1.
Praxis English to Speakers of Other Languages: Foundations of Linguistics
In language acquisition, what does the term "overgeneralization" refer to?
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2.
Praxis English to Speakers of Other Languages: Foundations of Linguistics
In linguistics, what is a "corpus"?
2 out of 120
3.
Praxis English to Speakers of Other Languages: Foundations of Linguistics
What does the term "interlanguage" refer to in second language acquisition?
3 out of 120
4.
Praxis English to Speakers of Other Languages: Foundations of Linguistics
In sociolinguistics, what does "code-switching" refer to?
4 out of 120
5.
Praxis English to Speakers of Other Languages: Foundations of Linguistics
In phonetics, which term describes the smallest unit of sound that can change the meaning of a word?
5 out of 120
6.
Praxis English to Speakers of Other Languages: Foundations of Linguistics
What is the primary focus of pragmatics in linguistics?
6 out of 120
7.
Praxis English to Speakers of Other Languages: Foundations of Linguistics
In syntax, what is a "garden path" sentence?
7 out of 120
8.
Praxis English to Speakers of Other Languages: Foundations of Linguistics
What is the primary function of a modal verb in English?
8 out of 120
9.
Praxis English to Speakers of Other Languages: Foundations of Linguistics
Which term refers to the study of meaning in language?
9 out of 120
10.
Praxis English to Speakers of Other Languages: Foundations of Linguistics
Which linguistic theory posits that children are born with an innate ability to learn language?
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11.
Praxis English to Speakers of Other Languages: Foundations of Linguistics
What is a "linguistic register"?
11 out of 120
12.
Praxis English to Speakers of Other Languages: Foundations of Linguistics
What is the primary function of an auxiliary verb in English grammar?
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13.
Praxis English to Speakers of Other Languages: Foundations of Linguistics
What linguistic phenomenon occurs when two or more morphemes are combined to form a new word?
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14.
Praxis English to Speakers of Other Languages: Foundations of Linguistics
In phonology, what is the term for a minimal pair of words where only one phoneme differs, demonstrating the phonemic distinction?
14 out of 120
15.
Praxis English to Speakers of Other Languages: Foundations of Linguistics
What is "prosody" in the context of linguistics?
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16.
Praxis English to Speakers of Other Languages: Foundations of Linguistics
What is the primary purpose of a "discourse analysis" in linguistics?
16 out of 120
17.
Praxis English to Speakers of Other Languages: Foundations of Linguistics
What is the primary difference between a pidgin and a creole?
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18.
Praxis English to Speakers of Other Languages: Foundations of Linguistics
What does the term "morpheme" specifically refer to in linguistics?
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19.
Praxis English to Speakers of Other Languages: Foundations of Linguistics
In phonetics, what is "coarticulation"?
19 out of 120
20.
Praxis English to Speakers of Other Languages: Foundations of Linguistics
What is "negative evidence" in the context of language learning?
20 out of 120
21.
Praxis English to Speakers of Other Languages: Foundations of Linguistics
In the context of second language acquisition, what is "transfer"?
21 out of 120
22.
Praxis English to Speakers of Other Languages: Foundations of Linguistics
In the study of language acquisition, what is the "Critical Period Hypothesis"?
22 out of 120
23.
Praxis English to Speakers of Other Languages: Foundations of Language Learning
In phonological development, what is the process where learners simplify a native language sound to a sound that exists in their first language?
23 out of 120
24.
Praxis English to Speakers of Other Languages: Foundations of Language Learning
What concept in second language acquisition is characterized by a learner's silent period and initial production of single words?
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25.
Praxis English to Speakers of Other Languages: Foundations of Language Learning
Which term describes the phenomenon where second language learners apply rules from their native language, leading to errors in the target language?
25 out of 120
26.
Praxis English to Speakers of Other Languages: Foundations of Language Learning
Which theory of second language acquisition emphasizes the importance of input that is slightly beyond the current level of the learner's competence?
