Sustained silent reading (SSR) is a form of school-based recreational reading, or free

voluntary reading, (1) ______ students read silently in a designated time period every day,
with the underlying assumption being that students learn to read by reading (2) _________.
While classroom implementation of SSR is fairly widespread, some detractors note that the
data showcasing SSR’s effectiveness is shaky at best, and that SSR alone does not craft
proficient readers. (3) _______ this is the case, many maintain that successful models of SSR
typically allow students to select their own books and do not require testing for
comprehension or book reports. Schools, so far, (4) _________ SSR (5)________ a variety of
names, such as "Drop Everything and Read (DEAR)", "Free Uninterrupted Reading (FUR)",
or "Uninterrupted sustained silent reading (USSR)".
1.
A) which
B) on which
C) at which
D) of which
E) in which
2.
A) basically
B) constantly
C) intermittently
D) rarely
E) clearly

3.
A) Although
B) Nevertheless
C) Despite
D) Owing to
E) However
4.
A) implemented
B) implement
C) may implement
D) could implement
E) have implemented

5.
A) for
B) toward
C) under
D) opposite
E) across

The Language Acquisition Device (LAD) is a claim from language acquisition research

proposed by Noam Chomsky in the 1960s. The LAD concept is a purported instinctive mental
capacity which enables an infant to acquire and produce language. It is a component of
the nativist theory of language. This theory asserts that humans are born with the instinct or
innate facility for acquiring language. The main argument given in favor of the LAD was the
argument from the poverty of the stimulus, which argues that unless children have significant
innate knowledge of grammar, they would not be able to learn language as quickly as they do,
given that they never have access to negative evidence and rarely receive direct instruction in
their first language. A summary explaining LAD by Chomsky states that languages are
infinite pertaining to the sequence of word forms (strings) and grammar. These word forms
organize grammatically correct sequences of words that can be pooled over a
limited lexicon of each independent language. So, LAD is tasked to select from an infinite
number of grammars the one which is correct for the language that is presented to an
individual, for example, a child.

6. According to the theory mentioned, which of the following questions is answered?

A) Do the components of language learning process rely on exterior factors?

B) Does the learner’s aptitude improve through good practice?
C) Is the language acquired through the imitations and observation?
D) Is the acquisition of a language rather an inherent process?
E) Does the learning age for a second language start at the later stages of an individual?

7. What is implied by “poverty of stimulus”?

 A) The lack of the adequate education services offered.
B) The inborn mental obstacles that one has to deal with.
C) The shortage of the necessary care of children.
D) The extrinsic factors that affect learning such as family.
E) The inadequate availability of the inborn patterns of language.

8. According to Chomsky, one can argue that ______.

A) The language acquisition is solely performed through the experiences.
B) The empiricist understanding forms the base of language learning.
C) The ability of a person to organize structures is restricted as a limited capacity.
D) The language learning casts the numerous patterns into the organized ones.
E) Sequence of words and grammar are irrelevant themes in language learning.

English for specific purposes (ESP) teaching conducted to equip learners with a certain
English proficiency level for a situation where the language is going to be used, is termed as
target needs. ESP is a learner-centred approach to teaching English as an additional language,
which focuses on developing communicative competences in a specific discipline or industry
such as IT, law, finance, medicine, dentistry, tourism, specific businesses, teaching. Since it
provides instructional objectives, materials and methods developed on the basis of learners’
needs and potential of interests, from the early 1960s, ESP has grown to become one of the
most prominent areas of English foreign language. Nowadays, ESP is not only applied for
adults of English language learners who have mastered basic level of English proficiency or
those with specific purposes of learning English, but also is adopted for English language
learners learning general English.

9. What is the main idea of the passage?

A) To highlight the origin of English for specific purposes.
B) To compare English for specific purposes with other methods.
C) To describe the main features of English for specific purposes.
D) To foretell the future uses of English for specific purposes.
E) To display the drawbacks of English for specific purposes.

10. It can be inferred from the passage that ________.

 A) English for specific purposes addresses mostly to the adult learners.
B) The content of English for specific purposes is usually changeable.
C) English for specific purposes arises from the need analysis only for young learners.
D) There are standard pre-requisitions to utilize English for specific purposes.
E) The age factor can play a decisive role in the application of English for specific
purposes.

11. One can infer from the text that _______.

A) There are several variables to be considered before applying English for specific
purposes.
B) English for specific purposes emerged only a few decades ago to provide a new
dimension to language learning.
C) Distinctive goals for acquisition of a language lay the foundation of English for
specific purposes.
D) The materials utilized for English for specific purposes are highly similar to those used
by other approaches.
E) English for specific purposes has gained favor especially in the recent years.
Transformative learning theory is a great approach for adult education and young adult
learning. Also referred to as transformation learning, transformative learning theory focuses
on the idea that learners can adjust their thinking based on new information. This learning
theory was founded by Jack Mezirow, who discovered it after doing studies on adult women
who went back to school. His initial research found that adults apply their old understanding
to new situations and that having a new perspective helped them gain a new understanding of
things as they change. Mezirow also believed that students had important teaching and
learning opportunities connected to their past experiences and that critical reflection and
review could lead to a transformation of their understanding. This approach works well for
adult students, as children don’t have the same kind of transformation with their learning
experiences—and with life experience. Adult students could draw on childhood experiences
and transforming those beliefs and understandings using critical reflection, leading them to an
understanding of what they should believe and understand as adults. Overall, the theory states
that the more our worldview is changed the more we learn, which helps us grasp new
concepts and ideas. By getting new information that helps evaluate past ideas, students are
able to make a dramatic educational shift beyond standard learning including linguistic input.
Teachers can employ this learning theory by encouraging their students to learn new
perspectives while questioning their assumptions and open the floor for discourse to cement
their new train of thought.
12. According to the passage, one can infer that _________________.
A) the past experiences of learning hinder significantly the process of learning in the
future occasions.
B) transformation of knowledge can depend on the external factors regardless of age and
gender.
C) emotional factors don’t play a decisive role in determining the learning phase among
adults.
D) the learning atmosphere with the attendance of adults and young learners facilitates
learning.
E) the past experiences can be recast into the new opportunities in the acquisition of new
knowledge.

