1. What is the Grammar-Translation approach characterized by?

a. Emphasizing communicative language use

b. Providing explicit instruction of grammatical rules and L1 translation
c. Focusing on pattern drilling and repetition
d. Ignoring cultural aspects of language

2. Which theory does the Audiolingual approach rely on?

a. Behaviorist theory
b. Constructivist theory
c. Cognitive theory
d. Humanistic theory

3. According to Audiolingual approach, how is language learning achieved?

a. Through explicit grammar instruction
b. By forming a series of individual habits
c. By encouraging creative language use
d. Through memorization of cultural texts

4. What is a common criticism of both the Grammar-Translation and Audiolingual

approaches?
a. They prioritize communicative competence
b. They fail to produce fluency and accuracy
c. They focus too much on error correction
d. They neglect the importance of cultural texts

5. According to communicative language teaching supporters, what is the role of errors

in language learning?
a. Errors should be strictly corrected to ensure fluency
b. Errors are natural and a valuable part of the learning process
c. Errors indicate a lack of motivation in learners
d. Errors should be ignored to prevent inhibiting learners.

6. What is the concern expressed by some researchers regarding learners' 'freedom' in

language learning?
a. It leads to early fossilization of errors
b. It enhances creativity in language use
c. It accelerates language acquisition
d. It promotes communicative competence

7. In Audio-lingual pattern drill Study 1, what was the focus of the investigation?
a. The effect of grammar translation on interlanguage development
b. The impact of cultural activities on language acquisition
c. The influence of audio-lingual instruction on English grammatical morphemes
d. The role of communication in language learning.
 8. What did the result of Audio-lingual pattern drill Study 1 suggest about isolated
pattern practice drills?
a. They enhance fluency in natural learning environments
b. They result in a developmental sequence different from natural learning
c. They are more effective with highly motivated learners
d. They are irrelevant in language learning.

9. According to the findings of Audio-lingual pattern drill Study 1, what does an

exclusive focus on accuracy and practice of grammatical forms depend on?
a. Contextualized sentences
b. Deductive methods
c. Repetition and drill of decontextualized sentences
d. Cultural activities.

10. In Grammar plus communicative practice (Study 2), which group scored significantly
higher on communicative competence measures?
a. Communicative group (G1)
b. Cultural group (G2)
c. Control group (G3)
d. All groups scored equally.

11. What conclusion can be drawn from Grammar plus communicative practice
(Study 2)?
a. Emphasis on accuracy and form is sufficient for communication abilities
b. L2 programs focusing only on accuracy hinder communicative abilities
c. Grammar-translation instruction is the most effective
d. Linguistic competence measures are more important than communicative competence.

12. What does the research suggest about learners receiving audiolingual or grammar-
based instruction?
a. They excel in both linguistic and communicative competence
b. They are often unable to communicate effectively
c. They are more creative in language use
d. They rely on natural order of acquisition.

13. What is the primary limitation of the proposal "Get it Right from the Beginning"?
a. It neglects the importance of accuracy and form
b. It guarantees high levels of linguistic knowledge
c. L2 learners may be inhibited and reluctant to communicate
d. It emphasizes communicative competence too much.

14. What does an exclusive focus on accuracy in the classroom usually result in?
a. Inhibited learners unwilling to take chances
b. Highly creative language use
c. Improved fluency in communication
d. Enhanced motivation in learners.
 15. What do learners benefit more from, according to the first proposal?
a. Opportunities for communicative practice
b. Strict correction of errors
c. Isolated pattern practice drills
d. Emphasis on grammar translation.

16. Why is it important for L2 learners to develop both accuracy and fluency?
a. To confuse language use in communication
b. To focus only on form-based instruction
c. To enhance cultural understanding
d. To use the language effectively in various contexts.

17. Which group in Grammar plus communicative practice (Study 2) practiced French in a
meaningful context?
a. Communicative group (G1)
b. Cultural group (G2)
c. Control group (G3)
d. All groups practiced in the lab.

18. In Audio-lingual pattern drill Study 1, what age group of learners was focused on?
a. Adults
b. Children aged 6-10
c. Adolescents aged 11-16
d. University students.

