1. B.

Behavior
Factors in Organizing a Remedial Program
a. Curriculum - base goals and standards for language learning on theory and research; relate
teacher beliefs and knowledge about instruction to research; organize the curriculum framework
that is usable; select materials that facilitate accomplishment of school goals.
b. Instruction – program must identify instructional strategies and activities for learners; based
upon what we know about the effective teaching of language skills; consider the variables that
contribute to success in language learning; time must be provided for practice; composing
should be an integral part of the program; students should be given opportunities to become
independent and to self-monitor their progress; climate must be conducive to the development
of students; school must develop an organizational structure that meets individual needs of
students; program must provide for coordination among all language programs offered in the
school.
c. Assessment – use assessment to guide instruction; develop scoring guides and rubrics; seek
alignment among various layers of assessment.
2. A. Have the students repeat the word each time it is written.
Correcting basic sight vocabulary deficit:
1. Have the students trace the word
2. Have the students repeat the word each time it is written
3. Have the students write the word without looking at the flash card
4. Create study buddies
5. Provide reinforcement games for students to use on their own or with their study buddies.
6. Provide charts, graphs, and other devices for students to display their progress.
7. Use y0ur imagination.
3. A. If a student is struggling on his/her basic skills
A remedial program primarily helps students address language skills deficits by helping them
acquire self-confidence to face their own weakness and overcome these through the acquisition of
self-help strategies.
4. C. It uses the same teaching techniques for mastery of the lessons. (refer to #1)
5. D. Ask the students to do advance reading on the books before discussion.
Predictable books are characterized by structured patterns that allow the reader to
anticipate upcoming events in the story. Usually these books have repetitive lines, plots,
refrains, rhythms or phrases. They also contain supportive pictures that help tell the story.
6. A. Transofrmational Grammar
Principles in Grammar
a. Transformational Grammar – generates only the well-formed or grammatically correct
sentences of a language since it is meant to create the rules & principles; adding, deleting,
moving & substituting of words; any sentence structure has NP (noun phrase) and VP (verb
phrase).
Grammaticality
Colorless green ideas sleep furiously. (Grammatically correctly, but meaningless)
Man the bit the sandwhich. (Meaningful but ungrammatical)
b. Functional Grammar – explain language in terms of what people do with it, how they use the
language to live, and use the language to achieve a purpose; making requests, making offers, and
apologizing; code-switching
Greeting: Hello. (Informal)
Good morning/evening. (Formal)
Leave Taking: Bye. (Informal)
Goodbye. (Formal)
c. Notional Grammar – concept or idea; reflect on which human mind think; quantity, location,
and time
Can I go out to play? It’s raining. (refusal to request)
Have you cut the grass yet? It’s raining. (reason or excuse)
I think I’ll go out for a walk. It’s raining. (advice or mild warning)
 The sentence “It’s raining” has the same notion which is it is raining. However, when used in
different context, its function changes.
7. D. Traditional Grammar
Traditional grammar refers to the type of grammar study done prior to the beginnings of
modern linguistics. Grammar, in this traditional sense, is the study of the structure and
formation of words and sentences, usually without much reference to sound and meaning.
8. C. Notional Grammar (refer to #6)
9. B. Functional Grammar (refer to #6)
10. A. Transformational Grammar (refer #6)
11. D. Language learning is a developmental process.
12. A. Language learning is not systematic.
13. C. Language learning is an emotional experience.
14. B. Rote Learning
Rote learning is defined as the memorization of information based on repetition. The two best
examples of rote learning are the alphabet and numbers.
15. A. Automaticity
Automaticity – is subconscious processing of language for fluency.
Implications to teaching:
- Be patient with your students as you slowly help them achieve fluency.
- Don’t overwhelm your students with grammar.
- A large proportion of your lessons are focused on the use of language in genuine and natural
context.
Curriculum – A general statement of goals, outcomes, learning arrangements, evaluation and
documentation relating to management of programs within an educational institution.
16. B. Social Awareness
a. Grammatical/Linguistic Competence means the acquisition of phonological rules, morphological
words, syntactic rules, semantic rules and lexical items.
b. Sociolinguistic Competence refers to the learning of pragmatic aspect of various speech acts,
namely, the cultural values, norms, and other sociocultural conventions in social contexts. They
are the context and topic of discourse, the participant’s social status, sex, age, and other factors
which influence styles and registers of speech. Since different situations call for different types of
expressions as well as different beliefs, views, values, and attitudes, the development of
sociolinguistic competence is essential for communicative social action.
c. Discourse Competence is the knowledge of rules regarding the cohesion (grammatical links) and
coherence (appropriate combination of communicative actions) of various types of discourse
(oral and written). Sociolinguistic rules of use and rules of discourse are crucial in interpreting
utterances for social meaning, particularly when the literal meaning of an utterance does not
lead to the speaker’s intention easily.
d. Strategic Competence is to DO with the knowledge of verbal and non-verbal strategies to
compensate for breakdown such as self-correction and at the same time to enhance the
effectiveness of communication such as recognizing discourse structure, activating background
knowledge, contextual guessing, and tolerating ambiguity.
17. None of the above
18. D. Behavioristic-Rational Orientation
Approaches to Curriculum
a. a behavioristic orientation considers the human species to be a passive organism,
reacting to external, environmental stimuli; an educational-psychological philosophy
that is compatible with a structuralist view of language and a stimulus-response view
about human language learning.
b. a rational-cognitive orientation considers the human species to be the source and
initiator of all acts; became strongly reflected in the views of human language
proposed by transformational-generative linguistics in the 1960s and was associated
with the cognitive-code approach to language learning; and
c. a humanistic orientation is concerned with each individual’s growth and
development while emphasizing affective factors as well; has been closely associated
with the communicative view of language.
19. D. Structural Notion
20. D. Degenerated
Component 1 Language Learning Process
Spiral Progression – lessons are revisited or revised in increasing level
Interaction – situated in the context of communication
Integration – areas of language learning are taught together with the use of other areas
Learner-Centeredness – learners are the center of the teaching-learning process
Contextualization – designed for learners to acquire authentic & meaningful contexts
Construction – making meaning is the heart of the language; students can reflect and respond to
ideas and information
21. A. In curriculum planning, need analysts create policy document.
Stages, Decision-making Roles and Products in Curriculum Development (from Johnson 1989)

