**\ D) Sequential bilinguals never achieve full fluency **5. What is additive bilingualism?** A\) Learning an L2 at the expense of L1\ B) **Acquiring a second language without losing competence in the first**\ C) A form of bilingualism that reduces cultural identity\ D) The process of learning multiple dialects of the same language **6. What is subtractive bilingualism?** A\) A form of bilingualism that enhances cultural integration\ B) **When a minority language speaker learns the dominant language, leading to a decline in L1 skills**\ C) A situation where L1 remains unaffected despite learning an L2\ D) A bilingual process that occurs only in adulthood **7. What distinguishes receptive bilingualism from productive bilingualism?** A\) **Receptive bilinguals understand a second language but have difficulty speaking it**\ B) Productive bilinguals only read and write in an L2\ C) Receptive bilinguals are fluent in both languages\ D) Productive bilinguals cannot process L2 input **8. What is a characteristic of coordinate bilinguals?** A\) **They have separate linguistic systems for each language**\ B) They blend both languages into a single system\ C) They require formal instruction to maintain bilingualism\ D) They are unable to switch between languages easily **9. What role does bilingualism play in professional contexts?** A\) It has no significant impact on job opportunities\ B) **It enhances cross-cultural competence and marketability**\ C) It only benefits interpreters and translators\ D) It is only relevant in academic settings **10. According to Erikson, what is a key characteristic of identity?** A\) **It is a coherent and consistent process throughout adulthood**\ B) It is fixed and does not change\ C) Identity is primarily shaped by genetics\ D) Identity is only influenced by early childhood experiences **11. What does the psychosocial view suggest about identity?** A\) **It is formed through social relationships and interactions**\ B) Identity is determined entirely by personal choices\ C) Social factors do not influence identity\ D) It is a purely cognitive process **12. What is the concept of \"thirdspace\" in bilingual identity?** A\) A place where bilinguals avoid using either of their languages\ B) **A new, hybrid identity that integrates elements from multiple cultures**\ C) The rejection of one's first language for a second language\ D) A temporary identity state before full assimilation **13. According to Fought (2006), how is identity represented in popular media?** A\) **As a tangible entity that can be found and displayed**\ B) As a concept that has no real impact on individuals\ C) As something irrelevant to language and culture\ D) As a rigid structure that does not change over time **14. What does Sapir (1912) argue about identity?** A\) Identity is fixed at birth\ B) **Social forces influence language and identity development**\ C) Identity does not affect bilinguals\ D) Cultural norms have no effect on language learning **15. What is the difference between Meadian and Eriksonian views on identity?** A\) **Meadian identity is multiple and evolving, while Eriksonian identity is stable**\ B) Eriksonian identity changes based on social context\ C) Meadian identity remains constant across cultures\ D) Both theories reject the role of language in identity formation **16. According to Tajfel (1982), what is social identity based on?** A\) **Group membership and the emotional significance attached to it**\ B) Individual intelligence and learning ability\ C) Physical appearance and cultural background\ D) A fixed set of personality traits **17. What is language socialization?** A\) **The process of learning cultural and social norms through language**\ B) Memorizing vocabulary and grammar rules\ C) Avoiding interactions in an L2\ D) The inability to acquire an L2 **18. What is a key factor in bilingual identity development?** A\) **Investment in learning and using both languages**\ B) The ability to speak with a native accent\ C) Mastery of complex grammatical structures\ D) Avoiding cultural influences from an L2 **19. What is one effect of identity confusion in bilinguals?** A\) Enhanced cognitive flexibility\ B) **Difficulty integrating into social structures**\ C) Improved academic performance\ D) Higher motivation in language learning **20. What is a common benefit of bilingual identity integration?** A\) **Increased cultural adaptability and psychological well-being**\ B) Loss of native language proficiency\ C) Reduced social interactions\ D) Limited ability to participate in multiple cultural contexts **21. What challenge do bilingual children often face when acting as family interpreters?** A\) Increased academic success\ B) **Discomfort due to a power reversal between children and parents**\ C) Stronger ties to their native culture\ D) Greater fluency in their first language **22. How does code-switching relate to bilingual identity?** A\) **It is used as a tool for negotiating identity in different social contexts**\ B) It is an indicator of incomplete language acquisition\ C) It is a sign of cognitive deficiency\ D) It prevents bilingual individuals from achieving fluency **23. What does translanguaging promote in education?