26 out of 120
27.
Praxis English to Speakers of Other Languages: Foundations of Language Learning
In second language acquisition, what does the term "BICS" refer to?
27 out of 120
28.
Praxis English to Speakers of Other Languages: Foundations of Language Learning
What term describes a learner's attempt to convey meaning in the target language using limited linguistic resources, often leading to unconventional or simplified structures?
28 out of 120
29.
Praxis English to Speakers of Other Languages: Foundations of Language Learning
In the context of language learning, what does the term "code-switching" refer to?
29 out of 120
30.
Praxis English to Speakers of Other Languages: Foundations of Language Learning
What is the term for the phenomenon where adult language learners reach a plateau in their language acquisition and cease to make progress?
30 out of 120
31.
Praxis English to Speakers of Other Languages: Foundations of Language Learning
What concept describes the phenomenon where language learners initially overuse language rules before mastering their exceptions?
31 out of 120
32.
Praxis English to Speakers of Other Languages: Foundations of Language Learning
In second language acquisition, what is the significance of 'affective filter'?
32 out of 120
33.
Praxis English to Speakers of Other Languages: Foundations of Language Learning
Which of the following best describes the 'Critical Period Hypothesis' in language acquisition?
33 out of 120
34.
Praxis English to Speakers of Other Languages: Foundations of Language Learning
In the context of language acquisition, what is the primary focus of 'contrastive analysis'?
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35.
Praxis English to Speakers of Other Languages: Foundations of Language Learning
What does the term "morpheme" refer to in the context of language learning?
35 out of 120
36.
Praxis English to Speakers of Other Languages: Foundations of Language Learning
What term refers to the ability to use language effectively and appropriately in social contexts?
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37.
Praxis English to Speakers of Other Languages: Foundations of Language Learning
In language learning, what does the term "top-down processing" refer to?
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38.
Praxis English to Speakers of Other Languages: Foundations of Language Learning
What is the primary purpose of 'scaffolding' in language teaching?
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39.
Praxis English to Speakers of Other Languages: Foundations of Language Learning
In the field of second language acquisition, what does the term 'Zone of Proximal Development' ZPD refer to?
39 out of 120
40.
Praxis English to Speakers of Other Languages: Foundations of Language Learning
In language pedagogy, what is the primary purpose of formative assessment?
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41.
Praxis English to Speakers of Other Languages: Foundations of Language Learning
Which theory of language acquisition emphasizes the role of innate, biological structures in the development of language?
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42.
Praxis English to Speakers of Other Languages: Foundations of Language Learning
What aspect of language learning is primarily concerned with understanding the sounds and sound patterns of a language?
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43.
Praxis English to Speakers of Other Languages: Foundations of Language Learning
What is the term for the phenomenon where learners of a second language use forms from their native language that have no direct equivalent in the target language?
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44.
Praxis English to Speakers of Other Languages: Foundations of Language Learning
Which approach in language teaching emphasizes interaction as both the means and goal of learning a language?
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45.
Praxis English to Speakers of Other Languages: Foundations of Language Learning
In language education, what does the term 'metalinguistic awareness' refer to?
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46.
Praxis English to Speakers of Other Languages: Foundations of Language Learning
In second language acquisition, which term refers to the systematic study of meaning in language?
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47.
Praxis English to Speakers of Other Languages: Foundations of Language Learning
What concept in language acquisition describes the tendency of second language learners to stop using certain grammatical markers as their proficiency increases?
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48.
Praxis English to Speakers of Other Languages: Foundations of Language Learning
What is the primary focus of 'task-based language teaching' in the context of language acquisition?
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49.
Praxis English to Speakers of Other Languages: Planning and Implementing Instruction
How should a teacher best incorporate students' cultural backgrounds into ESL instruction?
49 out of 120
50.
Praxis English to Speakers of Other Languages: Planning and Implementing Instruction
In differentiated instruction for ELL students, what is the primary factor to consider when grouping students for a language task?