13. In the light of the passage, transformative learning theory _________.

A) mostly deals solely with the negative past experiences that can be easily transformed
into meaningful learning process.
B) considers young learners to be more eager to face any kind of challenge in the
transformation of knowledge in the learning atmosphere.
C) derives from the observation that adult learners may tend to dwell excessively on the
past experiences in the face of new learning challenges.
D) argues that learning experiences can’t only rely on the sheer knowledge intake but also
the other factors such as one’s worldviews.
E) comes out through experiments that were realized in the learning atmospheres through
the initial years of learning.
14. Which of the following is NOT mentioned in the passage?
A) Adult learners may not initially desire to take part in transformation of their long-
established knowledge.
B) Transformative learning provides a perspective that contributes a further horizon for
the standard learning.
C) Discourses may be considered a vital part of the application of transformative learning
theory among the students.
D) Teachers take on a role that guides the students and enable them to take part in the in-
classroom participation.
E) Transformative learning theory may not be proper for children as they lack enough
past experiences.
The Affective Filter hypothesis embodies Krashen's view that a number of affective variables
play a facilitative, but non-causal, role in second language acquisition. These variables
include: motivation, self-confidence, anxiety and personality traits. Krashen claims that
learners with high motivation, self-confidence, a good self-image, a low level of anxiety and
extroversion are better equipped for success in second language acquisition. Low motivation,
low self-esteem, anxiety, introversion and inhibition can raise the affective filter and form a
mental block that prevents comprehensible input from being used for acquisition. In other
words, when the filter is up it impedes language acquisition. On the other hand, positive affect
is necessary, but not sufficient on its own, for acquisition to take place. One of the ways that
we can start lowering students’ affective filters is by getting to know them and using
personalization to motivate them. Teachers can also strive for a comfortable and safe learning
environment where students will be able to take risks. Strategies that can facilitate risk taking
among students include building relationships providing word walls and sentence starters, or
allowing for retakes on assessments.

15. In the light of the information in the passage, one can conclude that _____.

A) there is a considerable controversy among the theories introduced by Krashen.

B) some of the affective variable can be overshadowed by the others depending on the
person.
C) personality traits often affect in the late period of learning through the growth.
D) low motivation can be transformed into the desired variable through the intervention.
E) the learning process cannot be simply reduced only down to comphrehensible input.

16. According to the passage, one can infer that __________.

A) the more affective filter falls, the better learning environment will be provided.
B) an affective variable cannot be easily distinguised due to the emotional changeability.
C) the learning process can be guaranteed on the condition that affective variables are met.
D) affective variables are often overlooked in the formal learning as not being observable.
E) there is an independent relation between the affective filter and learning.

17. Which of the following statements is not mentioned in the text?

A) the optimal level of affective filter can be achieved through the formal education.
B) the mental block may affect adversely the acquisition of a second language.
C) how the learner perceives oneself amidst the learning process is also decisive.
D) the learner is expected to have a motivation to acquire a particular language.
E) the more participatory the learner tends to be, the lower the affective filter will be.

Cognitivism involves the study of mental processes such as sensation, perception, attention,
encoding, and memory that behaviorists were reluctant to study because cognition occurs
inside the black box of the brain. In this case, sensation perception, attention, encoding, and
memory are the principles of cognitivism. The followings are the explanations of them. The
first principle is sensation. It shows how the stimulus derived from external stimuli is
registered in sensory before it is sent to the following process. The second principle is
perception which shows as the process to interpret and make sense something which can be
seen through our sense. It consists of pattern recognition, object recognition, bottom up or top
down processing, and conscious perception. The third principle is attention which stresses in
the concentrating to one thing, that the most importance than the others. It is important to
determine the conscious awareness. The fourth principle is encoding as the principle of
cognitive theory focuses on the importance of encoding information, after something being
perceived and attended to stimuli. The way to encode the information can be done through
organizing and then form it in the form of schema. In this case, to encode the information in
the form of experience can be conducted through two ways. They are bottom up and top
down. Bottom up is the way to encode experience by transferring the information that is
gained through the external world. It is mediated through attention and perception. While top
down is another way to encode experience. It is in the form of action prior knowledge in order
to help in interpreting the bottom up. The fifth principle is memory. Memory is the ability to
keep and remind the information in our mind. It consists of short term memory, long term
memory, and sensory.

18. According to the text, compared to behaviorism, cognitivism _______________.

A) is unwilling to elucidate the functional systems of mind in language teaching.
B) fails to explain the intrinsic motivation of learners in language acquisition.
C) attempts to deal with the complex processes functioning inside the learner’s mind.
D) ignores completely the sensations involved in the second language teaching.
E) dwells on the extrinsic stimulus that enables the learners to focus on language.