** A\) **The integration of multiple linguistic resources in communication**\ B) The strict separation of languages in academic settings\ C) The elimination of minority languages\ D) The suppression of non-standard language use **24. How does investment in language learning relate to identity?** A\) It has no impact on identity formation\ B) **It reflects a person\'s motivation to integrate into a language community**\ C) Investment only applies to children learning an L2\ D) It is only relevant for academic success **25. What is an implication of unequal power relations in bilingual classrooms?** A\) It helps bilingual students learn languages faster\ B) **It can marginalize minority language speakers**\ C) It eliminates the need for bilingual education\ D) It has no impact on language acquisition **26. What is the purpose of transformative pedagogy?** A\) **To address social inequalities in education through inclusive learning strategies**\ B) To promote monolingual education\ C) To eliminate bilingual identity development\ D) To focus solely on grammar instruction **27. What is a major factor influencing bilingual identity negotiation?** A\) **Social interaction and power structures**\ B) Mastery of technical vocabulary\ C) Memorization of grammar rules\ D) Avoidance of language mixing **28. How does bilingual identity negotiation relate to self-perception?** A\) **It involves continuous adaptation and interaction with different cultural and linguistic influences**\ B) It is a fixed process that does not change over time\ C) Self-perception in bilinguals is identical to that of monolinguals\ D) It only occurs when learning a language formally **29. What is the significance of socio-cultural connection in bilingual identity formation?** A\) **It determines how individuals relate to and integrate into multiple cultural groups**\ B) It prevents individuals from identifying with more than one culture\ C) It only applies to individuals who are fully fluent in both languages\ D) It is not a relevant factor in bilingual identity **30. According to Norton (2014b), what impact do imagined identities have on bilingual individuals?** A\) **They shape self-perception and influence engagement with new linguistic and cultural communities**\ B) They limit an individual's ability to integrate into new environments\ C) They only apply to bilingual children\ D) They are irrelevant in language learning **\ ** **Week 10:** **1. What is early bilingualism?** A\) **The acquisition of two languages from birth or early childhood**\ B) Learning two languages after puberty\ C) Learning an L2 through formal education only\ D) Acquiring an L2 without any exposure to L1 **2. What is late bilingualism?** A\) Acquiring a second language before the age of five\ B) **Learning a second language after the first language has been established, usually after childhood**\ C) Learning multiple dialects of the same language\ D) A form of bilingualism that requires perfect fluency in both languages **3. According to Grosjean (2010), which form of bilingualism is more common?** A\) Early bilingualism\ B) **Late bilingualism**\ C) Both are equally common\ D) Bilingualism is rare in general **4. What is an example of early bilingualism?** A\) **A child growing up in a bilingual household where each parent speaks a different language**\ B) A student learning French in high school\ C) An immigrant learning English after moving to a new country\ D) A businessman learning Mandarin for work **5. What is an example of late bilingualism?** A\) A child learning two languages at the same time from birth\ B) **An adult learning Spanish for career advancement**\ C) A baby exposed to multiple languages through their parents\ D) A toddler in a multilingual daycare **6. What is a common myth about bilingualism?** A\) **Bilingualism causes language delays in children**\ B) Bilingualism is only beneficial in childhood\ C) Adults cannot learn a second language\ D) Bilingualism is a disadvantage in education **7. How does research contradict the myth that bilingualism delays language development?** A\) **Bilingual children develop separate language systems from an early age and have comparable vocabulary to monolinguals**\ B) Bilingual children struggle with vocabulary development\ C) Bilingual children always mix languages permanently\ D) Bilingual children require more instruction than monolinguals **8. What is one similarity between early and late bilinguals?** A\) Only early bilinguals can develop fluency\ B) **Both go through stages of language acquisition**\ C) Late bilinguals never become fluent\ D) Early bilinguals struggle more with pronunciation **9. How does input affect both early and late bilinguals?** A\) It only matters for early bilinguals\ B) **The amount and quality of language exposure significantly impact language development in both groups**\ C) Input is irrelevant to bilingual development\ D) Late bilinguals require less input than early bilinguals **10. What is a key cognitive benefit of bilingualism?