PhD Language Acquisition & Bilingualism Revision Questions

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 biol...

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