19. What is the proposed balance between meaning-based and form-based instruction?
a. Meaning-based instruction is advantageous, and form-based instruction is not
b. Form-based instruction is advantageous, and meaning-based instruction is not
c. Both meaning-based and form-based instruction are advantageous
d. L2 learners only need form-based instruction.

20. What does the result from Grammar plus communicative practice (Study 2) suggest
about the importance of communicative practice in L2 programs?
a. It is irrelevant for linguistic competence
b. It hinders development of communicative abilities
c. It is essential for developing communication skills
d. It is equally effective as isolated grammar drills.

21. What does Proposal 2 emphasize regarding language learning?

a. Memorization of vocabulary
b. Importance of meaningful and comprehensible input
c. Strict grammar rules
d. Written exercises only
 22. What is the primary focus of negotiation for meaning in language learning?
a. Memorization of vocabulary
b. Clarifying intentions and thoughts
c. Repeating sentences
d. Solo language practice

23. In communicative language teaching (CLT) and task-based instruction, how can
negotiation for meaning be achieved?
a. Memorization of vocabulary
b. Solo language practice
c. Task-based collaborative activities
d. Grammar rule exercises

24. What is one benefit of negotiation for meaning in language learning, according to the
proposal 2?
a. Strict adherence to grammar rules
b. Natural acquisition of language forms
c. Memorization of vocabulary
d. Minimal interaction with teachers and peers

25. According to Michael Long's updated version, what features contribute to second
language learning?
a. Strict grammar rules
b. Attention and features of interaction
c. Memorization of vocabulary
d. Written exercises only

26. What role does corrective feedback play in language learning, according to research
findings?
a. It hinders learning
b. It is irrelevant
c. It facilitates connections between form and meaning
d. It is only useful for native speakers

27. In the study by Michael Long and Patricia Porter, how did learners' speech patterns
differ between native and non-native speakers?
a. Native speakers talked more
b. Non-native speakers talked more
c. No significant difference in speech patterns
d. Both a and b

28. What did George Yule and Doris Macdonald investigate regarding two-way
communication tasks?
a. The importance of solo language practice
b. The impact of written exercises
c. Differences in interactive behavior based on proficiency level
d. The role of grammar rules
 29. According to Yule and Macdonald's study, what happened when lower-level learners
were in the 'receiver' role?
a. They spoke more
b. They played a passive role and said very little
c. They dominated the conversation
d. They corrected the higher-level 'senders'

30. What did Naomi Storch investigate regarding pair interaction patterns?
a. Solo language practice
b. The impact of grammar rules
c. The dynamics of pair interaction over time
d. Memorization of vocabulary

31. In the 'dominant-dominant' interaction pattern, what characterizes the learners'

engagement?
a. Full agreement with each other
b. An unwillingness to engage and agree
c. Active encouragement and support
d. Authoritarian behavior

32. How does 'expert-novice' interaction support Vygotsky's theory of cognitive

development?
a. By promoting authoritarian behavior
b. By encouraging a passive role
c. By engaging in collaborative co-construction of knowledge
d. By focusing on solo language practice

33. According to the conclusion, what has the research contributed to?
a. Strict adherence to grammar rules
b. Memorization of vocabulary
c. Effective organization of group and pair work in the classroom
d. Minimal interaction with teachers and peers

34. What is mentioned as a limitation of the studies presented?

a. Immediate production following interactions as a measure of L2 learning
b. Long-term benefits of conversational interaction
c. The focus on one-on-one pair-work activities only
d. Both a and b

35. What is the difficulty in drawing conclusions from the studies regarding classroom
interactions?
a. Lack of trained native speakers
b. Limited focus on grammar rules
c. Focus on one-on-one pair-work activities
d. Immediate production following interactions as a measure of L2 learning
 36. What is the proposed approach for organizing group and pair work more effectively in
the classroom?
a. Solo language practice
b. Strict adherence to grammar rules
c. Memorization of vocabulary
d. Meaningful and comprehensible input through conversation

37. According to Michael Long and Patricia Porter's study, who did learners talk more
with?
a. Native speakers
b. Intermediate-level partners
c. Advanced-level learners
d. Both a and b

