1. The stages of acquisition through which a learner passes in acquiring specific grammatical features such as negatives or interrogatives are referred to as

2. Which of the following is likely to appear first in the acquisition of L1 English negatives?

3. Which of the following morphemes is likely to appear last in the acquisition of L1 English?

4. Which of the following morphemes is most likely to appear first in the ‘natural order’ proposed by Krashen for L2 acquisition of English?

5. According to the Critical Period Hypothesis L2 competence can only be achieved if learning

6. Corder (1974) distinguishes three types of error according to their systematicity. Systematic errors occur when the learner

7. One of the psycholinguistic sources of performance errors, which leads to mistakes, can be

8. According to Richards (1971) developmental errors occur when the learner

9. Krashen (1981) claims that ‘acquired knowledge’ can only be developed when the learner

10. According to most studies of learners’ errors, which of the following statements is true?
(1) Transfer errors are more common in adult learners than in child learners
(2) Transfer errors are more common at the lexical level of L2 than at the grammatical level.

11. Selinker (1972) identified five principal cognitive processes responsible for L2 acquisition. Which of the following is not one of those mental processes?

12. Which theory of SLA focuses mainly on relationship between input and L2 knowledge?

13. According to Bialystok’s view of L2 learning implicit knowledge is developed through exposure to communicative language use and is facilitated by the strategy of

14. Central to this model is the idea of form-function mapping. Any one form (e.g. word order) may realize a number of functions (e.g. agent). The learner’s task is to discover the particularmappings that characterize the target language. The theory is referred to as

15. Conscious application of rules in order to understand or produce the second language is described as the strategy of

16. ”The Boeing 747 or jumbo, as it is called, is a very large jet, manufactured or made by an American company, a firm in USA.” This sentence illustrates the process of foreigner talk

17. English is primarily a right-branching language (i.e. nouns are post-modified) while Chinese is left-branching. Which of the following hypotheses is true (according to Schachter 1974)?
(1) Chinese learners of L2 English may avoid using relative clauses.
(2) Chinese learners of L2 English may overproduce simple sentences.

18. In the hierarchy of learning difficulties (Stockwell et al. 1965) the greatest difficulty is predicted to arise in case of which forms in L1 and L2?

19. Formal instruction can only promote language acquisition if the interlanguage is close to the point when the structure to be taught is acquired in the natural setting, when the learner is ‘ready’ to acquire it. This is the conclusion proposed by which theory?

20. According to which theory instruction does not enable learners to fully acquire what is taught when it is taught, but prepares the way for its subsequent acquisition?

21. The use of a rule belonging to an earlier stage of development is referred to as

22. Chunks of language that are stored as complete or partially analysed units are called

23. The process by which learners utilise discourse to help them construct structures that lie outside their competence is described as

24. Which theory of language acquisition accepts the notion of ‘poverty of stimulus’?

25. Consciousness-raising is a type of formal instruction designed to make a learner aware of

26. Hypothesis formation consists basically of the two procedures:

27. Which theory explains SLA in terms of the degree of social and psychological distance between a learner and the target language group?

28. Studies of variability in interlanguage are based on

29. Studies of systematic variability in interlanguage are focused on the role of

30. The term interlanguage is also described as

31. In this process learners replace their native language with L2, fail to develop full competence in L1 or lose what they have acquired in L1. This type of bilingualism is called

32. The process by which speakers make their speech similar to their interlocutors’ speech is referred to as

33. Which of the following distinctions refers to the two kinds of learning ability?

34. According to Oller (1978) the general factor of language proficiency is identical with

35. Errors that arise in learner language due to the nature of formal instruction are called

36. Learners use communication strategies in order to

37. The process of carrying over previous knowledge or performance to subsequent learning situations is described as

38. The vernacular is the style in which

39. Language used by native speakers while communicating with L2 learners is referred to as

40. Language used by non-native speakers while communicating with other L2 learners in a FL classroom is referred to as

41. Formulaic speech utterances that are partly unanalysed and have open slots are called

42. Learners who feel disconnected from their own speech group and the L2 group experience

43. The core grammar of every language consists of rules that

44. Learners who rely on other people, need the teacher’s directions and explanations, like structured learning environment (Willing 1987) are said to prefer

45. Learners who prefer FL teaching methods based on active experience, e.g. hands-on learning as in building models (Willing 1987), are said to be

46. Motivation that derives from the learner’s inherent interest in the learning task is called

47. In the study of individual learner differences ‘a permanent predisposition to be anxious’ (Scovel 1978) is defined as

48. Ellis (1994:612), claims that learner-centred formal instruction concentrates mainly on

49. Focus on forms refers to instruction that

50. The ‘zero option’ advocates