19. What does the term “black box” refer to?

A) The chemical circulation inside the brain.
B) The domain that manages behavioral acts.
C) The complex functions of the human brain.
D) The overt cognitive schemas in the mind.
E) The demystified parts within the brain.

20. Given the information in the text, cognitivism ___________.

A) strives to comprehend how the external stimuli is processed in the human brain
B) explicates how the human mind interprets the experiences that one encounters.
C) tends to highlight the importance of consciousness in processing new information.
D) offers the ways how to organize and plan the input that is perceived by the mind.
E) focuses attention and perception regardless of action while transferring information

21. The position of an adjective in relation to its noun generally depends upon whether the
adjective is used attributively or predicatively.When an adjective is used attributively, the
invariable rule is to keep it as close as possible to the noun which it qualifies. In prose the
adjective almost always precedes its noun. However, in poetry, for the sake of rhyme or
metre, it may be placed after its noun.
Which of the following sentences does not include an attributive adjective used
postpositively after its noun?
A) Alexander the Great was a warrior respected by enemies
B) A doctor well practised in all the arts of medicine makes much money
C) This is a matter too urgent to be put off any longer.
D) Things temporal are less precious than things eternal.
E) My father left me poor, but well educated.

22. In English and some other languages, catenative verbs are verbs which can be followed
within the same clause by another verb. This second subordinated verb can be in either the
infinitive -both full and bare- or gerund forms.
Which of the following options includes a catenative verb in subordinate clause?
A) It is time to study pedagogical grammar as we have many terms.
B) Being the first in the competition, she was rewarded 25.000 TL.
C) Since his father made him buy bread early in the morning, he was raged.
D) All the students in the class began to applaud the teacher when she sang.
E) My family decided to move to another country last year owing to economical downfall.

23. Which of the following sentences includes an endophoric reference employing a

distributive pronoun?
A) The government should propose some precautions, and each must decrease poverty in the
country.
B) Every individual is able to do something to transform the world into a better place as we
have no choice.
C) Neither students could pass the end of the year test as each question was challenging.
D) The committee have elected no canditates since they are not qualified enough.
E) Completing each exercise will make you feel better and better.
24. Which of the following sentences contains a dangling participle phrase?
A) Commonly spoken in many parts of the world, Spanish is a difficult language to learn.
B) When completed, the bridge will be the largest and the highest one in the country.
C) While working on the details of the plan, some key points were missed.
D) Established in 1896, the factory produces high quality cars for consumers.
E) After losing all of his money, Jack began his new life in the countryside.
25. Which of the following sentences includes a clausal subject?
A) It may be true to say that the Grammar-Translation Method is still widely practiced
although it has no advocates.
B) The current educational climate which we experience has a subject-based curriculum
prescribed by government.
C) It is important to understand the typical stages of development that children pass through.
D) Chomsky once appeared on a television programme with Michel Foucault who is an
important influence on postmodern thinking.
E) That grammar is acquired according to its role in expressing content is the assumption of
Content- Based Approach.

26. A recent study has revealed that explicit negative evidence does not facilitate language
learning. In fact, when parents correct children explicitly, the correction is unlikely to be
helpful in learning grammar because it is a single correction that will most likely not be
repeated, and therefore a child might not remember or even notice the correction. This is
demonstrated in the following exchange between a parent and child, which McNeill recorded:
Child: Nobody don't like me.
Mother: No, say, "Nobody likes me."
Child: Nobody don't like me.
[This exchange is repeated several times]
Mother: No, now listen carefully. Say, "Nobody likes me."
Child: Oh! Nobody don't likes me.
Which of the following statements cannot be concluded from the explanation
given above?
A) Children tend to make correct generalizations about grammatical principles after
receiving correction from a care-taker.
B) Children sometimes fail to detect differences between their ungrammatical
sentences and the grammatical sentences that their parents produce.
C) Children may not be able to use explicit negative evidence to learn that an aspect
of grammar, such as using double negatives in English, is ungrammatical.
D) Children must have an inborn faculty for language acquisition which drives them
to make incorrect grammatical generalizations.
E) Despite the impoverished language input, children are able to produce utterances
that they have never heard before.

27. Which of the following is not true about the phonetic structure of the word
«roommates»?
A) The word contains a diphthong.
B) The word includes an example of gemination.
C) The word ends with a consonant cluster.
D) The initial sound is an alveolar liquid.
E) Both vowels are open, central and low.

28. Throughout their vocalization timeline, babies enter what is known as the canonical
babbling stage, during which they begin to make syllables, such as “ba” or “di” that include a
consonant and a vowel or combinations of different syllables (e.g. “ma di da”) Infants at this
stage often produce reduplicated babble, making forms like [dada] , [guhguh] or [baba] and
even longer chains, like [dadadadada]. All infants across the world are assumed to babble
while acquiring language and they follow general trends in babbling tendencies.
Which of the following statements regarding the babbling stage of infants can be
concluded from the paragraph?
A) The productions made by babies at the babbling stage cannot be
regarded as morphemes.
B) Babbling patterns among infants might differ depending on the
language they are exposed to.
C) Some babies skip babbling stage and start using holophrastic
morphemes.
D) Babbling stage of an infant provides evidence for the existence of
impoverishment.
E) Babies tend to make syllables inititated with interdental or velar sounds
during babbling stage.
29.

Which of the following sentences is represented with the tree diagram?