38. How did Naomi Storch interpret the patterns of 'expert-novice' interaction?
a. As a hindrance to cognitive development
b. As support for Vygotsky's theory of cognitive development
c. As irrelevant to language learning
d. As promoting solo language practice

39. According to the second proposal, what is the focus of negotiation for meaning?
a. Memorization of vocabulary
b. Strict grammar rules
c. Clarifying intentions and thoughts for mutual understanding
d. Written exercises only

40. What is identified as one crucial role of corrective feedback in language learning?
a. Hindrance to learning
b. Irrelevant to learning
c. Facilitating connections between form and meaning
d. Limited impact on language acquisition

41. What is the primary focus of Proposal 3 for second language acquisition?
A. Speaking and memorization
B. Listening and reading activities
C. Grammar drills and practice
D. Writing and comprehension exercises

42. According to Krashen's Input Hypothesis, what is essential for second language
acquisition?
A. Drilling and memorization
B. Comprehensible input
C. Speaking practice only
D. Grammar exercises
 43. What is controversial about the approach proposed in proposal 3?
A. It emphasizes too much on grammar drills
B. It suggests learners do not need to speak at all
C. It lacks comprehension activities
D. It focuses solely on writing exercises

44. How is the material selected for learners in the third proposed approach?
A. Graded according to linguistic complexity
B. Based on teacher's intuition of comprehensibility
C. Random selection of texts
D. Determined by student preferences

45. In the example provided, what age group of students is participating in the
comprehension-based approach?
A. 5-7 years old
B. 8-10 years old
C. 11-13 years old
D. 14-16 years old

46. What did the follow-up study in grade 8 reveal about students in the comprehension-
only program?
A. They performed better than students in the regular program
B. They were at par with students in the regular program
C. They did not perform as well as students with speaking and writing components
D. They excelled in speaking skills

47. What does Total Physical Response (TPR) involve?

A. Speaking and writing exercises
B. Listening and reading only
C. Acting out commands without speaking
D. Memorizing vocabulary

48. How does TPR differ from Krashen's Input Hypothesis?

A. It involves speaking and writing
B. It focuses solely on listening
C. It requires students to speak immediately
D. It emphasizes comprehension without oral practice

49. What is the concept of "input flood" in language learning?

A. Learning through isolated vocabulary
B. Exposing learners to numerous instances of a particular language form
C. A technique for improving pronunciation
D. Reading extensively without understanding
 50. What did the study by Trahey and White reveal about exposure to instructional
input?
A. Learners improved in grammar errors based on their L1
B. Learners added new elements to their interlanguage
C. Exposure did not impact learners' language development
D. Learners became less confident in the TL

51. What is "input enhancement" according to Michael Sharwood Smith?

A. A technique for improving pronunciation
B. Drawing learners' attention to features in the second language
C. Focusing solely on speaking practice
D. A form of error correction

52. How did learners perform in Joanna White's study involving typographical
enhancement?
A. Learners showed little progress in their knowledge and use of possessive determiners
B. Enhanced learners performed better than non-enhanced learners
C. The enhancement had no impact on their learning
D. Learners were less motivated with the typographical enhancement

53. What is the focus of input processing in Bill Van Patten's approach?
A. Comprehension tasks only
B. Production practice only
C. Focused listening and reading activities
D. Writing exercises

54. According to the research interpretation, what does comprehension-based learning

best serve as?
A. The sole method for advanced learners
B. A supplement to other learning methods
C. Ineffective for language development
D. Applicable only for beginners

55. What does Merrill Swain propose in response to the comprehensible input
hypothesis?
A. Comprehensible output hypothesis
B. Speaking-only hypothesis
C. Grammar drill hypothesis
D. Writing-focused hypothesis

56. According to Swain, when do students realize the limitations of their interlanguage?
A. During reading activities
B. When they have to produce language
C. Through grammar drills
D. When they engage in speaking activities
 57. What does the French immersion research confirm about comprehensible input?
A. It is ineffective for language development
B. It is sufficient for high levels of accuracy
C. It supports the development of comprehension skills and fluency
D. It hinders confidence in the target language

58. What does the research not support regarding the exclusive focus on meaning in
comprehensible input?
A. Learners' development of comprehension skills
B. Development of fluency
C. The claim that language will take care of itself
D. High levels of accuracy in the L2

