Exam: SLA and Pedagogy — The Role and Challenges of Language Teachers

They are the primary driving forces of language acquisition.

They are not the driving forces of acquisition, although some memorized chunks may result from frequent exposure and repetition.

They should be eliminated entirely from language teaching.

They are more effective than meaningful communication for learning a language.

To explain grammar rules thoroughly so students can memorize them.

To provide students with opportunities to engage in purposeful interpretation and expression of meaning.

To ensure students cover every chapter of the textbook in sequence.

To provide students with long word lists related to each topic.

Teachers should organize their courses around developmental orders of grammar structures.

The order of acquisition is determined by explicit instruction.

Learners follow a predictable order in acquiring certain linguistic features, and this order is not influenced by explicit instruction.

All learners acquire linguistic features at exactly the same pace.

It tells teachers exactly which grammar structures to teach and when.

It helps teachers adapt their expectations of how progress can be seen in something other than an increase in accuracy.

It allows teachers to skip teaching certain structures entirely.

It replaces the need for communicative teaching.

Because both are equally effective communicative teaching strategies.

Because both reflect a focus on language forms rather than meaningful, communicative tasks.

Because students explicitly prefer grammar and vocabulary instruction.

Because textbooks recommend this exact method.

Using mnemonic devices and simplified grammar rules.

Drilling students more intensively on grammar rules.

Creating more opportunities for meaningful and purposeful communication, both inside and outside the classroom.

Covering more textbook chapters in less time.

Students tend to be inattentive during lessons.

Acquisition is a mostly implicit process and does not result from explicit instruction alone.

Most textbooks are too advanced for beginning learners.

Teachers generally lack adequate training in linguistics.

Students are typically unmotivated to learn foreign languages.

There are too few textbooks and resources available.

Creating curricula inevitably involves rushing a very slow process.

Language teaching is identical to teaching other subjects.

A list of linguistic features to 'cover' sequentially.

The chapter order of the assigned textbook.

Meaningful content and communication.

Grammar structures arranged in developmental order.

People rarely say anything they have heard before.

Communication involves creating novel utterances rather than merely repeating memorized phrases.

Memorization has no place at all in language learning.

Language learners should be discouraged from memorizing vocabulary.