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**Teaching Methodology ** **Directions: Read the following questions carefully and choose the best answer (1), (2), (3), or (4). Then, mark your choice on your answer sheet. ** 1) stimulus response theories of learning 2) descriptive linguistics 3) cognitive psychology 4) Audiolingualism 1) conceptually driven approach 2) bottom-up processing 3) strategy-based learning 4) serial processing 1) all the strategies and prior knowledge individuals utilize to proceed from examples to rules. 2) the learning skills and strategies individuals have acquired during their lifetime experience of learning 3) all the prior knowledge available to one person as a source to comprehend and remember new information 4) large, complex units of knowledge people use to organize much of what they know about general categories of objects, classes of events, etc. 1) Having them overlearn different concepts 2) Making them draw rules out of numerous examples 3) Repeated exposures to the same learning subjects 4) Giving them tasks to get them to think about how they learn 1) not only produce but also receive messages 2) communicate one’s thoughts, feelings, and opinions to others <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) use a finite grammatical system to produce an infinite variety of language <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) use language to talk about entities or events that are not actually present in the environment <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) gambits 2) pragmatics <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) cooperative principle 4) conversational interaction <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) preparing students to be able to study literature <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) enabling students to understand their own mother tongue <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) bettering students’ capacity to deal with difficult learning situations <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) making students’ mind organized enough to learn other subject matters more easily <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) active response to presented stimuli <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) specification of terminal behavior <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) holistic presentation of materials <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) immediate reinforcement <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) the Darmouth intensive language model <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) the comprehension approach <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) faculty psychology <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) conditioning <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) output hypothesis 2) monitor hypothesis <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) affective filter hypothesis 4) acquisition/learning hypothesis <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) design 2) approach 3) syllabus 4) procedure <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) use a sequence of related actions <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) employ themes as a way to organize and present language <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) emphasize the role of context in the clarification of the meaning of utterances <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) give priory to oral skills over reading comprehension, grammar, or literary appreciation <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) Direct Method 2) Situational Language Teaching <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) Communicative Language Teaching 4) Audiolingual Method <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) emphasis on the role of the affective <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) a grammar-based view of language <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) contrastive analysis <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) trace theory <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) Learning does not consist of imitation or drill. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) Learning should take precedence over teaching. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) Learning involves the mind drawing on what it already knows. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) Learning takes place more easily if the teacher interferes in the learning process <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) there is emphasis on affect and cognition together <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) learning occurs via interaction of group members <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) language elements are taught in a linear fashion <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) most activities are meaning-focused <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) Total Physical response 2) Counseling-learning <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) Whole Language Approach 4) Suggestopedia <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) suggestology 2) acculturation 3) pidignization 4) self-actualization <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) Piaget 2) Skinner 4) Chomsky 4) Bloomfield <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) coalescence 2) deduction 4) positive transfer 4) overgeneralization <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) Self-evaluation 2) Field independence 3) Tolerance of ambiguity 4) Reflectivity <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) They have more to do with output than input. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) They are specific methods of approaching a problem. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) They vary across individuals but not within individuals. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) They characterize the consistent and enduring traits, or preferences. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) Selective attention 2) Cooperation <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) Self-management 4) Note taking <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) integrative 2) instrumental 3) extrinsic 4) both extrinsic and intrinsic <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) organizational planning 2) advanced organization <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) elaboration 4) inferencing <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) social 2) cognitive 3) discoursal 4) metacognitive <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) propositional meaning 2) illocutionary meaning <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) referential 4) caretaker <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) unity 2) cohesion 3) coherence 4)completeness **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">29. A language program designed to prepare learners to be able to acquire specific skills they require to function proficiently in the society in which they live is mainly based on the tenets of **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">…………. . <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) the Natural Approach 2) Multiple Intelligences <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) Community Language learning 4) Competency-based Language Teaching <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) the focus is more on process than product <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) tasks should characterize communication and meaning <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) this approach is more based on a theory of language than a theory of learning <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) tasks can have a pedagogical focus or designed to help learners achieve what they need in real life <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) economy of memory 2) instantaneous change <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) physiological mechanisms 4) elaboration and complication <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) Latvian 2) Ukrainian 3) Macedonian 4) Serbo-Croatian <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 1) both present and past 2) suppletive form if it refers to past <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) suppletive form if it refers to present 4) present and that it has a zero morpheme as past <span style="font-family: 'Times New Roman','serif'; font-size: 16px; text-align: justify;">1) A morpheme may be represented by a single sound. <span style="font-family: 'Times New Roman','serif'; font-size: 16px; text-align: justify;">2) Two different morphemes may have the same phonological representation. <span style="font-family: 'Times New Roman','serif'; font-size: 16px; text-align: justify;">3) In most cases the rules that predict the various phonetic forms of morphemes must refer to specific morphemes. <span style="font-family: 'Times New Roman','serif'; font-size: 16px; text-align: justify;">4) For most morphemes, the different pronunciation can be predicted from the regular phonological rules of the language. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) mispronunciation of words <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) production of semantic jargon <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) defect in the ability to name objects <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) combination of Broca’s and Wernicke’s aphasia <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) argot with Greek <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) creole with Germanic <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) pidgin with Greek and Germanic <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) lingua franca with Greek and Germanic <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) language is sexist <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) society is sexist <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) there is something inherently pejorative about the word //spinster// <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) there is something inherently complimentary about the word //bachelor// <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) anomalous because it represents a contradiction <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) nonsense although it does not represent a presupposition <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) nonsense although it conforms to all the semantic rules of the language <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) anomalous because it does not conform to all the grammatical rules of the language <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) perlocutionary force <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) illocutionary force <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) performative verb <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) presupposition <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) I am sick, which makes me sad. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) I love my mother and Jack loves her too. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) Emily hugged her brother and Zachary did too. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) My aunt has been dieting strenuously, and she has lost a good deal of weight. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) lexical ambiguity <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) structural ambiguity <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) denotative meanings as well <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) connotative meanings as well <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) iconic- actual characteristics it shares <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) indexical- actual characteristics it shares <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) iconic – a natural association, in time or space <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) indexical - a natural association, in time or space <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) an indirect illocution <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) an indirect locution <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) a direct illocution <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) a direct locution <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) Synonymy <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) Entailment <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) Equivalence <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) Presupposition <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) implicational universal tendency <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) absolute implicational universal <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) absolute non-implicational universal <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) non-implicational universal tendency <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) constancy <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) arbitrariness <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) pervasiveness <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) systematicness <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) elevation <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) extension <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) bifurcation <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) pejoration <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) irony <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) hyperbole <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) synecdoche <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) personification <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) mathematics <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) alphabetic reading <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) recognizing faces <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) music in musicians <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) creativity <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) typicality <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) innateness <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) spontaneity <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) free <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) bound <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) functional <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) grammatical <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) compounds – usually combine <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) acronyms – are usually derived from <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) abbreviation – usually combine <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) backformations – are usually derived from <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) //Open// implies //not closed//. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) //Human// implies //animate//. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) If something //swims//, it is in a //liquid//. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) If //you own// something, then that something //belongs to you.// <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) //hot / cold// <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) //big / small// <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) //awake / asleep// <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) //give / receive// <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) entailment <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) implication <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) locutionary force <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) illocutionary <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) creole <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) pidgin <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) lingua franca <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) standard language <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) the English language is man-oriented <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) the English language is woman-oriented <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) women are constantly exploited as sex objects <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) women have not been prominent n these positions <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) duality <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) creativity <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) spontaneity <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) arbitrariness <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) quality <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) manner <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) quantity <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) relevance <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1) Old English non-high long vowels moved up in articulation. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) Vowel length contrasts in Endo-European languages were gradually lost. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) There are regular consonant correspondences in English and Latin cognates. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) Sound changes may result in different pronunciations of a single morpheme.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1. Bloomfieldian linguistics does not seem to be espoused by those who subscribe to …… . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2. The brain’s approaching a subject with received stimuli and analyzing that information to arrive at its final interpretation is often referred to as ………. . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3. Declarative knowledge is ………… . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4. Which of the following enhances students’ metacognition? **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">5. In human linguistic behavior the capability of displacement alludes to speakers’ capacity to ………… . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">6. The interaction between a sequence of language and the real world in which it is used is often called…… . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">7. the primary goal of the grammar-translation approach in the early 20th century was cited as ……… . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">8. All of the following are in accord with the audio-lingual approach EXCEPT ………… . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">9. Those who compare L2 learning to L1 learning in that children spend a preproduction period before they are able to talk seem to be more in harmony with ………. . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">10. All of the following are hypotheses included in Natural approach by Krashen and Terrell EXCEPT the …………….. . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">11. In Richards and Rodger’s model, the role of the teacher in the teaching process is subsumed under the category of ………. . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">12. Gouin’s Series Method did not ……….. . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">13. Which of the following lacks a rigorous basis in applied linguistic theory? **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">14. All of the following are in agreement with Total Physical Response EXCEPT ……… **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">15. Which of the following is a breach of the principles involved in the Silent Way? **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">16. According to the Community Language Learning, all of the following are true EXCEPT that ………. . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">17. Infantilization, which is to create a teacher-student relation like that of a parent to child, is a feature of ……….. . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">18. L2 learners’ attempts to bridge the gap between themselves and L2 native speakers in order to socially and psychologically integrate with them is called ………… . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">19. To account for first language acquisition, which of the following stresses the role of cognitive prerequisites of linguistic behavior? **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">20. When a learner’s previous performance (i.e. L1 behavior) facilitates the performance on an L2 task, the term used to describe the phenomenon is ……………. . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">21. Which of the following is NOT a cognitive style? **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">22. Which of the following is TRUE about learning strategies? **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">23. Which of the following is a cognitive strategy of learning? **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">24. When a learner wishes to integrate with the L2 culture, his/her motivation is …… . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">25. When the learner previews the main ideas and concepts of the material to be learned, often by skimming the text, the learner is using a strategy known as ………… . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">26. When one tries to enhance students’, motivation by furnishing them with feedback, one’s approach is mostly ………. . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">27. When teachers have students listen to the routine language formulae that speakers use to open, maintain, and close conversations, the talk students listen to can best be characterized as …………… . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">28. Repetition of key word in a piece of writing is a means primarily intended to augment its ………. . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">30. All of the following are true about task-based language teaching EXCEPT that …… . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;">Linguistics **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">31. The kind of change that can be thought of as a ………… results in a reduction of the number of exceptional or irregular morphemes in the languages of the world. **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">32. Which language is NOT regarded among Slavic languages? **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">33. According to Hindu grammarians, one can suggest that the morpheme //hit// is marked as ………….. . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">34. Which of the following is NOT true of morphemes? **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">35. Paraphasia has been defined as the ……….. . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">36. Esperanto is essentially a Romance-based …………… influence. **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">37. It is insulting to a woman to be called a //spinster//, but it is not insulting to a man to be called a //bachelor//. Thus one can say that …………… . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">38. The expression //My brother is an only child// is …………. **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">39. The famous type of question //Have you stopped beating your wife?// Is disallowed in court because of its …………….. . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">40. Which of the following does not contain //anaphora//? **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">41. Euphemism show that words or phrases have ………….. . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">42. Metonymy is an ………… sign effective because of ………….. with what it substitutes for. **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">43. The utterance //don’t do that again// as a warning is …………. . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">44. Which describes the relationship between the sentences //Christopher has a bear and a pig// and //Christopher has a bear//? **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">45. All languages have relative clauses and all of them have relative clauses whose heads are coreferential with the subject of the clause, but not all of them have relative clauses whose heads are coreferential with the direct object, indirect object, and object of a preposition. This is called a(n) …………… . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">46. Which of the following is NOT among the characteristics of language change? **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">47. //Hanged// and //Hung// are variant morphological forms of the past tense of //hang//. They have two meanings. Which of the following can refer to this phenomenon? **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">48. Which type of metaphor is used in this utterance? //I’d rather __kill myself__ than watch music videos.// **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">49. Which of the following activities typically belong to the right hemisphere of the brain? **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">50. The existence of utterances like //rided// and //mommy sock// refers to the ………… of child language learning. **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">51. The prefix and suffix morphemes have traditionally been called ……… morphemes. **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">52. Blends are similar to ………….but ……………….. shortened forms of two or more morphemes or words. **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">53. Which of the following is called a redundancy rule? **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">54. Which of the following antonyms are regarded as complementary pairs? **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">55. If the sentence //There is a dog in the closet// is used as a threat, the purpose is called ……… . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">56. In the areas populated by people speaking divergent languages, one language is often used by common agreement. Such a language is called a …………. . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">57. Most people, //My cousin is a steel worker//, assume the cousin is a man. This assumption has a great deal to do with the fact that …………….. . **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">58. There is obviously a drive, a strong natural or innate motivation, which is called the ………..of language learning. **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">59. A recipe says ‘Bake about 50 min. at 400˚, check after 40 min.; when brown, remove from oven and put on a cookie sheet’. Which conventional maxim has not been observed by the writer of the recipe? **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">60. Which of the following describes Grimm’s law? **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Thanks an ocean…