Second Language Acquisition – Theories, Stages, Factors | 50 MCQs

Second Language Acquisition – Theories, Stages, Factors (MCQ)

1. Second Language Acquisition (SLA) mainly refers to: (UGC NET 2017)

A) Learning the first language

B) Learning any additional language after the mother tongue

C) Translating texts

D) Memorising grammar rules

Ans: B) Learning any additional language after the mother tongue

2. Who proposed the Monitor Model in SLA? (PGTRB 2019)

A) Lev Vygotsky

B) B. F. Skinner

C) Stephen Krashen

D) Noam Chomsky

Ans: C) Stephen Krashen

3. Krashen’s distinction between subconscious language growth and conscious learning is called: (SET 2018)

A) Input Hypothesis

B) Affective Filter Hypothesis

C) Acquisition–Learning Hypothesis

D) Natural Order Hypothesis

Ans: C) Acquisition–Learning Hypothesis

4. In Krashen’s Input Hypothesis, “i + 1” refers to: (UGC NET 2018)

A) Input below learner’s level

B) Input at exactly the same level

C) Comprehensible input slightly above current level

D) Memorised input

Ans: C) Comprehensible input slightly above current level

5. The concept of “interlanguage” was introduced by: (PGTRB 2020)

A) Krashen

B) Selinker

C) Cummins

D) Bruner

Ans: B) Selinker

6. “Interlanguage” means: (UGC NET 2016)

A) Perfect native-like language

B) Random errors in speech

C) Learner’s evolving internal system between L1 and L2

D) Only translation language

Ans: C) Learner’s evolving internal system between L1 and L2

7. “Fossilization” in SLA refers to: (SET 2019)

A) Rapid progress

B) Permanent plateau in development with persistent errors

C) Forgetting L1

D) Memorising vocabulary

Ans: B) Permanent plateau in development with persistent errors

8. L1 influence on L2, resulting in similar structures, is called: (UGC NET 2015)

A) Negative transfer

B) Overgeneralisation

C) Positive transfer

D) Simplification

Ans: C) Positive transfer

9. “Overgeneralisation” in SLA means: (PGTRB 2018)

A) Applying a rule too broadly, e.g. “goed” for “went”

B) Forgetting rules

C) Avoiding complex forms

D) Translating idioms

Ans: A) Applying a rule too broadly, e.g. “goed” for “went”

10. In Krashen’s Monitor Model, the “monitor” is: (UGC NET 2019)

A) Device for recording speech

B) Conscious grammar editor that checks output

C) Listening equipment

D) Teacher assistant

Ans: B) Conscious grammar editor that checks output

11. The “Affective Filter Hypothesis” highlights: (SET 2020)

A) Only memory power

B) Emotional variables like anxiety, motivation

C) Exam techniques

D) Translation skills

Ans: B) Emotional variables like anxiety, motivation

12. A high affective filter usually: (UGC NET 2020)

A) Facilitates input

B) Blocks or reduces intake of language

C) Improves fluency

D) Increases vocabulary

Ans: B) Blocks or reduces intake of language

13. “Natural Order Hypothesis” claims that: (UGC NET 2018)

A) Grammar should be taught alphabetically

B) L2 structures are acquired in a predictable sequence

C) Learners choose any order

D) Vocabulary first, then grammar

Ans: B) L2 structures are acquired in a predictable sequence

14. “Critical Period Hypothesis” in language learning suggests: (PGTRB 2017)

A) Any age is equally good

B) There is an optimal biological window for language acquisition

C) Adults learn faster than children

D) Only classroom learning works

Ans: B) There is an optimal biological window for language acquisition

15. In SLA, “input” refers to: (SET 2017)

A) Only learner’s speaking

B) Language the learner hears or reads

C) Examination questions

D) Translation exercises

Ans: B) Language the learner hears or reads

16. “Output” in SLA is: (UGC NET 2016)