** A\) **Improved memory, attention, and problem-solving skills**\ B) Reduced ability to focus on complex tasks\ C) Decreased cognitive flexibility\ D) Increased difficulty in switching between tasks **11. What is metalinguistic awareness?** A\) **The ability to reflect on and manipulate language structures**\ B) A natural fluency in multiple languages\ C) The ability to memorize large amounts of vocabulary\ D) The tendency to mix languages frequently **12. What is one advantage of enhanced cognitive control in bilinguals?** A\) **Better ability to switch between tasks and manage attention**\ B) Reduced ability to concentrate\ C) Slower learning speed in both languages\ D) Increased reliance on translation **13. What is code-switching?** A\) A sign of poor language ability\ B) **The practice of alternating between languages within a conversation**\ C) A disadvantage of being bilingual\ D) A method used only by early bilinguals **14. How does bilingualism affect cultural identity?** A\) It prevents individuals from fully belonging to a culture\ B) **Bilinguals can use language to express their cultural identity and group membership**\ C) It limits social interaction\ D) It eliminates the need for cultural adaptation **15. What role does emotion play in bilingual identity?** A\) Bilinguals cannot express emotions properly\ B) **Languages may be associated with different emotions and attitudes**\ C) Emotions are only tied to a person's first language\ D) Language has no impact on emotional expression **16. What is the Critical Period Hypothesis?** A\) A theory that suggests languages can be learned equally well at any age\ B) **A theory that states there is an optimal window for language acquisition in early childhood**\ C) A belief that adults are better at learning languages than children\ D) A hypothesis stating that language learning ability improves with age **17. How does neurological plasticity differ between early and late bilinguals?** A\) **Early bilinguals have higher brain plasticity, allowing for seamless language integration**\ B) Late bilinguals process language more efficiently\ C) Early bilinguals struggle with language retention\ D) Late bilinguals have greater neural flexibility than early bilinguals **18. How do early and late bilinguals process language differently in the brain?** A\) **Early bilinguals process both languages in the same neural areas, while late bilinguals may use different regions**\ B) Late bilinguals have more efficient brain processing\ C) Both groups use completely separate areas for each language\ D) Early bilinguals require more brain activation to switch languages **19. How does accent acquisition differ between early and late bilinguals?** A\) Late bilinguals always achieve native-like pronunciation\ B) **Early bilinguals are more likely to acquire native-like pronunciation**\ C) Early bilinguals struggle more with phonology\ D) Late bilinguals have no difficulty with pronunciation **20. How does explicit learning differ from implicit learning in bilingualism?** A\) **Late bilinguals rely more on explicit learning, such as studying grammar rules, while early bilinguals acquire language naturally**\ B) Early bilinguals require more explicit instruction\ C) Late bilinguals learn languages more naturally\ D) Explicit learning is more effective than implicit learning in all cases **21. What is a common challenge faced by late bilinguals?** A\) **Stronger first language influence on pronunciation and grammar**\ B) Lack of cognitive flexibility\ C) Inability to learn vocabulary\ D) Limited exposure to cultural differences **22. How does first language dominance affect late bilinguals?** A\) **The first language remains stronger, making L2 acquisition more effortful**\ B) Late bilinguals lose their first language quickly\ C) Both languages develop equally\ D) L1 dominance has no effect on L2 proficiency **23. How does language mixing differ between early and late bilinguals?** A\) **Early bilinguals experience developmental mixing, while late bilinguals may experience interference from L1**\ B) Late bilinguals never mix languages\ C) Early bilinguals struggle more with grammar interference\ D) Language mixing is exclusive to early bilinguals **24. How does bilingualism affect emotional expression?** A\) **Bilinguals may prefer to express emotions in their first language**\ B) Language has no impact on emotions\ C) Bilinguals struggle to express emotions in any language\ D) Emotional expression is always stronger in an L2 **25. How does bilingualism enhance problem-solving skills?** A\) **By training the brain to manage two linguistic systems, improving cognitive flexibility**\ B) By limiting the brain's ability to switch tasks\ C) By reducing the ability to focus on complex ideas\ D) By making decision-making more difficult **26. How does social context influence bilingual development?