A) The child was playing a fun game with friends.
B) The girl washed the cat in the garden.
C) The man said that he was a lawyer.
D) The King of France had a miserable life in his castle.
E) The firm has provided Jim with a good car.
30. Which of the following is the technical term used for the phenomenon that a
sentence, though grammatical, is meaningless because there is an incompatibility in the
meaning of the words?
A) Semantic anomaly
B) Deictic ambiguity
C) Face-saving act
D) Adjacency pair
E) Interjection
31. In Haiti, two distinct varieties of a language, such as standard French and
Haitian creole French, exist side by side throughout the same speech community. Each variety
has its own fixed functions—Standard French is a highly codified and grammatically more
complex prestigious variety, and Haitian Creole is a 'low,' or colloquial, one. Children learn
the low variety as a native language; it is the language of home, the family, the streets and
marketplaces, friendship, and solidarity. By contrast, the high variety is spoken by few or
none as a first language. It must be taught in school. The high variety is used for public
speaking, formal lectures and higher education, television broadcasts, sermons, liturgies, and
writing.
Which of the following sociolinguistic terms is described above?
A) Heterogloss
B) Dialect continuum
C) Isogloss
D) Creolization
E) Diglossia

32. ‘He is there now.’

The above sentence, heard or read out of context, is difficult to interpret, because it includes
many words that don’t inherently refer to something specific. These words’ meanings are
always determined by the context in which they are uttered.
Which of the following terms was explained above?
A) Hedges
B) Performatives
C) Deixis
D) Ellipsis
E) Exclamations
33. In almost all cultures, it is important that both the speaker and the listener are taking an
active part in an interaction. Therefore, interlocutors who are engaged in a conversation
usually provide verbal or non-verbal feedback to each other to show their interest, attention or
a willingness to keep conversation going. Rather than conveying significant information,
these phatic expressions primarily serve a social or meta-conversational purpose by people
who wish to function as supportive and cooperative. These responses include such
expressions as "yeah", "uh-huh", "hmm", and "right".
Which of the following discourse markers is described and exemplified above?
A) Hedges
B) Ellipsis
C) Substitution
D) Interjections
E) Connectors
34 According to Levelt (1989), language production contains four successive stages:
In the first and most abstract stage of language production, the speaker makes the decision
about how to frame an idea into language and determines what to say, selects relevant
information in preparation for construction of intended utterance, and the product is
a preverbal message. In the second stage of speech production, the messages are framed into
words, phrases, and clauses by the speaker.  This process involves translating the visual
representation of thought into a linguistic plan. Additionally, this stage includes grammatical,
morphological, and phonetic encoding. In the third stage, our thoughts and linguistic plan are
sent from the brain to the speech systems in order to execute the plan through the required
movements with particular muscles. Finally, speakers regulate their speech, assessing whether
it is what they intended to say and whether they said it the way they intended to. In this stage
the speaker checks their language production to ensure that they are accurate in terms of
syntax, lexes and phonology, appropriateness in terms of register, loudness and precision.
Which of the following is not a stage of speech production that is described above?
A) Conceptualization
B) Primary Recognition
C) Articulation
D) Formulation
E) Self-monitoring

35. A set of experiments were performed on split-brain patients, who had their corpus
callosum severed previously due to outside factors, such as epilepsy. The participants were
asked to look at a white screen with a black dot in the middle. The black dot was the dividing
point for the fields of view for a person, so the right hemisphere of the brain analyzed
everything to the left of the dot and the left hemisphere of the brain analyzed everything that
appeared to the right of the dot. Next, the participants were shown a word on one side of the
black dot for less than a second. When the participants saw the word with their right eye, the
left hemisphere of the brain analyzed it and they were able to say what they saw. However, if
the participants saw the word with their left eye, processed by right hemisphere, they could
not remember what the word was. Researchers concluded that the left hemisphere could
recognize and articulate language, while the right one could not.
Which of the principles related to cerebral organization accounts for the
psycholinguistic evidence derived from the experiments explained above?
A) Parallel Distributed Processing
B) Equipotentiality
C) Neural Plasticity
D) Lateralization
E) Connectionism
36. The novel derives from Spanish a word, which means "of or relating to a man," being the
rogue or bohemian usually at the center of the fiction. The typical hero in that kind of fictious
work is a wandering individual of low social standing who happens into a series of adventures
among people of various higher classes, and often relies on wits and a little dishonesty to get
by. The Unfortunate Traveller or the Life of Jack Wilton by Thomas Nashe is assumed to be
one of the first examples of the genre in English Literature.
Which of the following types of novels is explained above?
A) Fantasy Novel
B) Picaresque Novel
C) Adventure Novel
D) Social Novel
E) Novel of manners
37. The term used in drama is the discharge of built-up emotions. It constitutes the emotional
peak of the play and usually follows the climax. It is a physical reaction to the revelation /
recognition as well as self-awareness of the protagonist. During the outbreak of his feelings
the protagonist experiences healing or comfort, redemption or relief. As an element of tragic
plays, it doesn’t just affect the protagonist but also the audience. Therefore the two need to be
empathically linked. The intentioned effect is therefore to connect the protagonist and
audience in a shared-affect bond in order to experience the emotional salvation and
purification together.
Which of the following drama terms is explained above?
A) Anagnorisis
B) Hubris
C) Nemesis
D) Catharsis
E) Pathos
38. Which of the following novelist-novel pairs is not correct?
A) Moll Flanders- Daniel Defoe
B) Tess of Durbervilles- Thomas Hardy
C) Pride and Predujice- Jane Austen
D) David Copperfield- Charles Dickens
E) The Portrait of an Artist as a Young Man- Oscar Wilde
39. The movement is all about depicting life in a way that readers could relate to. This means
that instead of focusing on aristocratic characters, the movement concentrates more on the
middle classes, representing the lived experiences of the people who are reading the novels.
Even though most novels are narrated from the point of view of a middle class character,
many of these stories also feature poor and working class characters, and comment on their
experiences, too. Characters are not heroes - they are flawed human beings who often have to
go through uncomfortable or distressing situations.
Which of following literary movements is mentioned above?
A) Naturalism
B) Existentialism
C) Realism
D) Symbolism
E) Imagism
40. Neoclassical literature was written between 1660 and 1798. This time period is broken
down into three parts: the Restoration period, the Augustan period, and the Age of Johnson.
Writers of the Neoclassical period tried to imitate the style of the Romans and Greeks. Thus,
the combination of the terms 'neo,' which means 'new,' and 'classical,' emerged as in the day
of the Roman and Greek classics. This was also the era of The Enlightenment, which
emphasized logic and reason. It was preceded by The Renaissance and followed by the
Romantic era.
Which of the following author- novel pairs does not belong to the Neoclassical Period?
A) Aphra Behn- Oroonoko
B) Samuel Richardson- Pamela
C) Jonathan Swift- Gulliver’s Travels
D) Horace Walpole- The Castle of Otranto
E) Laurence Stern- Tristram Shandy

