CSET Subtest IV - World Language Certification
Exam with Questions and Correct Answers |
Latest 2026/2027 Edition – Full Practice and Prep
Guide
Natural Order of Acquisition Hypothesis - ANSWER -Linguistic forms emerge in
L2 acquisition in much the same order as they do in L1. This is what makes
language assessment possible. It also calls into question the "grammar syllabus."
Inter language Hypothesis - ANSWER -States that the learner naturally develops
an interim form of language that is a mixture of L1 and L2 because they fill in with
the first language skills where the learner doesn't know the form in L2.
Monitor Hypothesis - ANSWER -As learners develop skills and competence in
L2, they begin to correct and modify their speech and written production to
conform to the model speech of native speakers of the target language.
Grammar Instruction - ANSWER -Helps language learners become aware of
patterns and rules in the target language so they can self-correct or search their
mental banks for forms that follow the rules.
Comprehensible Input Hypothesis - ANSWER -We learn or acquire L2 by
connecting it to prior knowledge and known concepts. Language that is not
understood is just L2 noise. We can't increase our knowledge of the language by
just hearing a stream of sounds and words.
I + 1 Hypothesis - ANSWER -States that teachers should modify their speech &
linguistic input to a level of complexity one level beyond the learner's level of
competence.
Affective Hypothesis - ANSWER -Inform L2 educators about the importance of
motivational, psychological, emotional, and interpersonal factors in learning
language. High levels of motivation or attitude toward learning L2 appear to be a
more reliable predictor of rate and levels of bilingual proficiency.
, Affective Filter Hypothesis - ANSWER -Provides insight into the obstacles to L2
learning. Filters such as embarrassment, shyness, or negative attitudes about
language learning act as barriers to learning.
Aptitude Hypothesis - ANSWER -Attitude toward learning enhances or inhibits
the ability to learn L2. It's related to the learning vs. acquisition theory.
Expectancy Hypothesis - ANSWER -When learning L2 syntax and grammar, as
well as discourse, the learners will fill in the blanks with a predictable and logical
form based on the rules and patterns of language.
Textuality Hypothesis - ANSWER -Language is stored in the brain in a story or
narrative form based on episodes of real communication.
Theoretical Orientations to L2 Teaching Methods & Approaches - ANSWER -
Structural/Linguistic, Cognitive, Affective/Interpersonal, &
Functional/Communicative.
Grammar-Translation Approach - ANSWER -Originally used to teach Greek and
Latin. Students learn elaborate grammar rules and bilingual lists of words.
Direct Approach - ANSWER -Lesson begins with dialogue using target language,
material is first presented orally with actions or pictures, L1 is never used, there is
no translation, integrates questions, grammar, verbs are used first and
systematically conjugated, literature is read and culture is considered an important
aspect of learning L2.
Audio-lingual Method - ANSWER -Consists of mimicry, memorization of set
phrases and over-learning. Abundant use of language laboratories, tapes and
visuals and extended pre-reading period. If a student makes an incorrect response,
the teachers corrects the student before continuing with the exercise.
Community Language Learning - ANSWER -Patterned upon counseling
techniques and adapted to the peculiar anxiety and threat as well as the personal
and language problems a person finds in the learning of L2.
Communicative Approach - ANSWER -Emphasizes the use of real language, in
real life situations. Maintains a focus centered around the 4Rs: Reading, Writing,
Conversation and Culture. Collaborative learning and peer interaction are
important.
, Content Based Approach - ANSWER -Use authentic materials, encouraged by
selecting a subject or topic matter to grasp students' interest to target language.
Descriptive reports on popular media or science are usually supplied.
Total Physical Response - ANSWER -Combines information and skills through
the use of the kinesthetic syst. Teacher says commands and students do the action.
It can be used to construct and practice vocabulary.
Functional-Notional Approach - ANSWER -Stresses a means of organizing a
language syllabus, emphasizes on breaking down the global concept of language
into units of analysis (verbs, pronouns, etc.) The use of particular notions depends
on 3 major factors: functions, elements in the situation, and the topic being
discussed.
Natural Approach - ANSWER -The emphasis is on communicative competence
rather than memorizing grammar rules and stressing accuracy.
Discourse Analysis Theory - ANSWER -Linguistic theory that sees language as
the understanding and use of linguistic units within sentences.
Language Acquisition Theory - ANSWER -Contends that learning and
acquisition of language are two distinct processes, with learning being formal and
intentional knowledge about a language.
Pronoun "Vos" - ANSWER -Used in Argentina, Peru, Chile, Ecuador and other
Hispanic countries.
Tuteo - ANSWER -Used frequently in Chile, Cuba, Colombia, and the majority
of countries in Latin America.
Functional Categories of Language - ANSWER -Personal, interpersonal,
directive, referential and imaginative.
Cloze Procedure - ANSWER -Technique in which words are deleted from a
passage of text based according to a word-count formula, or other criteria
depending on the instructional or assessment purpose. It helps to identify students'
knowledge & understanding of the reading process and vocabulary. It's useful to
determine which cueing systems readers effectively use to build meaning.
