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CTET Learning and Acquisition — practice questions — page 3

Explore 72 free Learning and Acquisition questions in CTET Language I. Open each question or exercise to read its content, reference answers and available explanation.

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Learning and Acquisition questions and exercises with answers

Showing questions 61–72 of 72.

Why is a fixed, graded order of structures out of step with learners?Read the answer and worked solution →At the primary stage, NCF 2005 says a child's language should be:Read the answer and worked solution →NCF expects the standard variety to be acquired mainly through:Read the answer and worked solution →NCF 2005 says basic English proficiency can be reached in:Read the answer and worked solution →Unlike basic grammar, vocabulary keeps growing:Read the answer and worked solution →A large school vocabulary is best built through:Read the answer and worked solution →A learner uses "-ing" right, drops it, then fixes it. This shows:Read the answer and worked solution →A speaker checks every grammar rule, making talk very slow. This is:Read the answer and worked solution →Adults with perfect grammar keep a foreign accent because:Read the answer and worked solution →Second-language acquisition is the learning of a language other than one's:Read the answer and worked solution →Which task best lets a learner use the Monitor?Read the answer and worked solution →Which learner is most at risk of fossilization?Read the answer and worked solution →

Worked practice questions

Why is a fixed, graded order of structures out of step with learners?

  1. Learners have internal sequences
  2. Graded texts are too long
  3. Teachers cannot plan lessons
  4. Learners dislike structures
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Correct answer: A. Learners have internal sequences

1. The structural approach planned and ordered the inputs presented to learners. 2. NCERT notes this was later shown to be out of step with learners' internal learning sequences. 3. The language presented and the system learners internalise are related in a non-linear way. 4. This relationship is mediated by the learner's mental grammar. 5. So what is taught first is not necessarily what is acquired first. 6. The reason is that learners follow their own internal sequences. **Why the other options fail:** - Text length is not the issue raised. - Teachers' planning ability is not the issue either. - Learners disliking structures is also not claimed; the problem is the mismatch with learners' internal order. _Source: NCERT, Position Paper of the National Focus Group on Teaching of English (2006), section "ELT (English Language Teaching) in India", PDF p. 12 (ncert.nic.in/pdf/focus-group/english.pdf)_

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At the primary stage, NCF 2005 says a child's language should be:

  1. Corrected in each lesson
  2. Swapped for a standard form
  3. Accepted as it stands
  4. Kept out of the classroom
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Correct answer: C. Accepted as it stands

1. NCF 2005 says that at the primary stage the child's languages must be accepted as they are. 2. There should be no attempt to correct them. 3. By Class IV, with rich and interesting exposure, the child will acquire the standard variety herself. 4. So constant correction or replacement goes against its advice. **Why not the others:** Constant correction, replacing the home form and keeping it out of class all go against the NCF advice to honour home languages. _Source: NCERT, National Curriculum Framework 2005, section "3.1.2 Home/First language(s) or Mother-tongue education", PDF p. 57 (ncert.nic.in/pdf/nc-framework/nf2005-english.pdf)_

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NCF expects the standard variety to be acquired mainly through:

  1. Strict early correction
  2. Rich, interesting exposure
  3. Rule-based grammar drills
  4. Frequent dictation tests
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Correct answer: B. Rich, interesting exposure

1. NCF says that by Class IV, if rich and interesting exposure is made available, the child will acquire the standard variety. 2. It also says the child will pick up the rules of correct orthography. 3. Correction, drills and tests are not named as the means. 4. So exposure does the work. **Why not the others:** Early correction, drills and dictation tests are form-focused methods, while the NCF names exposure as the means. _Source: NCERT, National Curriculum Framework 2005, section "3.1.2 Home/First language(s) or Mother-tongue education", PDF p. 57 (ncert.nic.in/pdf/nc-framework/nf2005-english.pdf)_

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More Language I topics

Principles of Language TeachingLanguage ComprehensionLanguage EducationRole of Listening and Speaking; Function of LanguageError Analysis (Linguistics)Linguistic PrescriptionRemedial Education