50 out of 120
51.
Praxis English to Speakers of Other Languages: Planning and Implementing Instruction
What is the most effective strategy for teaching vocabulary to ELL students in a content area lesson?
51 out of 120
52.
Praxis English to Speakers of Other Languages: Planning and Implementing Instruction
What is a key consideration when selecting materials for a multilevel ESL class?
52 out of 120
53.
Praxis English to Speakers of Other Languages: Planning and Implementing Instruction
What is the most effective approach to developing ELL students' higher-order thinking skills in language learning?
53 out of 120
54.
Praxis English to Speakers of Other Languages: Planning and Implementing Instruction
In scaffolding language instruction for ELL students, what is the most effective approach for supporting comprehension of a complex text?
54 out of 120
55.
Praxis English to Speakers of Other Languages: Planning and Implementing Instruction
How should a teacher address error correction in an ESL speaking activity?
55 out of 120
56.
Praxis English to Speakers of Other Languages: Planning and Implementing Instruction
When integrating technology in ESL instruction, what is the primary consideration to ensure its effectiveness?
56 out of 120
57.
Praxis English to Speakers of Other Languages: Planning and Implementing Instruction
When planning a lesson for ELL students of varying proficiency levels, what is a key strategy for differentiation?
57 out of 120
58.
Praxis English to Speakers of Other Languages: Planning and Implementing Instruction
How should an ESL teacher address cultural differences in the classroom?
58 out of 120
59.
Praxis English to Speakers of Other Languages: Planning and Implementing Instruction
What is an essential component of formative assessment in an ESL classroom?
59 out of 120
60.
Praxis English to Speakers of Other Languages: Planning and Implementing Instruction
What is the primary purpose of using cooperative learning strategies in an ESL classroom?
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61.
Praxis English to Speakers of Other Languages: Planning and Implementing Instruction
In ESL instruction, how can authentic materials be effectively utilized to enhance language learning?
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62.
Praxis English to Speakers of Other Languages: Planning and Implementing Instruction
In teaching listening skills to ELL students, what is the most effective use of authentic audio materials?
62 out of 120
63.
Praxis English to Speakers of Other Languages: Planning and Implementing Instruction
What is the primary goal of using formative assessments in an ESL classroom?
63 out of 120
64.
Praxis English to Speakers of Other Languages: Planning and Implementing Instruction
What is a critical factor in promoting ELL students' engagement during instruction?
64 out of 120
65.
Praxis English to Speakers of Other Languages: Planning and Implementing Instruction
What is an effective strategy for integrating language and content learning in an ESL classroom?
65 out of 120
66.
Praxis English to Speakers of Other Languages: Planning and Implementing Instruction
When planning a lesson for ELL students, what is the most effective way to differentiate reading activities?
66 out of 120
67.
Praxis English to Speakers of Other Languages: Planning and Implementing Instruction
What is an effective approach for integrating grammar instruction in an ESL classroom?
67 out of 120
68.
Praxis English to Speakers of Other Languages: Planning and Implementing Instruction
How should feedback be provided to ELL students on their language production?
68 out of 120
69.
Praxis English to Speakers of Other Languages: Planning and Implementing Instruction
In an ESL classroom, what is an effective approach to teaching new vocabulary?
69 out of 120
70.
Praxis English to Speakers of Other Languages: Planning and Implementing Instruction
When incorporating project-based learning in an ESL classroom, what is a key element to ensure its effectiveness for language development?
70 out of 120
71.
Praxis English to Speakers of Other Languages: Planning and Implementing Instruction
For ESL students, what is the primary benefit of using graphic organizers in reading comprehension activities?
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72.
Praxis English to Speakers of Other Languages: Planning and Implementing Instruction
When selecting reading materials for ELL students, what is an essential consideration?
72 out of 120
73.
Praxis English to Speakers of Other Languages: Planning and Implementing Instruction
In a multilevel ESL classroom, what is an effective strategy for differentiating speaking activities?