59. What does the conclusion suggest about comprehension-based programs?

A. They are sufficient for advanced language development
B. They are ineffective for beginners
C. They may be beneficial in the early stages but require additional guidance
D. They are only suitable for speaking skills

60. What do the TPR results indicate about its benefits for learners?
A. TPR is ineffective for language development
B. TPR prepares learners for written exercises
C. TPR is beneficial for learners in the early stages of L2 development
D. TPR is only effective when combined with grammar drills

61. What is the main focus of Proposal 4, "Teach What is Teachable"?

a) Teaching all linguistic structures
b) Understanding developmental features
c) Exploring variational features
d) Teaching based on learners' internal schedule

62. According to the research, what are examples of "developmental features" in

language acquisition?
a) Vocabulary and motivation
b) Question forms, negation, tense, and relative clauses
c) Intelligence and quality of instruction
d) Recasts and unreadies

63. What are "variational features" in language learning?

a) Features that vary across languages
b) Features that develop along a particular path
c) Features that depend on learners' internal schedule
d) Features that can be taught at any time
 64. In Manfred Pienemann's 1988 study, what did he investigate regarding instruction
and language learners?
a) Whether learners could skip a stage in natural development
b) The impact of recasts on language production
c) The role of motivation in language acquisition
d) The long-term effects of explicit instruction

65. What did the 1998 study by Alison Mackey and Jenefer Philp examine in relation to
adult language learners?
a) The role of developmental readiness in instruction
b) The effects of recasts on question form production
c) The influence of first language on language acquisition
d) The impact of motivation on learning outcomes

66. According to the results of Mackey and Philp's study, who showed more rapid
improvement in question form production?
a) Learners receiving recasts
b) Unreadies exposed to recasts
c) Learners at any stage of development
d) Learners with high intelligence

67. What did Nina Spada and Patsy Lightbown investigate in their 1999 study?
a) The impact of instruction on learners' interlanguage systems
b) The effects of recasts on unreadies
c) The acquisition of questions based on developmental readiness
d) The contrastive information between L1 and L2

68. According to Spada and Lightbown, what may hinder learners' performance despite
instruction matching developmental readiness?
a) Lack of motivation
b) Low intelligence
c) Their native language
d) Insufficient instruction quality

69. What does the conclusion of the research suggest about the measured effects of
instruction?
a) Long-term effects are evident
b) Short-term effects are inconclusive
c) Instruction has no impact on language development
d) Instruction only affects intelligence levels

70. In terms of instructional outcomes, what might have led to more positive results,
especially with contrastive information?
a) Developmental readiness
b) Recasts
c) Explicit instruction
d) Unreadiness
 71. What is the primary interest of the "Teach What is Teachable" position for syllabus
planners and teachers?
a) Understanding learners' internal schedules
b) Exploring variational features
c) Enhancing developmental features
d) Addressing why students don't always learn what they are taught

72. In Pienemann's work on 'processability,' what do the principles provide insights into?
a) The impact of motivation on language development
b) The difficulty of certain language features
c) The influence of native language on language acquisition
d) The effects of explicit instruction on learners

73. Why are Pienemann's principles not easily translated into instructional sequences?
a) Lack of clarity in the principles
b) Variability in learners' internal schedules
c) Complexity of contrastive information
d) Lack of evidence in the research

74. What is the primary focus of the "Teach What is Teachable" position?
a) Teaching all language features
b) Understanding variational features
c) Exploring developmental features
d) Understanding why students don't always learn what they are taught

75. How does Pienemann's work contribute to the understanding of language features?
a) By emphasizing the importance of motivation
b) By providing insights into the difficulty of certain features
c) By promoting the use of recasts in instruction
d) By focusing on the impact of intelligence on language learning

76. According to the research, what is the potential impact of instruction timed to match
learners' developmental readiness?
a) Long-term effects on language development
b) Hinderance in learners' performance
c) Movement into more advanced levels
d) No impact on language acquisition