41. If they be two, they are two so

As stiff twin compasses are two;
Thy soul, the fix’d foot, makes no show
To move, but doth, if th’ other do.
Which of the following figures of speech is used in the underlined words in the poem by John
Donne ?
A) Conceit
B) Hyperbole
C) Allusion
D) Enallage
E) Oxymoron
42. An ESL teacher brings the following poem called "The Purple Cow" from Gelett Burgess
as an example to avoid repetition in a cohesive text.
I never saw a Purple Cow,
I never hope to see one;
But I can tell you, anyhow,
I'd rather see than be one.
Which of the following techniques to achieve cohesion is exemplified with the underlined
words in the poem?
A) Cataphoric Reference
B) Substitution
C) Exophora
D) Ellipsis
E) Linking
43. Before students read a story about a young man who overcomes an internal problem
caused by a close family member, the teacher gives the following explanation on a typical
story structure:
Stories have a plot structure which looks like a triangle. A conflict is introduced, tension rises,
a major change occurs. After this major change, the tension falls. The protagonist, or main
character, may face a final moment of suspense. Then, the story is resolved.
Students are then given a worksheet to review and analyze the plot to identify the turning
moment when the action of the story reaches the peak before it turns toward the conclusion. 
What is the structural element that is used for the turning point with the highest
emotional intensity in a story that the teacher wants her students to identify?
A) Setting
B) Climax
C) The point of view
D) Genre
E) Style
44. Literary works help learners to use their imagination, enhance their empathy for others
and lead them to develop their own creativity. Therefore, literature should be integrated to
language classrooms. However, one needs to be careful while choosing the texts to be used
because literary texts can present teachers and learners with a number of difficulties.
Which of the following is not a correct strategy to adopt while choosing a literary text to
use in the classroom?

A) Text selection - texts need to be chosen that have relevance and interest to learners.

B) Linguistic difficulty - texts need to be appropriate to the level of the students'

comprehension.
C) Cultural difficulty - texts should not be so culturally dense that outsiders feel excluded
from understanding essential meaning.
 D) Cultural appropriacy - learners should not be offended by textual content.
E) Genre – texts should not be provided in a variety of genres to avoid confusion among
learners.

45. It is not possible for many language learners to visit an English speaking country to
increase their understanding of verbal and nonverbal aspects of communication. Literary
works, such as novels, plays, short stories, etc. facilitate understanding how communication
takes place in real world for such learners. Though the world of a novel, play, or short story is
an imaginary one, it presents a full and colorful setting in which characters from many social /
regional backgrounds can be described. A reader can discover the way the characters in such
literary works see the world outside, for example, their thoughts, feelings, customs, traditions,
possessions; what they buy, believe in, fear, enjoy; how they speak and behave in different
settings. This colorful created world can quickly help the foreign learner to feel for the codes
and preoccupations that shape a real society through visual literacy of semiotics. Literature is
perhaps best regarded as a complement to other materials used to develop the foreign
learner’s understanding into the country whose language is being learned.
Which of the following benefits of integrating literature in language teaching is
described in the paragraph?
A) Valuable Authentic Material
B) Cultural enrichment
C) Personal involvement
D) Linguistic enrichment
E) Personal relevance