Development Stages Decision-making Roles Products

1. Curriculum planning Scholars-experts, Policy document
professional educators,
consultants, administrators,
supervisors etc.
2. Specification: ends Needs analyst Syllabus
means Methodologists
3. Program Materials writers Teaching materials
implementation Teacher trainers teacher-training program
4. Classroom Teacher Teaching acts
implementation Learner Learning acts
22. B. Social and Economic Efficiency
Academic Rationalism – aims of the curriculum is justified by stressing the intrinsic value of the
subject matter and its role in developing the learner’s intellect, humanistic values, and rationality.
 The content matter of different subjects is viewed as the basis for curriculum. Mastery of content is
an end itself rather than a means to solving social problems or providing efficient means to achieve
the goals of the policy makers. Purpose of education is to help children learn the accumulated
knowledge of our culture. An academic discipline is viewed as hierarchical community of people in
search of truth within one part of the universe of knowledge.
Social and Economic Efficiency – emphasizes practical needs of learners, role of an educational
program who are economically productive. Curriculum development is seen as based on scientific
principles, its practitioners were “educational engineers” whose job was to discover the total range
of habits, skills, abilities, forms of thoughts. Emphasis on practical and functional skills in a foreign
or second language.
Learner-centeredness – leading to an emphasis on process rather than product, focus on learner
differences, learner strategies, and on learner self-direction and autonomy.
Social Reconstructionism – curriculum perspective emphasizes the roles schools and learners can
and should play in addressing social injustices and inequality.
Cultural Pluralism – argues that schools should prepare students to participate in several different
cultures, and not merely the culture of the dominant social and economic group; seeks to address
racism, raise self-esteem of minority groups and help children appreciate the viewpoints of other
cultures and religions.
23. A. Academic Rationalism
24. D. Learner-centeredness
25. D. Cultural Pluralism