** A\) **Consistent exposure and opportunities to use both languages enhance proficiency**\ B) Social context has no effect on bilingualism\ C) Bilinguals require less interaction to learn a language\ D) Only formal education can shape bilingual ability **27. How does late bilingualism impact second language fluency?** A\) **Late bilinguals can achieve fluency but may rely on their first language more for structure and pronunciation**\ B) Late bilinguals always reach the same fluency as early bilinguals\ C) Fluency is impossible to achieve after childhood\ D) Late bilinguals learn languages faster than early bilinguals **28. How does bilingualism influence executive function?** A\) It has no effect on cognitive processes\ B) **It enhances the ability to switch attention, control impulses, and manage multiple tasks**\ C) It makes task-switching more difficult\ D) It only benefits linguistic abilities, not cognitive functions **29. What is a key takeaway from research on early and late bilingualism?** A\) **Both forms of bilingualism offer cognitive, social, and professional advantages, despite differences in acquisition**\ B) Early bilingualism is always superior\ C) Late bilinguals never develop full proficiency\ D) Bilingualism has no significant long-term benefits **30. How can late bilinguals improve their second language proficiency?** A\) **Increased exposure, immersion, and strategic learning approaches**\ B) Avoiding interaction with native speakers\ C) Relying only on translation apps\ D) Learning vocabulary in isolation without practice **\ ** **Week 11:** **1. What is the main focus of observing learning and teaching in the L2 classroom?** A\) **Understanding how second languages are taught and acquired in classroom settings**\ B) Measuring students\' intelligence levels\ C) Comparing monolingual and bilingual students' performance\ D) Developing standardized grammar tests **2. What are the two main types of L2 learning settings discussed?** A\) Online and offline learning\ B) **Natural acquisition and instructional settings**\ C) Group learning and individual tutoring\ D) Phonetic and syntactic learning **3. What characterizes natural acquisition settings?** A\) **Language is learned through real-life interactions without formal instruction**\ B) Grammar is explicitly taught in a structured manner\ C) Learners study vocabulary lists and grammar rules\ D) Errors are immediately corrected by instructors **4. What is a key feature of structure-based instructional settings?** A\) **Grammar and vocabulary are taught systematically in isolated steps**\ B) Students are encouraged to use the language naturally without correction\ C) The focus is primarily on meaning rather than structure\ D) Students are never corrected when they make errors **5. How do communicative instructional settings differ from structure-based settings?** A\) They prioritize memorization over communication\ B) **They focus on interaction and using language in meaningful contexts**\ C) They avoid student participation\ D) They emphasize rote learning over understanding **6. What is the main purpose of the COLT (Communicative Orientation of Language Teaching) Scheme?** A\) **To analyze classroom interactions and teaching practices**\ B) To assess students' grammar knowledge\ C) To train teachers in translation methods\ D) To compare bilingualism rates across countries **7. What are the two main parts of the COLT Scheme?** A\) Writing and speaking assessments\ B) Vocabulary and grammar analysis\ C) **Teaching practices and language use analysis**\ D) Student feedback and teacher evaluation **8. What does the COLT Scheme examine in classroom settings?** A\) Students\' ability to memorize grammar rules\ B) **Teaching methods, student participation, and error correction strategies**\ C) The use of computers in language learning\ D) The effectiveness of standardized testing **9. What is corrective feedback in language learning?** A\) **Providing responses to learners' errors to facilitate improvement**\ B) Encouraging students to avoid mistakes by using simpler words\ C) Only correcting written mistakes, not spoken errors\ D) Allowing students to self-correct without guidance **10. What is an example of explicit correction?** A\) Ignoring errors so students can learn naturally\ B) **Directly stating what is incorrect and providing the correct form**\ C) Asking students to guess the correct answer\ D) Using gestures instead of verbal correction **11. What is a recast in corrective feedback?** A\) **Reformulating a student\'s incorrect sentence without directly pointing out the mistake**\ B) Repeating a student's mistake with emphasis\ C) Avoiding correction to prevent discouragement\ D) Encouraging students to memorize the correct form **12. What is a limitation of recasts?** A\) **Students may not notice the correction**\ B) They are too explicit and make students anxious\ C) They are only used for advanced learners\ D) They discourage student participation **13. What is an elicitation technique in corrective feedback?** A\) Providing the correct answer immediately\ B) **Prompting students to self-correct their mistakes**\ C) Ignoring minor errors to focus on meaning\ D) Using translation instead of correction **14. What is the main goal of metalinguistic feedback?