Chapter 3: Input - Multiple Choice Exam
Exam info
- Subject
- Second Language Acquisition
- Exam type
- University
- Questions
- 30
- Duration
- 120 min
- Answers
- ✓ With explanations
- School
- Đại học ngoại ngữ - tin học
Questions (30)
- Q 1.
According to the chapter, what is the defining feature of input that actually contributes to language acquisition?
- A.
Any language learners are exposed to during class
- B.
Target language that learners are actively processing for meaning
- C.
Written text in the target language only
- D.
Audio recordings in the target language
- A.
- Q 2.
In Krashen's Input Hypothesis, what does "i+1" refer to?
- A.
The learner's exact current level of competence
- B.
Input that is far beyond the learner's current ability
- C.
Input containing structures a bit beyond the learner's current competence
- D.
A full proficiency level above the learner's current level
- A.
- Q 3.
What is the most likely outcome when input is too difficult for learners?
- A.
Learners become more motivated to study harder
- B.
Learners may rely on translations instead of processing the target language
- C.
Learners develop stronger memorization skills
- D.
Learners automatically expand their vocabulary
- A.
- Q 4.
What is a potential problem with input that is consistently too easy?
- A.
Learners become overwhelmed with new vocabulary
- B.
It can lead to frequent translation needs
- C.
It does not contribute to expanding the learner's linguistic system
- D.
It is typically grammatically incorrect
- A.
- Q 5.
Which of the following activities is an example of input that counts for language acquisition?
- A.
Reading a dialogue without understanding it and acting it out
- B.
Matching conjugated verbs with their infinitive forms
- C.
Choosing a picture that matches a teacher's house description
- D.
Filling in missing words in song lyrics while listening
- A.
- Q 6.
Which of the following is NOT listed as a strategy to make input comprehensible without translating?
- A.
Using visual cues such as pictures and objects
- B.
Using body language and gestures
- C.
Translating every new word into the learners' first language
- D.
Using cognates that are similar in both languages
- A.
- Q 7.
Why should teachers be cautious about pointing to individual students to demonstrate the meaning of words?
- A.
It is not an effective way to teach vocabulary
- B.
Some students may feel uncomfortable being the center of attention
- C.
It is too time-consuming in a typical class
- D.
Students will forget the meaning afterwards
- A.
- Q 8.
Which of the following is one of the main sources of input in a language classroom, according to the chapter?
- A.
Grammar textbooks only
- B.
The teacher
- C.
Translation dictionaries
- D.
Grammar-translation drills
- A.
- Q 9.
What is one advantage of materials made for language learners?
- A.
They naturally integrate target-language culture
- B.
They are easier for learners to understand with little scaffolding
- C.
They are always more engaging than authentic resources
- D.
They require no preparation from the teacher
- A.
- Q 10.
What is a potential drawback of materials made specifically for language learners?
- A.
They are too difficult for any learner
- B.
They may be perceived as artificial or unnatural
- C.
They contain no useful content
- D.
They don't fit any proficiency level
- A.
- Q 11.
What defines an "authentic resource"?
- A.
Any material written by the language teacher
- B.
A simplified version of a story for beginners
- C.
A material not originally created for language learners
- D.
A grammar textbook designed for second-year students
- A.
- Q 12.
Which of the following is mentioned as a drawback of authentic resources?
- A.
They rarely contain cultural content
- B.
They are too easy for most learners
- C.
They may be too difficult to understand without proper scaffolding
- D.
They are not motivating for learners
- A.
- Q 13.
According to the chapter, what are the two key qualities that input must have to contribute to language acquisition?
- A.
It must be written and translated
- B.
It must be entertaining and simple
- C.
Learners must be able to understand it and compelled to understand it
- D.
It must be at exactly the learner's current level
- A.
- Q 14.
Which of the following task types would best compel learners to process input for meaning?
- A.
Copying vocabulary words from the board
- B.
Filling in grammar worksheets
- C.
Ranking items based on a teacher's description
- D.
Translating sentences word by word
- A.
- Q 15.
Why does the chapter advise teachers to be cautious about cultural references when using examples to make input comprehensible?
- A.
Cultural references are not helpful for language learning
- B.
Learners may not be familiar with them, which could put some students on the spot
- C.
Cultural references violate the use of the target language
- D.
Cultural references require too much class time
- A.
- Q 16.
Why is it impossible to achieve the "perfect level" of comprehensible input for every student?
- A.
Because the textbook is always too advanced
- B.
Because students have different levels of competence and interests
- C.