26. A. Alveolar

27. B. Grace – Graze

A minimal pair is two words that vary by only a single sound, usually meaning sounds
that may confuse English learners, like the /f/ and /v/ in fan and van, or the /e/ and /ɪ/
in desk and disk.
28. C. Parent (refer to #26)
29. C. Text
Schwa (ә) an unstressed mid-central vowel
30. D. Cry, break, down
Diphthongs - a gliding monosyllabic speech sound (such as the vowel combination at the end
of toy) that starts at or near the articulatory position for one vowel and moves to or toward the
position of another
31. D. it encompasses body movement, hand gestures, and facial expressions
Suprasegmental – prosodic properties that form part of the makeup of sounds no matter what
their place or manner of articulation is. (pitch, intonation, stress, and juncture)
32. B. Infant
A bound morpheme is a word element that cannot stand alone as a word, including both prefixes
and suffixes. Free morphemes, by contrast, can stand alone as a word and cannot be broken down
further into other word elements.
33. B. Inflectional Morpheme
 Inflectional Morpheme are those that never change the form class of the words or morphemes to
which they are attached.
-s, -ed, -ing, -en, -s, -‘s, -er, -est
34. D. It is the process of designating an existing word to a new syntactic
In linguistics, conversion, also called zero derivation or null derivation, is a kind of word formation
involving the creation of a word (of a new word class) from an existing word (of a different word
class) without any change in form, which is to say, derivation using only zero.

35. B. Blending

36. A. boards, larger, scribbled

Derivational morphemes are those that are added to root morphemes or stems to derive new words.
E.g: actual + ize = actualize.
37. A. 1
38. B. Circumfix
A circumfix (abbreviated CIRC) (also confix or ambifix) is an affix which has two parts, one
placed at the start of a word, and the other at the end. Circumfixes contrast with prefixes,
attached to the beginnings of words; suffixes, attached at the end; and infixes, inserted in the
middle.
39. C. Epenthesis
Morphophonemic processes – linguistic variability

40. B. Structure of Coordination

41. D. Sympathetic Colleague (refer to #40)
42. D. It begins with phrases or dependent clauses and ends with the main dependent clause.
In periodic sentences, the main point (independent clause) occurs at the end of the
sentence, after one or more side points (dependent clauses) lead up to the main point .
Each of the following periodic sentences includes several dependent clauses leading to the
independent clause at the end.
43. D. Anton teachers all the Research courses while Jay the Math courses.
Adjective Phrase - An adjective phrase is a phrase that contains an adjective, but there’s more to it
than that—as a whole, an adjective phrase is a phrase that acts as an adjective by
describing a noun.
Adverb Phrase - a type of sentence or group of words that has the same ultimate
meaning as an adverb. Therefore, adverbial phrases are often used as replacements for adverbs
themselves.
Noun Phrase - a group of two or more words headed by a noun that includes
modifiers (e.g., 'the,' 'a,' 'of them,' 'with her'). A noun phrase plays the role of a noun. In a noun
phrase, the modifiers can come before or after the noun. (This is a noun phrase headed by a
pronoun.)
Prepositional Phrase - A prepositional phrase is a group of words consisting of a preposition,
its object, and any words that modify the object. Most of the time, a prepositional phrase
modifies a verb or a noun.
44. C. I will do the dishes toady if you will do the dishes tomorrow.
An ellipsis is the omission of one or more words, which must be supplied by the listener or reader
for the sentence to be understood.
An ellipsis occurs when a word or a group of words is deliberately left out of a sentence.
45. D. phrases which have more than one meaning
the presence of two or more possible meanings within a single sentence or sequence
of words, as opposed to lexical ambiguity, which is the presence of two or more possible meanings
within a single word.
46. A. Pasta – Spaghetti

47. A. Anaphora (refer to #46)

48. D. Hot – cold
Graded (or gradable) antonyms are word pairs whose meanings are opposite and which lie
on a continuous spectrum (hot, cold). Complementary antonyms are word pairs whose
meanings are opposite but whose meanings do not lie on a continuous spectrum (push, pull).
49. C. Synthetic
 An analytic sentence is one that is necessarily true, as a result of the senses of the words in it
(Hurford and Heasley, 1983:91). It means that those belong to analytic sentences are absolute true
sentences. Take a look at the examples below.
Hurford and Heasley argue that sentence which is not analytic, but may be either true or false,
depends on the way the world is a synthetic sentence. I assume that synthetic sentences potentially
give more informative statement.
Hurford and Heasley argue about a contradictory sentence. A contradiction is a sentence that is
necessarily false, as a result of the senses of the words in it. If those belong to analytic sentences are
absolute true sentences, then those included in contradictory sentence.
50. D. Syntactic Ambiguity (refer to #46)
51. C. Maxim of Quantity

