01. What is the main obstacle to learning a FL according to Behaviourist theories?

02. The length of children's utterances gradually increases. This is evidence of _____.

03. Most researchers (e.g. Krashen 1982) agree that the silent period in SLA is___.

04. Ellis (2008) divides factors responsible for individual differences in L2 learning into four categories:
(A) abilities,
B) propensities,
C) learner cognitions about L2 learning and
D) learner actions.
Motivation and personality are classified as_____.

05. According to Van Patten's Input Processing Theory, L2 learners process
1) content words before other words,
2) lexical items before grammatical items,
3) "less meaningful" morphology (3rd pers. -s) before "more meaningful" forms (plural -s). Which claim is true?

06. Superficially well-formed structures but incorrect in a given context are called___.

07. Which of the following utterances addressed to a stranger is the example of an error of acceptability which results from the 'misuse of the code'?

08. Which is the example of an overt error?

09. When the learner knows the rule but uses it inconsistently (e.g. "He plays guitar and he sing very well") he or she makes which type of an error?

10. According to Error Analysis theory, what are the two most important criteria of error evaluation that affect the listener/reader's perception of error gravity?

11. Stages of L2 acquisition through which a learner passes in acquiring spcific grammatical structures such as interrogatives or realitve clauses are referred to as _______.

12. Variability is a feature of performance and not of the learner's underlying systems, i.e. competence. This view refers to which of the following approaches to SLA?

13. The message in L2 can be conveyed by producing one of the abridged versions of the original utterance (e.g. He hitting instead of He is hitting me). This process is called _______.

14. Krashen in his Natural Order Hypothesis distinguishes four stages for L2 acquisition. He claims that the 3rd person -s in the present tense is acquired in _____.

15. According to the Speech Accommodation Theory, speakers adjust their normal speech to make it more similar to their interlocutor's speech. This is the exapmle of speech ______.

16. The primary discourse functions are (1) to aid communication, (2) to teach language, and (3) to socialize the interlocutor/child. What are the functions of caretaker talk?

17. Which of the following factors do NOT influence ungrammatical foreign talk modifications?

18. Teacher's questions like What do you mean? are discourse modification referred to as ________.

19. Epistemic teacher's questions like "What's the opposite of 'up'? " are classified as ______.

20. Modes of information processing such as random/sequential or synthetic/analytic refer to ______.

21. Skehan (1992) claims that learners who do well in L2 will presevere, those who do not will try less hard. This view is referred to as _____.

22. Expressions that contribute to the development of an ongoing speech and help learners to establish structures for phrases and sentences (e.g. I think that...) are referred to as _____.

23. According to this model of SLA, the learner dicovers which forms are used to realize which functions, and what 'weights' to attach to particular forms. This view is referred to as______.

24. A permanent predisposition to be anxious, viewed as an aspect of personality is called ____.

25. Attempts to use one's linguistic systems efficiently with a minimum effort are called _____.

26. Which of the statements about learning strategies is untrue? Strategies are ________.

27. The number of syllabes spoken per second of time of the learner L2 speech production, excluding pause time, is referred to as______.

28. Specific features found in a large number of languages, but missing from some are called_____.

29. According to the theory of Operating Principles, in L2 acquisition a morpheme is first used by the learner according to how important it is to the meaning of the structure. This is____.

30. Which of the following conclusions in untrue? L2 speech planning leads to greater____.

31. Neural activations in language comprehension and production (e.g. auditory and semantic processing), is visible in the left hemiphere mostly in the____.

32. The knowledge that most speakers have of their L1 is intuitive and tacit. It is called___.

33. Ellis (2008) claims that in terms of cognitive macro-processes implicit learning involves_____.

34. Learners make the input confirm to their own internalized view of what constitutes the L2 system. This process is referred to as_______.

35. According to Tomlin and Villa's theory of attention orientation refers to______.

36. Learners try to perform the right speech act but use the wrong linguistic form. They make a_____.

37. Formal instruction in L2, regardless of its form, affects learners' careful style and not their vernacular style. This claim refers to_______.

38. Which of the conditions for the successful use of monitoring in SLA is untrue? The learner must (1) know the rule, (2) focus on meaning, (3) focus on form, (4) have enough time.

39. A measure of lexical complexity in L2 production is the type-token-ratio. It is defined as ____________.

40. The idea that some linguistic forms are 'special' ('less basic' or 'less natural') in terms of their structure, behaviour or frequency od occurrence is the basic assumption of _______.

41. Attempts by speakers to manage the process of exchaning turns, opening and closing conversations, and sequencing acts to ensure a coherent spoken discourse are called________.

42. Preston's Socio-psycholinguistic Model of SLA is based on the concept of _____.

43. In Bialystok's model of SLA implicit linguistic knowledge can be drived from explicit linguistic knowledge through____.

44. Information that is automatically and spontaneously used in language production is called_______.

45. Tarone claims that we can predict that the use of a particular linguistic feature, e.g. the third person singular -s will be most frequently used in L2 English to the following contexts:

46. Attepmts by language users to perform specific functions such as apologies are called_________.

47. Learners' utterances constructed by borrowing chunks from the preceding discourse and adding to these from the learners own resources (e.g. *No come here) are called _____.

48. According to Rutherford consciousness-raising is type of formal instruction designed to make a learner aware of_______.

49. Focus on forms refers to the type of formal instruction that _____.

50. Ellis claims that the meta-cognitive goals of fomal instruction focus mainly on_____.