73 out of 120
74.
Praxis English to Speakers of Other Languages: Planning and Implementing Instruction
What is a crucial aspect of integrating listening skills in an ESL curriculum?
74 out of 120
75.
Praxis English to Speakers of Other Languages: Planning and Implementing Instruction
When incorporating technology into ESL instruction, what is a key factor for enhancing student engagement?
75 out of 120
76.
Praxis English to Speakers of Other Languages: Planning and Implementing Instruction
What is an essential component in designing summative assessments for ESL students?
76 out of 120
77.
Praxis English to Speakers of Other Languages: Assessment and Evaluation
What is a key advantage of using portfolio assessments in an ESL classroom?
77 out of 120
78.
Praxis English to Speakers of Other Languages: Assessment and Evaluation
When creating a language assessment, which principle is most crucial to ensure the test's reliability?
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79.
Praxis English to Speakers of Other Languages: Assessment and Evaluation
When designing a summative assessment for an advanced ESL class, what is a key consideration to ensure its validity?
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80.
Praxis English to Speakers of Other Languages: Assessment and Evaluation
What role does continuous feedback play in ESL assessment?
80 out of 120
81.
Praxis English to Speakers of Other Languages: Assessment and Evaluation
What is the primary purpose of using formative assessments in an ESL classroom?
81 out of 120
82.
Praxis English to Speakers of Other Languages: Assessment and Evaluation
In the context of ESL assessment, what is the primary purpose of using diagnostic tests at the beginning of a course?
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83.
Praxis English to Speakers of Other Languages: Assessment and Evaluation
What is the most effective way to assess a student's ability to use English in real-life situations?
83 out of 120
84.
Praxis English to Speakers of Other Languages: Assessment and Evaluation
In ESL assessment, what is the most appropriate way to accommodate a student with dyslexia?
84 out of 120
85.
Praxis English to Speakers of Other Languages: Assessment and Evaluation
In ESL assessment, why is it important to use a variety of assessment methods?
85 out of 120
86.
Praxis English to Speakers of Other Languages: Assessment and Evaluation
What is the primary purpose of using rubrics in ESL assessment?
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87.
Praxis English to Speakers of Other Languages: Assessment and Evaluation
What is a crucial consideration when adapting an ESL assessment for students with special educational needs?
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88.
Praxis English to Speakers of Other Languages: Assessment and Evaluation
When is it most appropriate to use norm-referenced tests in an ESL classroom?
88 out of 120
89.
Praxis English to Speakers of Other Languages: Assessment and Evaluation
How should an ESL teacher approach the assessment of idiomatic language usage among advanced learners?
89 out of 120
90.
Praxis English to Speakers of Other Languages: Assessment and Evaluation
How can an ESL teacher ensure that a new language assessment is culturally fair to all students?
90 out of 120
91.
Praxis English to Speakers of Other Languages: Assessment and Evaluation
In ESL assessment, what is the significance of using cloze tests?
91 out of 120
92.
Praxis English to Speakers of Other Languages: Assessment and Evaluation
In ESL assessment, how does peer assessment benefit students?
92 out of 120
93.
Praxis English to Speakers of Other Languages: Assessment and Evaluation
Why is it important to include a variety of question types in ESL assessments?
93 out of 120
94.
Praxis English to Speakers of Other Languages: Assessment and Evaluation
What is the primary goal of using self-assessment in ESL education?
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95.
Praxis English to Speakers of Other Languages: Culture
Which of the following best describes the term "ethnocentrism" in the context of cultural understanding in ESL teaching?
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96.
Praxis English to Speakers of Other Languages: Culture
In the context of language acquisition and cultural adaptation, the concept of "culture shock" refers to what phenomenon?
96 out of 120
97.
Praxis English to Speakers of Other Languages: Culture
The concept of "Individualism vs. Collectivism" in cultural studies primarily impacts ESL teaching in terms of understanding:
97 out of 120
98.
