01. The phenomenon of carrying over the previously acquired knowledge to a subsequent learning situation is referred to as

02. According to behaviourist theories, what is the main obstacle to learning a foreign language?

03. Language used by native speakers when communicating with second language learners is called

04. Which component of communicative competence is included in the models proposed by both Hymes (1970) and Canale and Swain (1980)?

05.Which of the following is not a part of the model of communicative competence by Hymes?

06. Which of the following is not a part of the model of communicative competence by Canale and Swain?

07. Krashen’s approach to L2 learning can be described as

08. Which of the following factors is a part of Krashen’s Affective Filter Hypothesis?

09. . Krashen claims that the necessary condition to effectively monitor the L2 output is

10. The Group Embedded Figure Test (GEFT) measures the degree of

11. The capacity to understand and produce language is concentrated for most children in

12. The capacity to understand and produce language is concentrated for most adults in

13. In relation to which factor does the Critical Period Hypothesis explain language acquisition?

14. Which personality feature is not a part of the Affective Filter Hypothesis?

15. According to Gardner and Lambert, the primary determinant of L2 proficiency is

16. The way in which people perceive, conceptualize, organize, and recall information is called

17. Krashen claims that the Monitor is the device that learners use most successfully when they have enough time to focus on form and

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

19. Keefe describes cognitive, affective, and physiological behaviours that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment. This is a definition of

20. Core rules are those that can be arrived at through the application of general, abstract principles of language structure. Core rules can be

21. Carroll distinguished the four components of FL aptitude. Which type of ability is not a part of his definition of aptitude?

22. Reid distinguished four perceptual learning modalities. One of them is called

23. Which of the following learner cognitive factors/processes is characterized by the CALP/BISC distinction?

24. The ability to notice and identify similarities and differences in grammatical form and meaning is referred to as

25. Which of the following individual learner factors is modifiable?

26. A type of instruction designed to make a learner aware of specific linguistic features is called

27. Tolerance of ambiguity is a dimension of

28. Borrowings from other languages (e.g. sauerkraut, sauna, saute) are referred to as

29. The learner replaces one L2 form with another (rose --> flower). This is an example of the achievement strategy referred to as

30. One item in L1 becomes two items in L2 (pożyczać --> borrow/lend). This is an example of

31. Most L2 learners fail to reach target language competence because they stop learning at some point. This is referred to as

32. Expressions which are learnt as unanalyzable chunks and employed on particular occasions are referred to as

33. Language directed at the learner is called

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

35. Which theory attempts to explain SLA in terms of the adjustments which speakers make to their speech during interactions?

36. Which view of SLA minimizes the role of the input?

37. Which view of SLA emphasizes the role of the input?

38. The knowledge a learner is unaware of and therefore cannot verbalize is referred to as

39. In which of the following theories were grammaticality judgments the chief source of data?

40. How do Dulay and Burt describe errors which do not reflect the first language structure but can be found in first language acquisition data?

41. Tarone claims that we can predict that the L2 use of a particular linguistic feature (e.g. the 3rd person singular -s) will be the most frequent in the following contexts:

42. Utterances such as ‘What you are doing?’ contain an intralingual error classified as

43. In a surface structure taxonomy the utterance ‘What you are doing?’ is described as an error of

44. Utterances that are superficially well-formed but do not mean what the learner wanted to express are called

45. The term ‘local errors’ is used to refer to errors that affect

46. In Bialystok’s model of SLA, implicit linguistic knowledge can be derived from explicit linguistic knowledge through

47. Ellis’s and Tarone’s models of SLA are based on the notions of

48. ‘Capability continuum’ is a set of

49. Conscious application of rules to understand or produce the second language is the strategy of

50. Inferencing is a strategy used in the process of