ESL Practice Test questions and answers latest top score.

ESL Practice Test questions and answers latest top score. 1. The following demonstrates what linguistic phenomenon? A Spanish speaker says "animales." An English speaker says "animals." A. Codeswitching B. Language borrowing C. Cognates D. Interlanguage - correct answers.The correct answer is C. Code-switching is when a speaker uses one language and then another, "I will go a la tienda para comprar chicle.". Language borrowing is when the English language adopts words from other languages, such as "rodeo" or "taco". Cognates are words in 2 languages that are related through the same origin so they have similar sounds/spelling/meaning. Inter-language is the in-between space when a person is still learning one language and using their first language to help them understand the 2nd language. 2. A student has difficulty with activities identifying rhyming words by matching the ending sounds such as cat/bat/hat. This student needs extra help in what area of language? A. Syntax B. Morphology C. Phonology D. Semantics - correct answers.Explanation: The correct answer is C. Syntax is structure or grammar, not sounds. Morphology is the level of words, not sounds. Phonology is sounds. Semantics is the meaning or definitions of words, not sounds. 3. When determining the appropriate register to use, what does a speaker take into account? A. Understanding the formality of the situation B. Understanding the topic of the situation C. Understanding the appropriate grammar rules used in the situation D. Understanding the cultural heritage of the speakers - correct answers.The correct answer is A. Understanding the formality of the situation is knowing your audience and the context or formality of the situation you are in is the most salient factor for understanding register. If you understand the topic of the situation you can discuss the same topic across multiple registers. In English, grammar usually does not impact register. The cultural heritage does not impact the register you use in English. 4. A student begins a sentence in English, inserts a Spanish phrase, and then finishes the sentence in English. The student is demonstrating which of the following language phenomena? A. Bi-dialectism B. Code-switching C. Language dominance D. Additive bilingualism - correct answers.The correct answer is B. Bi-dialectism is when someone speaks two dialects. Code-switching is when people go in and out of two languages or codes. Language dominance refers to which language is a person's dominant language. Additive bilingualism is the process and philosophy of adding an additional language to one's repertoire—that it is not necessary to lose one language in order to gain another. 5. A teacher provides students with comprehensible input in English and finds ways to lower their affective filters. These are both essential strategies for developing beginning ELLs: A. Cognitive-academic language proficiency B. Listening and speaking skills C. Conceptual development in the primary language D. Emergent literacy - correct answers.The correct answer is B. CALP generally comes later, not typically for beginners and is more related to high level language and cognitive skills. Comprehensible input helps a understand what the teacher is saying - input and lower the effective filter helps a student feel comfortable to speak. The question did not address primary language at all...there is no indication that primary language development is a concern in this question. The question did not address literacy at all...there is no indication that literacy is a concern in this question. 6. When determining what ESL program to implement in a school, what information is not important? A. The number of LEP students at each grade level B. The primary language of the LEP students C. The proficiency levels of the LEP students D. The socioeconomic levels of the LEP students - correct answers.The correct answer is D. In TX, you need to have at least 1 student who is identified LEP to begin a program and the number of students you have may impact what your program looks like. How many students of what primary language can be a factor for how you group students, what the program looks like, etc. The English proficiency levels of students can be a factor for how you group students, what the program looks like, etc. The socioeconomic levels should not matter in how your program is set up.