46.
• Teaching should be subordinated to learning.
• In a period of class, students are expected to talk more than 80%.
• Students develop their inner criteria for correctness.
• Teacher should encourage the autonomy of learners.
• Teacher is a technician or engineer.
• Fidel charts are used to teach pronunciation.
Which of the following methods employs the tenets given above?
A) Direct Method
B) Communicative Language Teaching
C) Silent Way
D) Audio-lingual Method
E) Suggestopedia
 • 47. In their quest to find the most effective methodology to teach a foreign language,
teachers usually get trapped in a vicious circle of dichotomy between theorizers who
have been assigned the role of producers of knowledge and teachers who have been
assigned the role of consumers of knowledge. Furthermore, following a particular
method’s principles and procedures impede the growth and development of teachers.
Therefore, teachers need to break free from the cycle of methods and become
autonomous through continued development and self-reflection.
Which of the following embraces the methodology used to teach a foreign language?
A) Post-method
B) Eclecticism
C) Inquiry-based Learning
D) English for Specific Purposes
E) Cognitive-code Approach
48. According to Bloom’s taxonomy, understanding and remembering is at the basis
of educational goals. In a traditional learning environment, only these two categories are
enhanced in class while students are usually left to work on activities that involve applying
and creating outside of classroom. The cutting-edge methodology, on the other hand, allows
teachers to prioritize active learning during class time by assigning students lecture materials
on videos and presentations to be viewed at home or outside of class. Students can watch the
content before class and prepare for the day’s activities. This gives them freedom over how,
when and where they learn — and it lets them engage with the video content in the way that
suits them best. And the class time is allocated for small group activities where students learn
more effectively by applying the concepts they learnt with their peers’ and instructors’
feedback.
Which of the following methodologies to teach a foreign language is described in the
given paragraph?
A) Cognitive-code Approach
B) Inductive Learning
C) Flipped Classrooms
D) Post-Methodology
E) Eclecticism

49. In a bottom-up dictation exercise, students are expected to write what they hear but they
complain that they cannot hear some of the words clearly or they cannot hear them at all.
Ms Özdemir explains that schwa is the most common sound in English and it is used
for most unstressed vowel sounds, especially in functional words like determiners,
prepositions, articles and conjunctions. Since these words do not carry the main
content, they are not normally stressed. Therefore, you can find them difficult to hear
and this interferes with your understanding. 
 In this opportunistic teaching example, what phenomenon of connected speech
does the teacher want her students to be aware of?

A) Catenation
B) Weak forms
C) Juncture
D) Metathesis
E) Intrusion

50. In casual conversation, some sounds, syllables or even words are omitted to make the
language easier and faster to say. For instance, we know that the word round is
pronounced /raʊnd/ and the word to is pronounced /tə/. However, when the words are used
together as in round to, we often drop the final /d/, so that phonetically it reads /raʊn tə/. This
phenomenon of connected speech is an important area in listening skills, as learners are often
unable to hear these omissions correctly, especially if they have little contact with native
speakers.

Which of the following describes the speech phenomenon exemplified above?

A) Assimilation
B) Contraction
C) Ellision
D) Intrusion
E) Epenthesis

51. An EFL student writes the following sentence to describe himself:

I am quite a skinny person and I owe it to regular exercise. I am always careful with my diet
and I work out regularly at the gym.

The teacher changes the word ‘skinny’ to ‘fit’ with a remark saying that the word ‘skinny’
evokes negative associations and in this context the word ‘fit’ would be semantically a more
appropriate word choice.

Which of the following concepts does the student need to be aware of to avoid making
such a mistake again?
A) Denotative meaning
B) Connotative meaning
C) Literal meaning
D) Central meaning
E) Conceptual meaning
52. With regard to fixedness, an example of a fixed chunk is ‘by the way’, which, as a
discourse marker, allows no variation: *by a way, *by the ways. ‘On the way’, however,
allows some variation, e.g. ‘on my way’. ‘By and large’ is an example of a chunk that is not
only fixed but also idiomatic, and its meaning cannot be inferred from its individual words.
By the way, on the other hand, is less idiomatic since – even in its sense of marking a new
direction in the discourse – its meaning is relatively easily derived from its parts.
Which of the following factors that affect vocabulary learning is mentioned above?

A) Non-compositionality
B) Utility
C) Versatility
D) Teachability
E) Usability

53. Ms Özdemir uses the PPP model (Presentation, Practice, and Production) to teach the
function ‘offering help’.
First, she introduces the lesson and warm up the students by telling a personal anecdote of
when she helped someone or when someone helped her. Then, she elicits any phrases known
by the students to offer help. If they don’t know any or many, she offers up a few examples
– Can I help you with that? Would you like some help?  In this presentation stage of the
lesson, she focuses on the form, meaning, and pronunciation of the phrases. In the practice
stage, the students complete a gap-fill exercise in a dialogue using the target language. This
provides controlled practice of the language.
Finally, in the production stage, the students are given time to put together a role-play which
can then be performed for the class. This allows the free practice of the target language.

Which of the following cannot be an advantage of teaching grammar as illustrated

above?

A) Teaching functional language provides EFL learners with opportunities to

communicate in English in a number of different contexts.
B) Learning a language through communicative purposes motivate learners as they can
see the relevance of target structures with real life situations.
C) Communicative activities that are organized around various functions help learners
contextualize the target structures.
D) When grammatical forms of communicative acts are taught deductively, learners find
it easier to transfer their knowledge outside the classroom.
E) Communicative activities that practice functions such as offering help or declining an
invitation allow learners to practice language meaningfully.

54. In a lesson where the main aim is to teach quantifiers, the teacher begins the task by
giving some personal examples in order to model how to use them in a sentence. She puts her
sentences on the board and asks students to work out the rules by looking at these examples.
What technique is employed by the teacher to teach a grammatical feature?
 A) Focus on forms
B) PPP
C) Rule-driven
D) Inquiry based
E) Deductive

55. Which of the following cannot be one of the positive impacts of extensive reading on
language learning in second- and foreign-language settings?
A) Improved comprehension skills due to the exposure to abundant meaningful input
B) Providing options to focus on surface structure details such as grammar and discourse
markers
C) Developing reading fluency in the target language
D) Tacit learning of co-occurrence patterns in the input
E) Increasing learners’ motivation by satisfying the needs of individual readers

56. Read the title and the first paragraph quickly without reading every word.
Read the first sentence of each paragraph and make a note of the paragraph topics.
Decide if this passage is about Doğa’s memories of summer or winter?
What reading technique is employed by a teacher who uses the prompts above?

