1. Model of second language acquisition (SLA) that describe real-time language processing in real-world language behaviour (e.g. the functionalist models) are classified as

2. In her integrated model of SLA Gass (1997) distinguished the two types of input, i.e.

3. According to Ellis (2009), information notices and stored in temporary memory, which may or may not be subsequently processed in the interlanguage system described as

4. Selinker (1972) indentified five major cognitive processes responsible for SLA, one of them is

5. The process by which non-target forms become fixed in learner language, no matter what age he is or amount of input, explanation or instruction he receives, is reffered as

6. The process of using forms that belong to an earlier stage of development on some occasion, even though the learners uses the correct forms on other occasion, is called

7. According to Anderson's Adaptive Control of Thought Model (1983), which of the following is true? (1) One acquires declarative knowledge suddenly. (2) One acquires procedural knowledge gradually. (3) One communicate one's declarative knowledge verbally.

8. Which of the following utterances is most likely to appear last in the first language (L1) acquisition of the English negatives ( examples from Klima and Bellugi, cited in Ellis 2009)?

9. Which of the following utterances is most likely to appear last in the naturalistic second language (L2) acquisition of the English negatives ( examples from Ellis 2009)?

10. Learners construct evolving interlanguage systems as a result of participating in discourse. They learn how to activate items and rules that are available initially in planned discourse, and later in unplanned discourse. This description characterizes which of the SLA models?

11. Operating Princliples (e.g. relevance) have been formulated to explain why certain linguistic forms appear in learner's production before others. They are the key concept of

12. Chomsky's distinction between competence and performance is based on the concepts of

13. Which school of thought in SLA has focused on studies of interactive discourse, sociocultural factors, cooperative group learning as well as individual cognitive development?

14. The mediation theory ( Osgood 1957), which claims that the linguistic stimulus (e.g. a word) elicits a "mediating" response, was an attempt to broaden which approach to SLA?

15. The neurological evidence is that as the human brain matures certain functions are assigned to the left or right hemisphere of the brain. This process is called

16. The stage which characterizes the course of the intellectual development of a learner od eleven to sixteen years of age is described by Piaget (1972) as

17. According to Piaget (1972) equilibration characterizes interior organization of the learner's knowledge in which cognition is a process of

18. The ability to form mental images of reality is described by Gardner (1983) as

19. Which od the following features characterizes a right-brain dominant learner?

20.Tarone (1983) claims that learners use a range of styles in their L2 production. Which of the following is characterized by the highest percentage of the use of correct L2 forms?

21. According to O'Malley et al. (1985), using available information to guess meaning of new items, predict outcomes, or fill in missing information is a cognitive learning strategy of

22. According to Domel (1995), describing or exemplifying the target object or action (e.g. the thing you open bottles with for corkscrew) is a compensatory strategy of

23. Associating, grouping or placing new words in context refer to the memory strategy of

24. Asking for clarification, verification or correction in a foreign language is a part of

25. Bley-Vroman (1988) presents several statements about L1 acquisition. Which is untrue?

26. Bley-Vroman (1988) presents several statements about L2 acquisition. Which is untrue?

27. Bachman (1990) distinguishes the two major types of language competence. They are

28. According to Bachman (1990) the central component of the learner's communicative language ability is strategic competence, which consists of language competence and

29. Willing (1987) claims that learners who are spontaneous, imaginative and emotional prefer

30. In the sentence This book Mary likes a lot the learner is able to identify the agent, that is the logical subject, because it is signalled by one of the following devices. Which one?

31. Prepositional stranding (PS) and pied piping (PP) are typological universals found in wh-questions and relative clauses, e.g. (1) With whom did Mary speak? (PP), (2) Who did Mary speak with? (PS). Which of the following statements is true?

32. In a model of speech planning phenomena, Wiese (1984) distinguished a number of factors that disturb the smooth flow of speech (e.g. repetitions, corrections). They are classified as

33. The strenght of the learner's motivation depends on the extrenal influences. This is

34. According to the Parallel Distributed Processing Model of SLA, language learning

35. Strategy training is a type of formal instruction focused primarily on

36. * 'He didn't took it'is an example of an error that results most probably from

37. Errors that are found in first and second language acquistion data are referred to as

38. The incorrect placement of a morpheme (e.g. 'What daddy is doing?') is an error of

39. According to the Accessibility Hierarchy (Comrie and Keenan 1979), the crutial factor in the acquisition of English is the proximity of the relativized noun phrases site to the head of the relative clause. In view of this hypothesis, which of the sentences would be acquired first?

40. According to the Government and Binding Model of SLA languages vary according to whether they forbid the deletion of subject pronouns. This parameter is called

41. In the UG model, which principle defines the restrictions that govern how far a phrase can be moved from deep to surface structure (e.g. 'What did Randy think his brother had won')?

42. Languages with 'null subjects' like Spanish or Russian differ from English in terms of word order and expletives (e.g. dummy 'it' and 'there' in English). This means that they

43. Generative linguists (e.g. White 1989) claim that English speaking children avoid sentences like 'Randy explained Mary the problem' in their L1 because they

44. The length of children's utterances gradualy increases and their knowledge of grammatical structures is built up in steps. This is the evidence of

45. One of the factors that may influence learner errors in genre. It refers to

46. One of the sources of performance errors, or mistakes, may be

47. Language used by parents when communicating with oother learners in L2 is called

48. Language used by students when communicating with other learners in L2 is called

49. Instruction can only promote SLA if learner is close to the point when the structure is acquired in the natural setting, i.e. when he is 'ready' for it. This stetement is advanced by

50. Felix (1981) found that German learners of L2 English produced errors like "Doesn't she eat apples" instead of "No, she eats apples". He concludes that formal instruction may have