A) Only listening

B) Language produced by the learner in speaking or writing

C) Only silent reading

D) Teacher’s talking time

Ans: B) Language produced by the learner in speaking or writing

17. The “Output Hypothesis” is associated with: (UGC NET 2019)

A) Swain

B) Krashen

C) Ellis

D) Chomsky

Ans: A) Swain

18. According to Swain, producing language helps learners: (SET 2018)

A) Memorise only

B) Notice gaps in their knowledge

C) Avoid interaction

D) Ignore grammar

Ans: B) Notice gaps in their knowledge

19. Long’s Interaction Hypothesis emphasises: (UGC NET 2021)

A) Silent exposure

B) Modified input through interaction facilitates acquisition

C) Grammar translation

D) Only writing skills

Ans: B) Modified input through interaction facilitates acquisition

20. In SLA, “noticing” is key in which view? (PGTRB 2021)

A) Behaviourist

B) Cognitive/attention-based theories

C) Grammar-translation

D) Audio-lingual only

Ans: B) Cognitive/attention-based theories

21. “Zone of Proximal Development” is associated with: (UGC NET 2018)

A) Piaget

B) Vygotsky

C) Skinner

D) Bruner

Ans: B) Vygotsky

22. In sociocultural theory, “scaffolding” refers to: (SET 2019)

A) Punishing errors

B) Temporary support from teacher/peer to help the learner perform

C) Memorising dialogues

D) Doing homework alone

Ans: B) Temporary support from teacher/peer to help the learner perform

23. Behaviourist view of SLA focused mainly on: (UGC NET 2015)

A) Habit formation through stimulus–response

B) Innate grammar

C) Discourse analysis

D) Cognitive strategies

Ans: A) Habit formation through stimulus–response

24. Chomsky’s theory relevant to SLA emphasises: (PGTRB 2016)

A) Language as conditioned behaviour

B) Universal Grammar and LAD

C) Pure imitation

D) Only vocabulary lists

Ans: B) Universal Grammar and LAD

25. An “error” in SLA is generally seen as: (SET 2021)

A) Sign of failure

B) Natural part of developmental process

C) Proof of laziness

D) Punishable act

Ans: B) Natural part of developmental process

26. “Error analysis” in SLA was developed in reaction to: (UGC NET 2016)

A) Contrastive Analysis Hypothesis

B) Output Hypothesis

C) Affective Filter

D) Task-based teaching

Ans: A) Contrastive Analysis Hypothesis

27. “Integrative motivation” in SLA means: (PGTRB 2019)

A) Passing exams only

B) Desire to integrate with L2 community and culture

C) Fear of punishment

D) Financial rewards only

Ans: B) Desire to integrate with L2 community and culture

28. “Instrumental motivation” in SLA is: (UGC NET 2017)

A) Learning for practical goals like job or exam

B) Learning for friendship only

C) Learning for fun only

D) Learning for music

Ans: A) Learning for practical goals like job or exam

29. “Age” as a factor in SLA mainly influences: (SET 2020)

A) Only vocabulary size

B) Pronunciation and ultimate attainment in some aspects

C) Only handwriting

D) None of the above

Ans: B) Pronunciation and ultimate attainment in some aspects

30. “Field independence” and “field dependence” relate to: (UGC NET 2019)

A) Memory span

B) Cognitive styles affecting SLA

C) Only exam patterns

D) Pronunciation skills

Ans: B) Cognitive styles affecting SLA

31. “U-shaped learning” in SLA describes: (PGTRB 2020)

A) Constant improvement

B) Initial correct use, then errors, then correct use again

C) Sudden forgetting

D) Only rote learning

Ans: B) Initial correct use, then errors, then correct use again

32. “Silent Period” in early SLA is when learners: (UGC NET 2018)

A) Refuse to learn

B) Listen and process input without much speaking

C) Only read aloud

D) Only write essays

Ans: B) Listen and process input without much speaking

33. Krashen’s view of grammar teaching is that: (SET 2017)

A) It should be central and explicit

B) It plays a limited role, useful mainly for monitoring

C) It is unnecessary for adults

D) It is only for exams

Ans: B) It plays a limited role, useful mainly for monitoring

34. “Form-focused instruction” in SLA means: (UGC NET 2021)

A) Only communicative tasks

B) Drawing learners’ attention to linguistic forms, often within meaning-focused activity

C) Pure rote learning

D) Only translation

Ans: B) Drawing learners’ attention to linguistic forms, often within meaning-focused activity