Because teachers cannot speak the target language fluently
- D.
Because the classroom environment is too loud
- A.
- Q 17.
Which of the following best illustrates "slowing down and simplifying" speech in a way the chapter would endorse?
- A.
Saying "me very sad" to use simpler grammar
- B.
Speaking more slowly, adding emphasis, and using shorter utterances
- C.
Replacing all vocabulary with cognates regardless of context
- D.
Speaking louder and repeating every word three times
- A.
- Q 18.
What is one reason authentic resources are often considered highly motivating for learners?
- A.
They are usually shorter than other materials
- B.
They make the language feel alive and can feel rewarding to understand
- C.
They require no scaffolding from the teacher
- D.
They are easier than materials made for learners
- A.
- Q 19.
According to the chapter, what should teachers do if none of the comprehensible-input strategies seem to work for a particular word?
- A.
Skip the word entirely and continue the lesson
- B.
Provide a quick translation as a last resort, but use it sparingly
- C.
Spend the rest of the class defining the word in the target language
- D.
Switch to teaching the lesson in the learners' first language
- A.
- Q 20.
What negative effect can result from routinely translating whenever learners might not understand?
- A.
Learners will become fluent more quickly
- B.
Learners may stop making the effort to attend to the target language for meaning
- C.
Learners will appreciate the teacher's helpfulness more
- D.
Learners will develop stronger translation skills
- A.
- Q 21.
Which type of activity from the chapter requires students to demonstrate comprehension of the target language?
- A.
Memorizing a list of conjugated verbs
- B.
Selecting the best menu for a vegetarian based on a teacher's criteria
- C.
Reading aloud from a textbook
- D.
Copying example sentences from the board
- A.
- Q 22.
Krashen's Input Hypothesis was part of a larger theory known as the:
- A.
Output Hypothesis
- B.
Interaction Hypothesis
- C.
Monitor Model
- D.
Comprehensible Output Model
- A.
- Q 23.
Why is the teacher described as one of the most important sources of input in a classroom setting?
- A.
Because teachers speak more languages than their students
- B.
Because class time may be the only time learners engage in meaningful comprehension of the target language
- C.
Because teachers know more grammar rules
- D.
Because teachers are paid to speak the target language
- A.
- Q 24.
What does it mean to "model instructions" as a strategy to make input comprehensible?
- A.
To write the instructions on the board
- B.
To pretend to do the activity in order to demonstrate it
- C.
To translate the instructions into the learners' first language
- D.
To repeat the instructions in a louder voice
- A.
- Q 25.
Which of the following statements about cognates is most consistent with the chapter's advice?
- A.
Cognates should never be used because they confuse learners
- B.
Written cognates are sometimes easier to recognize than spoken ones
- C.
Cognates are always inappropriate for the language classroom
- D.
All cognates have the exact same meaning in every context
- A.
- Q 26.
According to the chapter, what is one way authentic resources can have a positive impact even when not used as a source of input?
- A.
They can replace the textbook entirely
- B.
They can spark interest and lead learners to engage with the language outside class
- C.
They eliminate the need for classroom activities
- D.
They guarantee fluency in the target language
- A.
- Q 27.
What is the main reason the chapter gives for not obsessing over the "perfect level" of input?
- A.
Because learners are not interested in the target language
- B.
Because it doesn't exist; teachers are not machines and learners are not predictable
- C.
Because the curriculum does not allow for adjustments
- D.
Because input level does not affect acquisition
- A.
- Q 28.
Which of the following is an example of a task that compels learners to process input for meaning, as described in the chapter?
- A.
Listening to the teacher talk without any follow-up task
- B.
Indicating on a map the destination described by the teacher
- C.
Translating a passage word for word
- D.
Copying a text the teacher reads aloud
- A.
- Q 29.
What does the chapter suggest is a key question teachers should ask themselves when designing input tasks?
- A.
"How much grammar will students learn?"
- B.
"What will others do with this information?"
- C.
"How quickly can we finish the textbook?"
- D.
"Should we teach vocabulary in isolation?"
- A.
- Q 30.
What is the overall message the chapter conveys about the relationship between comprehensible input and compelling learners?
- A.
Comprehensible input alone is sufficient for acquisition
- B.
Compelling learners to understand is more important than providing comprehensible input
- C.
Both comprehensibility and a clear purpose for understanding are essential for input to contribute to acquisition
- D.
Neither comprehensibility nor compelling learners matters for acquisition
- A.
Answers and explanations are in mode.