52. A. Maxim of Manner (refer to #51)

53. B. Preparatory Condition
Felicity condition includes preparatory condition, propositional content, sincerity condition, and
essential condition in which each of them must be completed by an utterance to be felicitous. In
case, a requirement is violated, the speech act will be infelicitous.
Preparatory condition is a conventional procedure of the utterance, i.e. a speaker is able to perform
an utterance and that he or she is not under control of other’s power. He or she is willing to perform
an utterance. A speaker who utters a promise will fulfill the preparatory condition if he or she is able
to utter that promise and that he or she is not under control of other’s power.
Propositional content is a circumstance in which an utterance is produced. The condition when an
utterance is uttered will give a clue whether or not an utterance is felicitous. To mention a few, a
promise cannot be made for the sake of past time due to the fact that a promise can only be made for
the future time.
Sincerity condition is a condition in which the speaker is sincere in committing what he or she has
been uttered. A speaker who makes a promise must be sincere to keep the promise in order to fulfill
the sincerity condition.
essential condition which clearly states that a speaker intends to act as it can be seen from the
utterance and that he or she is also able to perform it. A promise will be a promise if the speaker
really intends to keep it and perform it.
54. B. It is evident when the syntactic form of utterance matches the illocutionary force.
an utterance in which one speech act is performed. indirectly by performing another.
With (1), requesting the hearer to pass the salt is performed indirectly by performing another
communicative act - asking about the hearer's ability to pass the salt.
55. C. The librarian is telling the students to stop conversing in loud voices.
56. B. Participatory Approach
A participatory approach means that the person in charge of solving a problem or designing
an innovation involves people who are directly concerned by the result of his or her
work.
57. D. Teacher Shiela uses a text on the Presidents of the Philippines through history to teach the past
tense forms of verbs.
Content-Based Instruction (CBI) refers to an approach to second language teaching in which
teaching is organized around the content or information that students will acquire, rather than
around a linguistic or other type of syllabus.
58. B. drills
 Cognitive strategies are one type of learning strategy that learners use in order to learn more
successfully. These include repetition, organising new language, summarising meaning,
guessing meaning from context, using imagery for memorisation.
59. C. Overgeneralization
Overgeneralization is a type of cognitive distortion where a person applies something
from one event to all other events.
60. A. Teacher Kelly who assesses the language learners’ motivations in learning. (refer to #18)
61. A. Audiolingual Approach
Mim-Mem Method – a drill pattern in which students repeat usually in chorus a foreign
language phrase supplied by their instructor.
Audiolingual approach - focuses on oral skills. It aims to improve students' speaking achievement.
Language items are presented to students in spoken form without reference to the mother tongue so
that they can learn language skills effectively.
Direct Approach - focuses on full immersion in the classroom environment where not
one word of the students' native language is spoken. The focus is not on grammar but
instead on learning through listening and speaking.
Grammar-translation Approach - The grammar translation method is a method of
teaching foreign languages derived from the classical method of teaching Greek and
Latin. In grammar-translation classes, students learn grammatical rules and then apply those rules
by translating sentences between the target language and the native language.
Structural Approach - ased on the assumption that language teaching can best be done
through systematic selection and grading of structures or sentence patterns. It was
widely implemented in the United States in the 1950s. The basic principle underlying the approach
is: Language is speech, not writing.
62. D. Total Physical Response
Community language learning (CLL) is a language-teaching approach focused on group-
interest learning. It is based on the counselling-approach in which the teacher acts as a counselor
and a paraphraser, while the learner is seen as a client and collaborator.
The Silent Way is the name of a method of language teaching devised by Caleb Gattegno. It is based
on the premise that the teacher should be silent as much as possible in the classroom but the learner
should be encouraged to produce as much language as possible. Elements of the Silent Way,
particularly the use of color charts and the colored Cuisenaire rods, grew out of Gattegno's previous
experience as an educational designer of reading and mathematics programs.