Praxis English to Speakers of Other Languages: Culture
The "silent period" in language acquisition is crucial in ESL teaching because it:
98 out of 120
99.
Praxis English to Speakers of Other Languages: Culture
In ESL education, "cultural relativism" is significant because it encourages educators to:
99 out of 120
100.
Praxis English to Speakers of Other Languages: Culture
"Code-switching" in a bilingual ESL classroom is significant because it:
100 out of 120
101.
Praxis English to Speakers of Other Languages: Culture
In ESL education, the term "cultural capital" refers to:
101 out of 120
102.
Praxis English to Speakers of Other Languages: Culture
"High-context" and "low-context" cultures differ primarily in how they:
102 out of 120
103.
Praxis English to Speakers of Other Languages: Culture
What role does "intercultural communicative competence" play in ESL teaching?
103 out of 120
104.
Praxis English to Speakers of Other Languages: Culture
The concept of "power distance" in a classroom setting primarily relates to:
104 out of 120
105.
Praxis English to Speakers of Other Languages: Culture
In ESL pedagogy, "Pragmatic Competence" is essential because it enables students to:
105 out of 120
106.
Praxis English to Speakers of Other Languages: Culture
Which of the following best defines the concept of "linguistic landscape" in the context of ESL education?
106 out of 120
107.
Praxis English to Speakers of Other Languages: Culture
The term "Context of Situation" in ESL instruction relates to:
107 out of 120
108.
Praxis English to Speakers of Other Languages: Professionalism and Advocacy
In the context of advocating for English Language Learners (ELLs), which action is considered most effective in promoting equitable access to educational resources?
108 out of 120
109.
Praxis English to Speakers of Other Languages: Professionalism and Advocacy
What is the primary role of an ESL teacher in a multidisciplinary team meeting concerning an ELL student's special education needs?
109 out of 120
110.
Praxis English to Speakers of Other Languages: Professionalism and Advocacy
In the context of professional development, what is the most beneficial approach for an ESL teacher to enhance their teaching effectiveness for ELL students?
110 out of 120
111.
Praxis English to Speakers of Other Languages: Professionalism and Advocacy
Which approach is most effective for ESL teachers when advocating for policy changes that affect ELL students?
111 out of 120
112.
Praxis English to Speakers of Other Languages: Professionalism and Advocacy
What is the most important consideration for an ESL teacher when selecting instructional materials for ELL students?
112 out of 120
113.
Praxis English to Speakers of Other Languages: Professionalism and Advocacy
When working with ELL students in a mainstream classroom, what is the most effective strategy for an ESL teacher to ensure these students' needs are met?
113 out of 120
114.
Praxis English to Speakers of Other Languages: Professionalism and Advocacy
What is the key factor for ESL teachers to consider when communicating with parents of ELL students?
114 out of 120
115.
Praxis English to Speakers of Other Languages: Professionalism and Advocacy
When addressing the issue of underrepresentation of ELL students in advanced academic programs, what is the most appropriate action for an ESL teacher?
115 out of 120
116.
Praxis English to Speakers of Other Languages: Professionalism and Advocacy
What is the primary ethical consideration for ESL teachers when incorporating technology in language instruction for ELL students?
116 out of 120
117.
Praxis English to Speakers of Other Languages: Professionalism and Advocacy
What is the most effective way for an ESL teacher to contribute to a school's multicultural event?
117 out of 120
118.
Praxis English to Speakers of Other Languages: Professionalism and Advocacy
In advocating for ELL students, what role does cultural competence play for ESL teachers?
118 out of 120
119.
Praxis English to Speakers of Other Languages: Professionalism and Advocacy
When an ESL teacher notices a policy that negatively impacts ELL students' language acquisition, what is the most appropriate initial action?
119 out of 120
120.
Praxis English to Speakers of Other Languages: Professionalism and Advocacy
How should an ESL teacher approach a situation where a school policy inadvertently discriminates against ELL students?
120 out of 120