77. What is the main limitation of the research discussed in the proposal 4?
a) Lack of evidence on the impact of explicit instruction
b) Focus only on short-term effects
c) Inconclusive results on the influence of first language
d) Insufficient exploration of variational features
 78. According to the proposal 4, what is the importance of the "Teach What is Teachable"
position for teachers?
a) Enhancing students' intelligence levels
b) Understanding why students don't always learn what they are taught
c) Focusing on all linguistic structures
d) Exploring the impact of recasts on language production

79. How does the proposal suggest teachers can help learners who do not always learn
what they are taught?
a) By providing more explicit instruction
b) By focusing on variational features
c) By understanding learners' internal schedules
d) By implementing instructional sequences based on Pienemann's principles

80. What is the overall significance of the "Teach What is Teachable" position for syllabus
planners and teachers?
a) It provides a clear instructional sequence for all language features.
b) It emphasizes the importance of learners' internal schedules.
c) It helps in understanding why some features are more difficult than others.
d) It suggests the exclusive use of recasts for language instruction.

81. What is the main argument of Proposal 5, "Get It Right in the End"?
A) Form-focused instruction is unnecessary.
B) Comprehensible input is sufficient for language learning.
C) Learners benefit from form-focused instruction within communicative contexts.
D) Corrective feedback has no impact on language acquisition.

82. According to the proposal 5, why do proponents of form-focused instruction believe it

is necessary?
A) Learners can acquire language features naturally.
B) Meaning-focused instruction is superior.
C) Comprehensible input alone leads to high accuracy.
D) Motivation is the only factor needed for language acquisition.

83. In terms of error correction, why does the proposal 5 suggest explicit focus on form
and feedback?
A) Learners prefer explicit correction.
B) Monolingual classrooms lead to more errors.
C) Errors result from L1 transfer.
D) Communication breakdowns are unavoidable.

84. When is explicit instruction particularly needed, according to the proposal 5?

A) When learners have different L1s.
B) When learners are highly motivated.
C) When errors lead to communication breakdown.
D) When learners share the same L1.
 85. Which study examined the effects of form-focused instruction on the acquisition of
adverb placement and question formation?
A) Elaine Day and Stan Shapson (1991)
B) Lydia White (1991)
C) Roy Lyster (1994)
D) Birgit Harley (1998)

86. What did Lydia White's study (1991) conclude about the effects of form-focused
instruction and corrective feedback?
A) Corrective feedback had no impact on language acquisition.
B) Higher exposure and frequency of taught structures were essential for retention.
C) Form-focused instruction was ineffective for adverb placement and question formation.
D) Writing skills were not influenced by form-focused instruction.

87. What was the focus of Elaine Day and Stan Shapson's study (1991) on form-focused
instruction in French immersion?
A) Adverb placement and question formation
B) Conditional mood of the verb
C) Social pronouns
D) Grammatical gender

88. According to the study by Roy Lyster (1994), what did explicit instruction on social
pronouns (formal and informal use of "you") conclude?
A) Focused instruction had no effect on learners.
B) Focused instruction was beneficial for writing skills.
C) Focused instruction did not impact sociolinguistic forms.
D) Learners struggled to generalize their learning to new pronouns.

89. What did Birgit Harley's study (1998) on grammatical gender in French immersion
reveal about learners who received instruction?
A) Learners generalized their learning to new nouns.
B) Learners struggled to recognize gender distinctions.
C) Instruction had no effect on gender recognition.
D) Learners were better at recognizing and producing gender distinctions.

90. In Catherine Doughty and Elizabeth Varela's study (1998), what was the focus of form-
focused corrective feedback in content-based science classrooms?
A) Adverb placement
B) Verb forms
C) Social pronouns
D) Grammatical gender
 91. According to Lyster's study (2004), what type of feedback, combined with form-
focused instruction, was more effective in written tasks?
A) Recasts
B) Prompts
C) Elicitation
D) Repetitions

92. Merrill Swain and Sharon Lapkin's study (2002) on collaborative dialogue focused on
what aspect of language development?
A) Verb forms
B) Sociolinguistic forms
C) Comprehensible input
D) Corrective feedback

93. What was the aim of Virginia Samuda's study (2002) on form-meaning relationships
in task design?
A) Modals in learners' speech
B) Expressions of possibility and probability
C) Adverb placement
D) Social pronouns

94. What does the research findings support regarding form-focused instruction and
corrective feedback in communicative L2 programs?
A) They have no impact on learners.
B) They are not effective for language acquisition.
C) They improve learners' use of particular grammatical features.
D) They are only effective for oral proficiency.

