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CTET Error Analysis (Linguistics) — practice questions

Explore 30 free Error Analysis (Linguistics) questions in CTET Language II. Open each question or exercise to read its content, reference answers and available explanation.

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Error Analysis (Linguistics) questions and exercises with answers

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Contrastive analysis proved effective mainly in the area ofRead the answer and worked solution →A teacher says "I am looking at the box". A pupil later says "the cat is at the desk" for under. This is a(n)Read the answer and worked solution →Classified by form, errors are described asRead the answer and worked solution →"Both the boys and the girls they can study" has an error ofRead the answer and worked solution →Error analysis cannot account for which learner strategy?Read the answer and worked solution →For the learner, making errors can be seen asRead the answer and worked solution →Which is one stated aim of error analysis?Read the answer and worked solution →A special instrument built to draw out set language features gives which elicitation?Read the answer and worked solution →One school held that errors would not occur if theRead the answer and worked solution →Contrastive analysis predicted problems byRead the answer and worked solution →Dyslexia is explicitly not a problem with a person'sRead the answer and worked solution →Early intervention for dyslexia can succeed inRead the answer and worked solution →Difficulty writing or typing, sometimes from poor eye-hand coordination, isRead the answer and worked solution →Which attention condition commonly co-occurs with dyslexia?Read the answer and worked solution →Ideal primary school dyslexia screening has teachers track progress inRead the answer and worked solution →Before school, what best predicts a later dyslexia diagnosis?Read the answer and worked solution →A sound dyslexia assessment should useRead the answer and worked solution →The response to intervention (RTI) approach to dyslexiaRead the answer and worked solution →In dual-route reading, recognising known words by sight uses theRead the answer and worked solution →Sounding out a word through letters and phonemes uses theRead the answer and worked solution →Dyslexia is best described as a(n)Read the answer and worked solution →Which skill lets a person identify and mentally manipulate phonemes, syllables and words?Read the answer and worked solution →The prognosis for dyslexia is positive when children areRead the answer and worked solution →Adults with developmental language disorder often struggle withRead the answer and worked solution →Which aphasia is expressive, with grammar loss but intact comprehension?Read the answer and worked solution →Fluent speech but poor comprehension of language points toRead the answer and worked solution →Which aphasia is marked by inability to repeat words or phrases?Read the answer and worked solution →Primary progressive aphasia is caused by diseases that areRead the answer and worked solution →Echolalia meansRead the answer and worked solution →A strengths-based approach to language disorder affirmsRead the answer and worked solution →

Worked practice questions

Contrastive analysis proved effective mainly in the area of

  1. Syntax
  2. Pragmatics
  3. Vocabulary
  4. Phonology
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Correct answer: D. Phonology

1. Error analysis overshadowed contrastive analysis. 2. The older approach was effective only in phonology. 3. It failed to predict most syntax and vocabulary errors, and pragmatics was not its focus. _Source: Wikipedia, Error analysis (linguistics), Error analysis approach_

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A teacher says "I am looking at the box". A pupil later says "the cat is at the desk" for under. This is a(n)

  1. Induced error
  2. Overproduction
  3. Simplification
  4. Local error
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Correct answer: A. Induced error

1. The misleading teaching example led the pupil to equate "at" with "under". 2. Errors caused by such teaching are induced errors. 3. Simplification and overproduction have other causes, and a local error only describes effect on meaning. _Source: Wikipedia, Error analysis (linguistics), Types of errors_

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Classified by form, errors are described as

  1. Clinical and experimental
  2. Overt, covert, global, local
  3. Speaking, writing, reading
  4. Omission, addition, substitution
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Correct answer: D. Omission, addition, substitution

1. By basic form, errors are omissive, additive, substitutive or about word order. 2. Overt, covert, global and local rate visibility or effect on meaning. 3. Speaking, writing and reading are modalities, and clinical and experimental are elicitation types. _Source: Wikipedia, Error analysis (linguistics), Error analysis approach_

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More Language II topics

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