ESOL CST EXAM QUESTIONS WITH
CORRECT ANSWERS
passive voice - CORRECT ANSWER✔✔-subject received the action instead of
| | | | | | | | | |
performing it |
monitoring - CORRECT ANSWER✔✔-learning strategy: Krashen hypothesizes that
| | | | | | | |
language instruction results in the
| | | |
creation of a mental monitor through which the learner filters spoken and written
| | | | | | | | | | | |
output. The monitor aids
| | | |
learners in achieving accuracy, but may hinder the development of fluency. The
| | | | | | | | | | | |
ideal is a balance where
| | | |
the student has opportunities for unrestricted fluency and for using the monitor
| | | | | | | | | | | |
to "edit" and develop
| | |
accuracy.
BICS-Basic Interpersonal |
Communication Skills - CORRECT ANSWER✔✔-The skills involved in everyday | | | | | | | | |
communication - listening, speaking, carrying on basic | | | | | |
conversation, understanding speakers and getting one's basic needs met.
| | | | | | | |
CALP-Cognitive Academic |
Language Proficiency - CORRECT ANSWER✔✔-The skills that are needed to
| | | | | | | | | |
succeed in the academic classroom, including problem
| | | | | |
solving, inferring, analyzing,
| |
, synthesizing, and predicting. They go beyond the BICS, demanding much greater
| | | | | | | | | | |
competence in the language. | | |
Comprehensible Input: - CORRECT ANSWER✔✔-Students learn best when | | | | | | | |
exposed to samples of | | |
the target language that are at or just above the student's current level of
| | | | | | | | | | | | | |
acquisition of the language. Teachers | | | |
can ensure that the language used in the classroom is comprehensible by
| | | | | | | | | | |
evaluating the students on the Stages of Language Acquisition.
| | | | | | | |
Low Affective Filter: - CORRECT ANSWER✔✔-Students are best able to absorb
| | | | | | | | | | |
and mentally process the language input they receive
| | | | | | |
when they are in an environment where they are relaxed and their
| | | | | | | | | | |
anxiety level is low. The teacher can provide this by making the classroom a
| | | | | | | | | | | | | |
warm, supportive place where students feel free to take risks with language.
| | | | | | | | | | |
register - CORRECT ANSWER✔✔-degree of formality
| | | | |
morphology - CORRECT ANSWER✔✔-branch of linguistics (internal structure of
| | | | | | | | |
words) language's morphemes and other linguistic units, such as root words,
| | | | | | | | | | |
affixes, parts of speech, intonations and stresses, or implied context.
| | | | | | | | |
overgeneralization - CORRECT ANSWER✔✔-Example: treating irregular as a | | | | | | | |
regular on (go--> goed)
| | |
CORRECT ANSWERS
passive voice - CORRECT ANSWER✔✔-subject received the action instead of
| | | | | | | | | |
performing it |
monitoring - CORRECT ANSWER✔✔-learning strategy: Krashen hypothesizes that
| | | | | | | |
language instruction results in the
| | | |
creation of a mental monitor through which the learner filters spoken and written
| | | | | | | | | | | |
output. The monitor aids
| | | |
learners in achieving accuracy, but may hinder the development of fluency. The
| | | | | | | | | | | |
ideal is a balance where
| | | |
the student has opportunities for unrestricted fluency and for using the monitor
| | | | | | | | | | | |
to "edit" and develop
| | |
accuracy.
BICS-Basic Interpersonal |
Communication Skills - CORRECT ANSWER✔✔-The skills involved in everyday | | | | | | | | |
communication - listening, speaking, carrying on basic | | | | | |
conversation, understanding speakers and getting one's basic needs met.
| | | | | | | |
CALP-Cognitive Academic |
Language Proficiency - CORRECT ANSWER✔✔-The skills that are needed to
| | | | | | | | | |
succeed in the academic classroom, including problem
| | | | | |
solving, inferring, analyzing,
| |
, synthesizing, and predicting. They go beyond the BICS, demanding much greater
| | | | | | | | | | |
competence in the language. | | |
Comprehensible Input: - CORRECT ANSWER✔✔-Students learn best when | | | | | | | |
exposed to samples of | | |
the target language that are at or just above the student's current level of
| | | | | | | | | | | | | |
acquisition of the language. Teachers | | | |
can ensure that the language used in the classroom is comprehensible by
| | | | | | | | | | |
evaluating the students on the Stages of Language Acquisition.
| | | | | | | |
Low Affective Filter: - CORRECT ANSWER✔✔-Students are best able to absorb
| | | | | | | | | | |
and mentally process the language input they receive
| | | | | | |
when they are in an environment where they are relaxed and their
| | | | | | | | | | |
anxiety level is low. The teacher can provide this by making the classroom a
| | | | | | | | | | | | | |
warm, supportive place where students feel free to take risks with language.
| | | | | | | | | | |
register - CORRECT ANSWER✔✔-degree of formality
| | | | |
morphology - CORRECT ANSWER✔✔-branch of linguistics (internal structure of
| | | | | | | | |
words) language's morphemes and other linguistic units, such as root words,
| | | | | | | | | | |
affixes, parts of speech, intonations and stresses, or implied context.
| | | | | | | | |
overgeneralization - CORRECT ANSWER✔✔-Example: treating irregular as a | | | | | | | |
regular on (go--> goed)
| | |
