Practice Questions

Auxiliary verbs, also known as helping verbs, assist the main verb in a sentence by adding grammatical information like tense (e.g., 'is' in 'He is walking'), modality (e.g., 'can' in 'She can sing'), or voice (e.g., 'was' in 'The letter was sent'). Common auxiliary verbs include 'be,' 'have,' and 'do.'

To express the main action of the sentence.

To provide additional grammatical information, such as tense or modality.

The passive voice is a grammatical construction where the subject receives the action rather than performs it. In the sentence 'The report was written by the committee,' the report (subject) receives the action of being written, making it passive. In contrast, the active voice ('The committee wrote the report') has the subject (committee) performing the action.

In Noam Chomsky's generative grammar, deep structure refers to the abstract, underlying representation of a sentence that carries its core meaning. Transformational rules convert this deep structure into the surface structure, which is the actual form of the sentence we speak or write. This concept is crucial for understanding how sentences with similar meanings can have different surface forms.

The underlying, abstract representation of a sentence's meaning.

A dangling modifier is a phrase or clause that is not clearly and logically related to the word or words it is intended to modify. In the sentence 'Walking through the forest, the birds chirped loudly,' the phrase 'Walking through the forest' is not logically connected to 'birds,' suggesting the birds were walking.

Walking through the forest, the birds chirped loudly.

To understand syntax, one must study diligently.

A tool to analyse the structure of sentences

Breaking up of sentences into constituents

A child's home environment significantly influences their affective filter. Stressful situations at home can elevate the filter, hindering language learning. Conversely, a supportive and secure home life lowers the affective filter, making it easier for the child to absorb and learn new language concepts. So it is important for teachers to be understanding to what some students may be going through at home.

Stressful home environments raise the affective filter, making learning harder, while supportive environments lower it, aiding learning.

Home life has no impact on the affective filter.

Only the school environment affects the affective filter.

Strict discipline at home always lowers the affective filter.

Teachers can lower the affective filter by creating a supportive and comfortable classroom environment. This includes reducing pressure, providing encouragement, allowing students time to listen before speaking, and offering praise to boost self-esteem, which can enhance language learning. If students feel good about what they are doing, it translates into better grades.

By creating a highly competitive environment.

By creating a comfortable environment with less pressure and more encouragement.

The 'affective filter' is a psychological barrier influenced by emotions such as fear, stress, or lack of confidence. A high affective filter can block language learning, while positive emotions like relaxation and confidence lower the filter, facilitating acquisition. A student that is relaxed will learn better because they are not afraid to make mistakes.

A method for filtering out irrelevant language input.

A barrier in the brain that can block or allow language learning based on emotions.

The Natural Order Hypothesis suggests that language learners acquire grammatical structures in a predictable sequence, irrespective of the order in which they are taught. For instance, in English, learners typically acquire '-ing' before past tense forms. So if that is how people learn naturally, there is no point in teaching past tense forms first.

Learners should be taught grammar in a specific order.

Learners acquire language structures in a predictable order, regardless of teaching method.

Learners should focus on vocabulary before grammar.

Learners acquire language structures randomly.

In Krashen's Input Hypothesis, 'i+1' represents language input that is just a step beyond the learner's current level ('i'). This input is challenging enough to promote learning but still comprehensible, allowing the learner to make progress. It builds upon the language skills they already have.

Input that is incomprehensible to the learner.

Input that is exactly at the learner's current level.

Input that is slightly beyond the learner's current level.

Input that is unrelated to the learner's interests.

For the 'monitor' to be used effectively, the learner must know the relevant rule, focus on correctness (form), and have sufficient time to apply the rule. These conditions limit the monitor's use in spontaneous conversation, where the focus is primarily on meaning. If you think about it, we only edit our language if we are writing.

Knowing many vocabulary words, having a native speaker to correct errors, and being in a formal setting.

Knowing the rule, focusing on correctness, and having time to use it.

Avoiding spontaneous speech, memorizing grammar rules, and practicing in isolation.

Being a child, having no fear of making mistakes, and learning intuitively.

In Krashen's Monitor Hypothesis, the 'monitor' is the learned system that individuals use to consciously check and correct their language output. It applies learned rules to polish language production but is limited by the learner's knowledge of these rules, their focus on correctness, and the available time. It is the practical application of the grammar they know.

To enable spontaneous speech without correction.

To act as a filter, blocking incorrect language input.

To check and correct language output using learned rules.

To provide comprehensible input to the learner.

Acquisition is a subconscious process where individuals pick up language through meaningful interaction, focusing on understanding. Learning, however, involves consciously studying explicit rules and grammar. According to Krashen, acquisition is more effective for achieving fluency. Acquisition happens naturally and learning is the study of something, like in a class room setting.

Acquisition involves explicit rule learning, while learning is subconscious.

Acquisition is a natural, subconscious process focused on meaning, while learning is a conscious process involving explicit rules.

Acquisition and learning are the same thing.

Acquisition only occurs in formal classroom settings, while learning occurs naturally.

Comprehensible input, often referred to as 'i+1,' is language input that is just slightly beyond the learner's current level. This challenges the learner to improve without causing frustration. According to Krashen, this type of input is essential for effective language acquisition. For example, if someone knows the sentence, 'I am eating,' comprehensible input might be, 'I will eat later,' introducing a future tense concept.

Language input that is at the learner's current level.

Language input that is slightly beyond the learner's current level.

Language input that is far beyond the learner's current level.

Language input that focuses on complex grammar rules.

Stephen Krashen's theory posits that language is acquired naturally through real-life communication, where learners focus on understanding and using the language in context, rather than through explicit grammar rules. Krashen identified five interrelated hypotheses which includes: the Acquisition-Learning hypothesis, the monitor hypothesis, the input hypothesis, the natural order hypothesis, and the affective filter hypothesis. Krashen's theories have had a major impact on language teaching methodology.

Naturally through meaningful communication.

A partial or total loss of language skills

It does not have subject – predicate combination

There is partial obstruction in the mouth

A situation in which new words are unable to produce

A situation in which new words are possible by alterations

A situation in which a person faces problem in expressing intended ideas

It is a process of changing back and forth between two language varieties

It is a speech pattern of one individual at a particular period of time

It refers to one’s natural language as creole

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