A) Reading for gist

B) Scanning
C) Inferencing
D) Extensive reading
E) Reading for details

57. Some listening types and exercise prompts were given in the table below:
Listening Types Prompts
I. Non-reciprocal listening Listen to a lecture about how to stop
procrastination and answer the questions.

II. Inferential listening Listen to a discussion between two

unidentified speakers and draw a conclusion
about their relationship from what you hear.

III. Interactive listening Listen to your friend’s suggestions and

respond to each one appropriately.
 IV. Intensive Listening Pick a podcast that appeals to your interests
and listen to it out of the class for pleasure
and to develop your listening skills.

V. Listening for gist Listen to a conversation between two friends

and identify the main idea and purpose of
the conversation.

Which of the following listening types in the table is incorrectly matched with the given
prompt?
A) I
B) II
C) III
D) IV
E) V
58. Most of the conventional classroom listening activities focus primarily on bottom-up
processing, with exercises such as dictation, cloze listening, the use of multiple-choice
questions after a text, and similar activities that require close and detailed recognition, and
processing of the input. They assume that everything the listener needs to understand is
contained in the input.
Which of the following is not a kind of task that develops bottom-up listening skills?

A) Finding the referents of pronouns in a conversation

B) Recognizing the order in which words occurred in an utterance
C) Detecting grammatical relationships between key elements in sentences
D) Distinguishing between positive and negative statements
E) Identifying the relationship between the speakers

59. To help learners improve cultural and pragmatic competence, an ESL teacher distributes
the following questionnaire to her students after they watch an excerpt from a British sit-com.
What does the listener do when she is listening to a friend's story? Yes No
Keep silent and look them in the eye    
Say things like OK, I see, What happened next?    
Keep silent and look away    
 Use single-word comments such as My!, Interesting, Goodness!    
Nod or shake their head    
Use interjections such as Oh no, hmm, wow etc.    

What the teacher aims to point is that there are some phatic expressions in every language
which do not carry a performative speech act function but rather they are employed to signal
the desire to maintain rapport in a conversation.
Which aspect of a successful conversation does the teacher want to focus on?
A) Activating schemata
B) Back-channeling
C) Hedging
D) Turn-taking
E) Negotiation of meaning
60. True communication is purposeful. A speaker can thus evaluate whether or not his
purpose has been achieved based upon the information she receives from his listener. If the
listener does not have an opportunity to provide the speaker with such information, then
exchange is not really communicative. Forming questions through a transformation drill may
be a worthwhile activity, but it is not in Communicative Language Teaching since a speaker
will receive no response from a listener, so is unable to assess whether her question has been
understood or not.
What aspect of a true communicative activity is described in the paragraph?
A) feedback
B) opinion gap
C) informativeness
D) negotiation
E) choice

61.
- Looks good, doesn’t it?
- Had a very strange experience today.
Having given the examples above, Ms Özdemir wants her students to take a photo of
themselves and write a short social media status update for this picture similar to the
examples. She reminds them that people often leave out the ‘subject’ and ‘be’ from the
beginning of status updates when it’s easy for the readers to guess the missing words.
What aspect of authentic speech does the teacher aim to draw her students’ focus on?
A) Substitution
B) Inferencing
C) Automaticity
 D) Ellipsis
E) Accuracy
62.
What’s the worst thing about learning a language? Is it the hundreds of hours you need to
spend studying and practicing? No, in fact the worst thing is how easy it is to forget
everything!
How do I know? From bitter experience! I lived in London for a year and by the end of the
year, I could speak English fluently. But now, 20 years later, it’s all gone.
So is there any hope for me and my English? Research suggests that there is.
Ms Özdemir asks her students to read the short text above and focus on each question at the
beginning of the paragraphs and try to guess the answer to the questions. She explains that
writers often begin their paragraphs with a question and they don’t expect other people to
answer it. In fact, they answer their own questions. It’s a useful way of presenting information
because it makes the reader think about the answer.
What type of question does Ms Özdemir aim to draw her students’ focus on?
A) Display questions
B) Referential questions
C) Rhetoric questions
D) Divergent questions
E) Concept checking questions

63. Which of the following statements about syllabus types is not true?
A) A course based on a content-based syllabus chooses the areas to teach according to
learner needs.
B) A course based on a situational syllabus emphasizes the importance of responding
automaticaly in various settings.
C) A course based on a structural syllabus primarily focuses on the accurate use of
linguistic forms.
D) A course based on a functional syllabus promotes the extensive use of chunks to
convey messages.
E) A course based on a procedural syllabus is organized around tasks that learners would
need to perform in real world.
64. Communicative events are realized in spoken and written discourse and each is
characterized by its communicative purposes, associated themes, conventions (rhetorical
structure, lexico-grammar and other textual features), the channel of communication (e.g.,
spoken, electronic, hardcopy, etc.) audience types, and sometimes the roles of the writer and
readers. Therefore, if our main goal is to develop our learners’ communicative competence,
we need to design a curriculum or a syllabus around various types of texts in relation to
learner needs and the social contexts which learners wish to access. Some examples of them
might be menus, advertisements, presentations, conversations, songs, speeches, poems, letters
and narratives. Students need to be taught how language varies systematically within
different registers and so they can understand and create their own texts successfully in their
life outside the classroom.