** A\) **Encouraging learners to reflect on grammar rules without providing the correct form**\ B) Avoiding correction to maintain motivation\ C) Correcting mistakes without explanation\ D) Providing only positive feedback **15. What was a key finding of Oliver and Mackey's (2003) study on corrective feedback?** A\) Feedback was most frequent in non-verbal interactions\ B) **Explicit language-focused exchanges led to the most learner modifications**\ C) Teachers did not use corrective feedback in classrooms\ D) Recasts were the least common type of feedback **16. What did Sheen's (2010) study reveal about written vs. oral corrective feedback?** A\) Oral feedback is always more effective than written feedback\ B) **Explicit corrective feedback is more effective than recasts in both oral and written forms**\ C) Written feedback is ineffective in language learning\ D) Oral feedback discourages students from participating **17. What are the two main types of teacher questions?** A\) Open and closed questions\ B) Pronunciation and grammar questions\ C) **Display and referential questions**\ D) Long and short-answer questions **18. What is a display question?** A\) **A question where the teacher already knows the answer**\ B) A question that asks about students' opinions\ C) A question used only in grammar instruction\ D) A question used to start classroom discussions **19. What is a referential question?** A\) A question that tests students\' memory\ B) **A question where the teacher does not know the answer in advance**\ C) A question used only for vocabulary learning\ D) A question that students must answer in one word **20. What did Long and Sato (1983) find about teachers' question types?** A\) Teachers mostly used referential questions\ B) Students preferred answering referential questions\ C) **Teachers used more display questions than referential questions**\ D) Display questions were more effective for communication **21. What is the significance of wait time in questioning practices?** A\) **Longer wait times lead to more complex student responses**\ B) Shorter wait times improve comprehension\ C) Wait time does not impact student participation\ D) Wait time should be eliminated for better fluency **22. What is ethnography in language learning research?** A\) **A qualitative approach to observing teaching and learning in natural settings**\ B) A statistical analysis of language tests\ C) A structured experiment in a lab setting\ D) A study focusing only on grammar instruction **23. What did Watson-Gegeo's (1992) study on home and school language use find?** A\) **Differences between home and school language use affected student success**\ B) Home language had no impact on academic achievement\ C) School language use was identical to home language use\ D) Parents' attitudes had no effect on children\'s language development **24. What is communicative competence?** A\) **The ability to use language appropriately in social and cultural contexts**\ B) Memorizing vocabulary without using it in context\ C) The ability to translate between languages\ D) A focus on grammatical accuracy over communication **25. What is pragmatic competence?** A\) **Understanding how to convey and interpret meaning in social interactions**\ B) The ability to memorize grammar rules\ C) The ability to read and write fluently\ D) The ability to use only formal speech **26. What is one challenge in achieving near-native L2 competence?** A\) **Pronunciation and grammatical intuition remain difficult to master**\ B) Vocabulary retention is impossible\ C) Fluency cannot be developed beyond childhood\ D) Motivation has no role in language acquisition **27. Why might learners prioritize functional language use over native-like competence?** A\) **Practical needs, such as professional and social communication, may be more important**\ B) Native-like pronunciation is easy to acquire\ C) Grammatical accuracy is irrelevant\ D) Accent and fluency always develop together **28. Why is it important to consider individual goals in L2 learning and teaching?** A\) **Different learners may prioritize different aspects of language, such as communication, accuracy, or cultural integration**\ B) All learners should aim for native-like fluency\ C) Motivation does not influence language learning outcomes\ D) Language learning is the same for all individuals **29. What is a key implication for L2 teaching based on research findings?** A\) **There is no single "best" method, and instruction should be adapted to learners' needs**\ B) Explicit instruction is always better than natural acquisition\ C) Structured-based learning is superior to communicative approaches\ D) Corrective feedback should always be avoided **30. Why is patience important in L2 learning?** A\) **Language acquisition is a gradual process that requires time and incremental progress**\ B) Students should be able to speak fluently within a few weeks\ C) Immediate correction leads to faster proficiency\ D) L2 learning happens at the same rate for everyone