35. “Focus on formS” (with capital S) typically refers to: (SET 2019)

A) Isolated teaching of discrete grammar items

B) Ignoring grammar completely

C) Only teaching vocabulary

D) Teaching pronunciation alone

Ans: A) Isolated teaching of discrete grammar items

36. “Noticing Hypothesis” in SLA is mainly linked to: (UGC NET 2020)

A) Swain

B) Schmidt

C) Krashen

D) Cummins

Ans: B) Schmidt

37. According to Cummins, CALP stands for: (PGTRB 2018)

A) Communicative and lexical proficiency

B) Cognitive Academic Language Proficiency

C) Cultural Awareness in Language Proficiency

D) Creative Academic Learning Practices

Ans: B) Cognitive Academic Language Proficiency

38. BICS in Cummins’ distinction refers to: (UGC NET 2016)

A) Basic Interpersonal Communicative Skills

B) Bilingual Integrated Competence Skills

C) Basic Instructional Classroom Skills

D) Bilingual International Communication System

Ans: A) Basic Interpersonal Communicative Skills

39. “Code-switching” in bilingual speech means: (SET 2020)

A) Forgetting L1

B) Alternating between two languages within a conversation

C) Only translating texts

D) Speaking only in dialect

Ans: B) Alternating between two languages within a conversation

40. “Avoidance” in SLA strategy means learners: (UGC NET 2019)

A) Use more complex forms

B) Avoid using difficult structures or words

C) Speak only L1

D) Stop learning

Ans: B) Avoid using difficult structures or words

41. “Communication strategies” in SLA are used to: (PGTRB 2021)

A) Hide errors

B) Overcome gaps in knowledge to convey meaning

C) Avoid interaction

D) Memorise rules

Ans: B) Overcome gaps in knowledge to convey meaning

42. “Interlanguage pragmatics” studies: (UGC NET 2021)

A) Only grammar errors

B) How L2 learners use and understand language in context

C) Only reading speed

D) Only spelling

Ans: B) How L2 learners use and understand language in context

43. “Notional-functional” syllabuses in SLA teaching emphasised: (SET 2018)

A) Only phonetics

B) Meaning categories and communicative functions

C) Alphabetic word lists

D) Only literature

Ans: B) Meaning categories and communicative functions

44. A “communication breakdown” in SLA often leads to: (UGC NET 2017)

A) Repair strategies and negotiation of meaning

B) Stopping the conversation

C) Punishment

D) Immediate fossilisation

Ans: A) Repair strategies and negotiation of meaning

45. “Krashen’s Monitor Over-users” are learners who: (PGTRB 2019)

A) Never think about grammar

B) Rely too heavily on conscious rule-checking

C) Avoid monitoring

D) Speak only in L1

Ans: B) Rely too heavily on conscious rule-checking

46. “Immersion programmes” in SLA place learners: (UGC NET 2018)

A) In purely L1 environment

B) In rich L2 environment for most subjects

C) Only in translation classes

D) Only in grammar labs

Ans: B) In rich L2 environment for most subjects

47. “Content and Language Integrated Learning” (CLIL) combines: (SET 2021)

A) L1 and maths only

B) Subject content teaching through L2

C) Only literature

D) Sports and grammar

Ans: B) Subject content teaching through L2

48. “Input enhancement” techniques in SLA aim to: (UGC NET 2022)

A) Hide target forms

B) Highlight target forms in input, e.g., bold or colour

C) Remove context

D) Reduce reading

Ans: B) Highlight target forms in input, e.g., bold or colour

49. “Task-Based Language Teaching” is grounded in the idea that: (PGTRB 2020)

A) Drills are central

B) Meaning-focused tasks promote acquisition

C) Translation must dominate

D) Only lectures work

Ans: B) Meaning-focused tasks promote acquisition

50. A key overall insight from SLA research for classroom teaching is that: (UGC NET 2020)

A) Only grammar translation is effective

B) Rich comprehensible input, opportunities for interaction and low anxiety foster learning

C) Testing alone is enough

D) Memorisation is the only strategy

Ans: B) Rich comprehensible input, opportunities for interaction and low anxiety foster learning