Which of the following syllabus types needs to be employed if one aims to develop
communicative competence through texts?
A) Genre-based syllabus
B) Structural syllabus
C) Skill-based syllabus
D) Lexical syllabus
E) Functional syllabus
65. Which of the following is a characteristic of scripted conversations in textbooks that
distinguishes them from authentic texts?
A) They are usually made up of incomplete sentences with false starts.
B) Overlaps and interruptions are common between speakers.
C) They include natural stops which reflect the speaker’s train of thought.
D) The language that is employed is structured, more like written discourse.
E) Background voices and noises make them more natural.

66. Which of the following is not a necessity for material adaptation?

A) The content is not up-to-date so it fails to attract students’ attention.
B) The sequence of tasks is not compatible with the lesson objectives.
C) There isn’t enough practice to improve learners’ pronunciation skills.
D) The photos and illustrations are not appropriate for a particular age group.
E) The content is not negotiated with learners nor is it suggested by them.

67. Proponents of integrative test methods soon centered their arguments on what became
known as the hypothesis, which suggested an "indivisible" view of language proficiency: that
vocabulary, grammar, phonology, the "four skills," and other discrete points of language
could not be disentangled from each other in language performance. It is argued that there is a
general factor of language proficiency such that all the discrete points do not add up to that
whole.
What of the following is the testing approach that is explained in the paragraph?
A) Unitary Trait Position
B) Uniformity of Theta Assignment
C) Principle of Compositionality
D) Markedness Theory
E) Monitor Hypothesis
68.

Which of the following flaws does the test item above have?
A) unintended possible answers
B) item facility
C) redundancy in the options
D) accidental clue in the answers
E) ambigious stem

69. Which of the following is not a main principle to be adopted by a language teacher of
young learners?

A) Listening and speaking are the primary skills to be taught.

B) Learners’ focus should be directed to form in communicative activities..

C) Teachers should make use of riddles, songs, stories, and games.

D) Target language should be employed as much as possible.

E) Classroom routines should be established and followed.

70. Which of the following methods would be more appropriate for a young learners’
course?
A) Grammar Translation Method
B) Participatory Approach
C) Suggestopedia
D) Community Language Teaching
E) Total Physical Response

71. Which of the following that appears in a lesson plan designed for young learners of
English is unrealistic?
 A) Talk about your learning styles
B) Write about your best friend
C) Listen and do what I say
D) Read the story silently
E) Guess the ending of the story

72. Jim, who was the son of deaf parents, had little contact with adults to communicate with
and the only contact with oral language he had was through television and the radio. He did
learn language through these means but when he spoke, he used incorrect syntax and his
language development was under the expected rate.

The fact that he had failed to acquire language normally suggests that children need to learn
language in a social context and the samples that a child is exposed to should be adjusted to
their level of comprehension. When a child does not understand, the adult may repeat or
paraphrase and the response of the adult may also allow children to find out when their own
utterances are understood. Jim’s case shows that impersonal sources of language such as
television or radio alone are not sufficient. For obvious reasons, they do not provide such
reciprocity.

Which of the following language acquisition theories does the paragraph provide
evidence for?

A) Innatist
B) Cognitivist
C) Connectionist
D) Social interactionist
E) Behaviourist

73. It’s very common for a child to say a word that an adult would never utter. For instance,
when acquiring their mother tongue, toddlers will often use verbs like bringed and goed or
nouns like mouses and foots although they have never heard these forms from the adults
around them. That is to say, children are not merely imitating adult speech, but they are
actually figuring out the rules of their language and applying it to other forms. Unsurprisingly,
this phenomenon manifests itself among learners who are learning a foreign language, too.
Which of the following terms best describes the process exemplified above?
A) Accommodation
B) Overgeneralization
C) Bootstrapping
D) Cluster reduction
E) Substitution

74. It has been assumed by Krashen that input alone is sufficient to develop second-language
ability and those who have picked up a language simply by listening and reading what is
around them in its native-speaking setting may well concur. The noticing hypothesis, on the
other hand, holds that in order for the language someone is hearing to become salient and sent
to long term memory where it can be used naturally, the learner must first actively be aware
of aspects of language being presented to them. That is to say, a learner cannot continue
advancing their language abilities or grasp linguistic features unless they consciously notice
the input and internalize it.
Which of the following is the term that refers to linguistic input which learners retain,
store and relate to their existing knowledge?
A) Output
B) Intake
C) Uptake
D) Feedback
E) Inference
75. Learners who have strategic competence know how to recognize and repair
communication breakdowns and how to learn more about using the language in specific
contexts. Good language learners can successfully work around gaps especially when they
have inadequate knowledge of grammar and vocabulary and when they confront with an
expression they haven’t heard before whereas less proficient learners tend to panic and leave
the conversation. Using linguistic cues, getting help, coining words, using a circumlocution,
employing paralinguistic signals such as mimes or gestures are some of the strategies that
learners may resort to when confronted with a breakdown while communication. For
example, if learners do not know the word ‘wallet’, they may use a circumlocution and
paraphrase it by saying “that thing you put money in” instead of leaving the conversation.
Which of the following is explained and exemplified above?
A) Affective strategies
B) Metacognitive strategies
C) Compensation strategies
D) Memory strategies
E) Social strategies