Exam with Questions and Correct Answers |
Latest 2026/2027 Edition – Full Practice and Prep
Guide
Natural Order of Acquisition Hypothesis - ANSWER -Linguistic forms emerge in
L2 acquisition in much the same order as they do in L1. This is what makes
language assessment possible. It also calls into question the "grammar syllabus."
Inter language Hypothesis - ANSWER -States that the learner naturally develops
an interim form of language that is a mixture of L1 and L2 because they fill in with
the first language skills where the learner doesn't know the form in L2.
Monitor Hypothesis - ANSWER -As learners develop skills and competence in
L2, they begin to correct and modify their speech and written production to
conform to the model speech of native speakers of the target language.
Grammar Instruction - ANSWER -Helps language learners become aware of
patterns and rules in the target language so they can self-correct or search their
mental banks for forms that follow the rules.
Comprehensible Input Hypothesis - ANSWER -We learn or acquire L2 by
connecting it to prior knowledge and known concepts. Language that is not
understood is just L2 noise. We can't increase our knowledge of the language by
just hearing a stream of sounds and words.
I + 1 Hypothesis - ANSWER -States that teachers should modify their speech &
linguistic input to a level of complexity one level beyond the learner's level of
competence.
Affective Hypothesis - ANSWER -Inform L2 educators about the importance of
motivational, psychological, emotional, and interpersonal factors in learning
language. High levels of motivation or attitude toward learning L2 appear to be a
more reliable predictor of rate and levels of bilingual proficiency.
, Affective Filter Hypothesis - ANSWER -Provides insight into the obstacles to L2
learning. Filters such as embarrassment, shyness, or negative attitudes about
language learning act as barriers to learning.
Aptitude Hypothesis - ANSWER -Attitude toward learning enhances or inhibits
the ability to learn L2. It's related to the learning vs. acquisition theory.
Expectancy Hypothesis - ANSWER -When learning L2 syntax and grammar, as
well as discourse, the learners will fill in the blanks with a predictable and logical
form based on the rules and patterns of language.
Textuality Hypothesis - ANSWER -Language is stored in the brain in a story or
narrative form based on episodes of real communication.
Theoretical Orientations to L2 Teaching Methods & Approaches - ANSWER -
Structural/Linguistic, Cognitive, Affective/Interpersonal, &
Functional/Communicative.
Grammar-Translation Approach - ANSWER -Originally used to teach Greek and
Latin. Students learn elaborate grammar rules and bilingual lists of words.
Direct Approach - ANSWER -Lesson begins with dialogue using target language,
material is first presented orally with actions or pictures, L1 is never used, there is
no translation, integrates questions, grammar, verbs are used first and
systematically conjugated, literature is read and culture is considered an important
aspect of learning L2.
Audio-lingual Method - ANSWER -Consists of mimicry, memorization of set
phrases and over-learning. Abundant use of language laboratories, tapes and
visuals and extended pre-reading period. If a student makes an incorrect response,
the teachers corrects the student before continuing with the exercise.
Community Language Learning - ANSWER -Patterned upon counseling
techniques and adapted to the peculiar anxiety and threat as well as the personal
and language problems a person finds in the learning of L2.
Communicative Approach - ANSWER -Emphasizes the use of real language, in
real life situations. Maintains a focus centered around the 4Rs: Reading, Writing,
Conversation and Culture. Collaborative learning and peer interaction are
important.
, Content Based Approach - ANSWER -Use authentic materials, encouraged by
selecting a subject or topic matter to grasp students' interest to target language.
Descriptive reports on popular media or science are usually supplied.
Total Physical Response - ANSWER -Combines information and skills through
the use of the kinesthetic syst. Teacher says commands and students do the action.
It can be used to construct and practice vocabulary.
Functional-Notional Approach - ANSWER -Stresses a means of organizing a
language syllabus, emphasizes on breaking down the global concept of language
into units of analysis (verbs, pronouns, etc.) The use of particular notions depends
on 3 major factors: functions, elements in the situation, and the topic being
discussed.
Natural Approach - ANSWER -The emphasis is on communicative competence
rather than memorizing grammar rules and stressing accuracy.
Discourse Analysis Theory - ANSWER -Linguistic theory that sees language as
the understanding and use of linguistic units within sentences.
Language Acquisition Theory - ANSWER -Contends that learning and
acquisition of language are two distinct processes, with learning being formal and
intentional knowledge about a language.
Pronoun "Vos" - ANSWER -Used in Argentina, Peru, Chile, Ecuador and other
Hispanic countries.
Tuteo - ANSWER -Used frequently in Chile, Cuba, Colombia, and the majority
of countries in Latin America.
Functional Categories of Language - ANSWER -Personal, interpersonal,
directive, referential and imaginative.
Cloze Procedure - ANSWER -Technique in which words are deleted from a
passage of text based according to a word-count formula, or other criteria
depending on the instructional or assessment purpose. It helps to identify students'
knowledge & understanding of the reading process and vocabulary. It's useful to
determine which cueing systems readers effectively use to build meaning.
