Practice Questions

Knowledge of grammatical rules and structure

The English syntax rule: Subject–Verb–Object

Parole is a practical use of the abstract langue

The abstract, systematic rules of a language

Replacing sounds in a word to produce a similar-sounding word

Combining parts of two words, typically the beginning of one and the end of another

Creating a new word by adding a prefix or suffix to an existing word

Combining the meanings of two unrelated words to form a compound word

A compound whose meaning is not directly related to its components

A compound whose meaning is determined by one of its components

A compound that is formed by adding a prefix to a single word

A compound that consists of two synonyms creating redundancy

A compound whose meaning is related to one of its components

A compound that has a meaning unrelated to its components

A compound made up of three or more words

A compound where both components contribute equally to the meaning

They are vowel glides within a single syllable

Changing the structure of a word by adding prefixes or suffixes

Combining two or more words to form a new word

Creating a new word by altering the pronunciation of an existing word

Using a word in different contexts to change its meaning

A vowel sound involving a glide through three vowels

It glides from one vowel sound to another

morpheme that must be attached to another morpheme

morpheme that has no grammatical function

morpheme that can only be used in a specific context

A vowel sound with a single, constant articulatory position

They can be used to describe vowels in any language

They include vowels like [i], [u], and [a]

Their exact quality matches English vowels

They are useful for acoustic phonetic research

They have reverse lip rounding compared to primary vowels

They are only found in non-European languages

They are based on vowels from Romance languages

They are physiologically equidistant positions of the tongue

They are only used in theoretical phonology

A vowel that occurs frequently in English

A group of words that form a complete thought

The smallest meaningful unit in a language

A sound that can change the meaning of a word

A grammatical structure that dictates sentence formation

Pronunciation and sound patterns of language

Meaning and interpretation of grammatical structures

The historical development of language over time

To prepare students for advanced literature studies

To focus solely on grammar and vocabulary

To develop functional communication in daily life

To encourage artistic expression through poetry and drama

It is the primary language for instruction

It is used only as a medium for examinations

It helps students improve their communication skills in real contexts

It allows students to focus solely on grammar and vocabulary.

It restricts students to only learning about English literature.

It simplifies the teaching process by eliminating other subjects.

It makes students dependent on translation tools for communication

It improves cognitive development and communication skills in multiple languages

It limits their exposure to global literature and cultures

It reduces their ability to think critically in a single language

It enables them to connect globally and access knowledge from around the world

It limits their ability to engage with local culture and languages

It focuses solely on grammar and vocabulary without practical application

It discourages the use of native languages in personal expression

It is primarily spoken in only a few countries.

It is mainly used for informal chat and personal communication.

It is used for communication, higher education, business, and technology

It has no significant role in international business or academia.

In meaningful situations, like stories and real-life contexts

Through rote memorization and repetitive drills

By using complex academic texts and jargon

By isolating words without any contextual reference

By focusing solely on grammar exercises and tests

By using English in conversations, stories, and activities

By memorizing vocabulary lists without context

By avoiding speaking in English until they reach higher grades

Only express their thoughts in English from the beginning

Think and express in their home language first, then gradually shift to English

Write down their ideas in a different language and translate later

Only use visual aids without verbal expression

At the beginning of primary education, before listening and speaking skills are developed

After students have developed listening and speaking skills in English

Only when students reach the intermediate level of English proficiency

Simultaneously with math concepts, without focusing on language skills

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