95. Why might the effects of form-focused instruction not always be long-lasting,
according to the conclusion?
A) Lack of motivation
B) Lack of opportunities for continued use
C) Frequency of use in regular input
D) Ineffectiveness of corrective feedback

96. What does the proposal 5 suggest about the success of form-focused instruction with
different language features?
A) It is uniformly successful.
B) It depends on the age of the learners.
C) It is more successful with some features than with others.
D) It is only effective in monolingual classrooms.

97. What is the main challenge addressed in the conclusion of Proposal 5?

A) Balancing explicit and implicit instruction
B) Achieving fluency without form-focused activities
C) Avoiding corrective feedback in language learning
D) Understanding the differences between L1 and L2 transfer
 98. What does the conclusion recommend regarding the balance between meaning-
focused and form-focused activities?
A) A greater emphasis on meaning-focused activities
B) An equal balance between the two types of activities
C) A greater emphasis on form-focused activities
D) Avoiding both meaning-focused and form-focused activities

99. When is explicit, guided form-focused instruction considered necessary, according to

the conclusion?
A) When learners are not motivated
B) When L1 and TL have subtle differences
C) When learners are of the same age
D) When learners have different L1s

100. According to the conclusion, what is essential for successful form-focused

instruction when the TL differs from the L1 in subtle ways?
A) Frequent use of corrective feedback
B) Explicit, guided instruction
C) Avoidance of communicative contexts
D) Lack of metalinguistic sophistication

101. What is the main emphasis of Proposal 1?

A) Form-focused instruction
B) Explicit correction
C) Comprehensible input
D) Motivation alone

102. According to Proposal 2 what is crucial for language learning?

A) Explicit instruction
B) Form-focused correction
C) Comprehensible input and meaningful interaction
D) Learners' motivation

103. In Proposal 3 what is the primary focus of language instruction?

A) Grammar rules
B) Vocabulary acquisition
C) Meaningful tasks and activities
D) Pronunciation practice

104. Proposal 4 suggests that language learning is enhanced through:

A) Isolated language practice
B) Learning in a cultural vacuum
C) Exposure to authentic cultural contexts
D) Memorization of grammar rules
 105. What does proposal 5 advocate for in terms of language instruction?
A) Sole reliance on comprehensible input
B) Minimal emphasis on form-focused instruction
C) Balanced integration of form-focused instruction within communicative contexts
D) Strict avoidance of corrective feedback

106. According to proposal 1 what is the belief about the role of form-focused
instruction?
A) It is unnecessary.
B) It is the only effective method.
C) It is helpful in certain contexts.
D) It is detrimental to language learning.

107. What is the primary argument in proposal 2 regarding form-focused

correction?
A) It is crucial for fluency.
B) It is ineffective.
C) It complements meaningful interaction.
D) It leads to communication breakdown.

108. In proposal 3 what is the focus of language instruction?

A) Form-focused exercises
B) Grammar rules
C) Meaningful tasks and activities
D) Vocabulary drills

109. What does proposal 4 emphasize for effective language learning?

A) Isolation from cultural influences
B) Memorization of cultural facts
C) Exposure to authentic cultural contexts
D) Rote learning of vocabulary

110. What is the core idea of proposal 5 regarding form-focused instruction?

A) It is unnecessary.
B) It is the only effective method.
C) It is crucial within communicative contexts.
D) Corrective feedback should be avoided.

111. According to proposal 1 what is considered sufficient for language learning?

A) Comprehensible input
B) Form-focused instruction
C) Memorization of grammar rules
D) Pronunciation practice
 112. What is the central principle of proposal 2?
A) Language learning is solely about grammar rules.
B) Form-focused instruction is the key to success.
C) Comprehensible input and meaningful interaction are essential.
D) Cultural contexts have no impact on language acquisition.

