A. Second Learning Analysis B. Second Language Acquisition C. Speech Language Ability D. Second Level Assessment

A. write B. learn C. teach D. forget

A. A person’s first language B. A language learned after the first C. A foreign dialect D. A native language

A. The language learned after childhood B. The language learned first C. The language taught at school D. The language used abroad

A. L1 B. L2 C. Bilingualism D. Dialect

A. How to teach grammar B. How learners acquire a second language C. How children speak their first language D. How teachers design lessons

A. Psychology and sociology B. Grammar and vocabulary C. Linguistics and literature D. Speech and hearing

A. Acquisition is conscious; learning is not B. Acquisition is subconscious; learning is conscious C. Both are the same D. Learning happens only in children

A. Pedagogy B. Linguistics C. Anthropology D. Phonetics

A. Second Language Learning B. Second Language Acquisition C. Language and Speech Analysis D. Standard Language Method

A. There are no good teachers B. The language is too difficult C. The learning process is complex and exposure is limited D. Lack of textbooks

A. Psychology B. Linguistics C. Education D. All of the above

A. The native language B. A temporary language system created by learners C. The only classroom language D. Written language

A. Rapid learning process B. The cessation of learning and persistent errors in IL C. Memorizing vocabulary D. Pronunciation practice

A. Native language B. The language being learned C. Secondary language D. Another native language

A. Second language B. L1 C. Target language D. Foreign language

A. SLA is not concerned with education B. SLA studies how learners create a language system C. SLA has no theory D. SLA focuses only on vocabulary

A. Identifying linguistic constraints on learning B. Understanding why some people achieve native-like proficiency C. Studying how learners hypothesize L2 grammar D. All of the above

A. L2 is learned in the target-language environment, FL in the non-target B. L2 is learned in the classroom, FL at home C. L2 is more difficult than FL D. No difference

A. Conversation analysis B. Psychology C. Linguistics D. All of the above

A. Grammar mistake B. Wrong translation C. Misunderstanding the intent of “Is Samuel there?” D. Not knowing the word meaning

A. Native grammar B. Interlanguage C. Second lexicon D. Target system

A. Errors that persist despite further exposure B. Perfect mastery of L2 C. Learning vocabulary quickly D. Memorizing grammar rules

A. Linguistics B. Psychology C. Education D. All of the above

A. Prescriptive grammar describes actual usage, descriptive tells rules B. Prescriptive grammar tells rules taught in school, descriptive describes actual C. They are the same D. Descriptive grammar only studies sounds

A. Sentence word order B. Word formation and morphemes C. Sound pronunciation D. Pragmatic meaning

A. A word that can stand alone B. A word part that cannot stand alone C. A sentence D. A phoneme

A. What sounds are possible in a language B. How sounds combine in words C. Pronunciation differences in fast vs. slow speech D. All of the above

A. Sentence structure B. Word meaning and reference C. Pronunciation D. Classroom teaching methods

A. Grammar rules B. How language is used in context C. Vocabulary memorization D. Writing essays

A. Perfect native-like sentences always B. Grammatically incorrect but meaningful sentences C. Only memorized sentences D. Only correct grammar with no meaning

A. Don’t split infinitives B. English sentences as they are actually used C. Use “between” with two items only D. Avoid ending sentences with prepositions

A. Only motivation B. Exposure, input, and interaction C. Memorizing rules only D. Native language only

A. Children consciously learn grammar rules B. Children acquire complex structures unconsciously C. Children cannot learn relative clauses D. Children always need explicit instruction

A. Fixed and never changes B. Dynamic and evolving over time C. Identical to the native language D. Only used in classrooms

A. Learners are lazy B. Stereotypes are based on nonnative speech patterns C. Teachers do not correct students D. Vocabulary is insufficient

A. Foreign language learning B. Immersion or L2 learning C. Classroom translation D. Memorization method

A. L2 learning B. ESL C. Foreign language learning D. Interlanguage acquisition

A. Word order does not affect meaning B. Word order is part of grammar knowledge C. Syntax is irrelevant in SLA D. Sentences are random arrangements of words

A. The meaning of words B. How word combinations create meaning C. Homonyms and contextual meaning D. All of the above

A. Knowing how to respond to “Is Samuel there?” B. Learning the past tense C. Pronouncing vowel sounds D. Memorizing vocabulary

A. “I bought a couple of towel” B. “There is many kind of way you make baklawa” C. “There are about one and half-million inhabitant in Jeddah” D. All of the above

A. Un- in unlikely B. Man C. -ment in establishment D. -ari in humanitarian

A. Target language rules B. Native language rules C. Universal patterns of language D. All of the above

A. Language teaching methodologies B. Educational policy decisions C. Language planning D. All of the above

A. Learners stop trying B. Fossilization occurs C. The L2 is too hard D. The teacher is ineffective

A. Phonology B. Syntax C. Morphology, semantics, pragmatics D. All of the above

A. Vocabulary B. Pronunciation and word combination C. Syntax D. Pragmatics

A. Learners may use them correctly before understanding the rule B. Learners must memorize rules first C. It is impossible to learn without explicit instruction D. Only adults can learn them

A. The woman whom I met yesterday is reading the book B. Don’t end a sentence with a preposition C. Use between with two items only D. Don’t split infinitives

A. Errors caused by L1 influence B. Errors caused by TL input C. Unique learner-created rules D. Memorized classroom sentences

A. Spoken language B. Written texts C. Learner errors D. All of the above

A. Complete understanding B. Influence of classroom drills on spontaneous speech C. Fossilization D. Perfect grammar

A. Motivation B. Input quality and quantity C. Opportunities to use language D. All of the above

A. Part of a tree B. Part of a table C. Both A and B depending on context D. Neither

A. Word formation with affixes B. How words combine with other words C. Free and bound morphemes D. All of the above

A. Understanding human mind B. Improving language teaching C. Developing language policies D. All of the above

A. L2 learning often occurs in the environment where the language is spoken B. FL learning occurs in the learner’s native language environment C. L2 learners have more access to target speakers D. All of the above

A. Memorizing rules B. Determining linguistic constraints on L2 grammar formation C. Translation exercises D. Teaching methods only