113. In proposal 3 what is the primary aim of language instruction?

A) Vocabulary acquisition
B) Meaningful tasks and activities
C) Form-focused correction
D) Isolated language practice

114. According to proposal 4, why is exposure to authentic cultural contexts

important?
A) It has no impact on language learning.
B) It enhances language learning.
C) It hinders grammar acquisition.
D) Cultural contexts are irrelevant to language acquisition.

115. What does proposal 5 propose regarding the balance between form-focused
and meaning-focused activities?
A) Strict emphasis on form-focused activities
B) Strict avoidance of form-focused activities
C) Balanced integration of both types of activities
D) Sole reliance on meaning-focused activities

116. What is the view of proposal 1 regarding explicit correction?

A) It is crucial for language learning.
B) It is unnecessary.
C) It is detrimental to fluency.
D) It complements form-focused instruction.

117. What does proposal 2 suggest about the role of motivation in language
learning?
A) It is irrelevant.
B) It is the sole factor for success.
C) It complements form-focused instruction.
D) It has no impact on meaningful interaction.

118. According to proposal 3 what is the focus of language instruction during tasks?
A) Grammar rules
B) Vocabulary drills
C) Meaningful communication
D) Pronunciation practice
 119. What does proposal 4 emphasize regarding cultural influences on language
learning?
A) Cultural influences hinder language acquisition.
B) Cultural contexts are irrelevant.
C) Exposure to authentic cultural contexts enhances language learning.
D) Memorization of cultural facts is essential.

120. In proposal 5, when is explicit, guided form-focused instruction considered

necessary?
A) When learners are not motivated
B) When features in the TL differ from the L1 in subtle ways
C) When learners have different L1s
D) When learners share the same L1

121. What is the central theme of proposal 1?

A) Balancing form-focused and meaning-focused instruction
B) Strict reliance on meaning-focused activities
C) Prioritizing explicit correction over meaningful interaction
D) Emphasizing form-focused instruction

122. According to proposal 2, what is the role of form-focused correction in

language learning?
A) It is crucial for success.
B) It leads to communication breakdown.
C) It complements meaningful interaction.
D) It has no impact on language acquisition.

123. What is the primary focus of language instruction in proposal 3?

A) Isolated language practice
B) Grammar rules
C) Meaningful tasks and activities
D) Vocabulary acquisition

124. How does proposal 4 view the impact of exposure to authentic cultural
contexts on language learning?
A) It hinders language acquisition.
B) It has no impact.
C) It enhances language learning.
D) Cultural contexts are irrelevant.

125. According to the conclusion of proposal 5, what is essential for successful

form-focused instruction?
A) Avoidance of communicative contexts
B) Explicit, guided instruction
C) Frequent use of corrective feedback
D) Lack of metalinguistic sophistication
1.B, 2.A, 3.B, 4.B, 5.B, 6.A, 7.C, 8.B, 9.C, 10.A, 11.B, 12.B, 13.C, 14.A, 15.A, 16.D, 17.A, 18.C,
19.C, 20.C, 21.B, 22.B, 23.C, 24.B, 25.B, 26.C, 27.C, 28.C, 29.B, 30C, 31.B, 32.C, 33.C, 34.D,
35.D, 36.D, 37.C, 38.B, 39.C, 40.C, 41.B, 42.B, 43.B, 44.B, 45.B, 46.C, 47.C, 48.D, 49.B, 50.B,
51.B, 52.C, 53.C, 54.B, 55.A, 56.B, 57.C, 58.D, 59.C, 60.C 61.B, 62.B, 63.A, 64.A, 65.B, 66.A,
67.C, 68.C, 69.B, 70.C, 71.D, 72.B, 73.B, 74.D, 75.B, 76.C, 77.B, 78.B, 79.C, 80.C, 81.C, 82.A,
83.C, 84.D, 85.B, 86.B, 87.B, 88.B, 89.D, 90.B,91.B, 92.B, 93.B, 94.C, 95.C, 96.C, 97.A, 98.B,
99.B, 100.B 101.C, 102.C, 103.C, 104.C, 105.C, 106.A, 107.C, 108.C, 109.C, 110.C, 111.A,112.C,
113.B, 114.B, 115.C, 116.B, 117.C, 118.C, 119.C, 120.B, 121.A, 122.C, 123.C, 124.C, 125.B