Suggestopedia - SUGGESTOPEDIA A teaching method based on the idea how the human brain
works and how we learn most effectively. It includes a rich sensory learning, a positive expectation
of success and the use of a varied range of methods like dramatised texts, music, active participation
in songs and games, etc.
Total physical response - Total Physical Response (TPR) is a method of teaching language or
vocabulary concepts by using physical movement to react to verbal input. The process mimics the
way that infants learn their first language, and it reduces student inhibitions and lowers stress. The
purpose of TPR is to create a brain link between speech and action to boost language and vocabulary
learning.
63. D. Progressive form of verb, plural form of noun, and copula (“to be”)
The natural order hypothesis is the idea that children learning their first language acquire
grammatical structures in a pre-determined, 'natural' order, and that some are
acquired earlier than others. This idea has been extended to account for second language
acquisition in Krashen's theory of language acquisition.
64. B. Affective Filter Hypothesis
Stephen Krashen’s Five Hypotheses of Second Language Acquisition
1. Acquisition-Learning Hypothesis
The Acquisition-Learning Hypothesis states that there is a distinction between language acquisition
and language learning. In language acquisition, the student acquires language unconsciously. This is
similar to when a child picks up their first language. On the other hand, language learning happens
when the student is consciously discovering and learning the rules and grammatical structures of
the language.
2. Monitor Hypothesis
Monitor Hypothesis states that the learner is consciously learning the grammar rules and functions
of a language rather than its meaning. This theory focuses more on the correctness of the language.
To use the Monitor Hypothesis properly, three standards must be met:
The acquirer must know the rules of the language.
The acquirer must concentrate on the exact form of the language.
 The acquirer must set aside some time to review and apply the language rules in a conversation.
Although this is a tricky one, because in regular conversations there’s hardly enough time to ensure
correctness of the language.
3. Natural Order Hypothesis
Natural Order Hypothesis is based on the finding that language learners learn grammatical
structures in a fixed and universal way. There is a sense of predictability to this kind of learning,
which is similar to how a speaker learns their first language.
4. Input Hypothesis
Input Hypothesis places more emphasis on the acquisition of the second language. This theory is
more concerned about how the language is acquired rather than learned.
Moreover, the Input Hypothesis states that the learner naturally develops language as soon as the
student receives interesting and fun information.
5. Affective Filter Hypothesis
In Affective Filter, language acquisition can be affected by emotional factors. If the affective filter is
higher, then the student is less likely to learn the language. Therefore, the learning environment for
the student must be positive and stress-free so that the student is open for input.
65. A. A learner engages in fewer conversations with speakers of his or her mother tongue.
Metacognitive strategies empower students to think about their own thinking. This
awareness of the learning process enhances their control over their own learning. It also enhances
personal capacity for self-regulation and managing one's own motivation for learning.
66. C. anticipate, infer and create judgments and decisions about the text.
Schema theory explains how comprehension is affected by people's existing knowled- ge
(e.g. Rumelhart, 1980). According to this theory, understanding a text is an interactive process
between the text itself and the reader's acquired background knowledge, which is organized in
abstract structures or "schemata".
67. B. in order to read its literature (refer to #61)
68. C. age is definite predictor of second language rate or attainment
69. B. silent way (refer to #62)
70. D.
71. D. Dialogue Journals have individuals keep a journal in which they write about a reading
assignment, lecture, task, or experience. Students exchange journals with another student,
who reads the entry, provide comments and ask questions of the writer.
72. D. refer to #16
73. A. refer to #16
74. C. BICS refers to conversational fluency in a language while CALP refers to students'
ability to understand and express, in both oral and written modes, concepts and ideas that are
relevant to success in school.
75. C.
76. C. Minimal pair sentence drills consisted of paired sentences such as "He slipped on the
floor/He slept on the floor." Again, learners would be asked to distinguish which of the
sentences they heard as the teacher read them aloud. Another use of minimal pair drills was in pair
work.
77. B. refer to #62
78. B. If students’ affective filters are elevated, language acquisition will be impeded. Creating classroom
environments that act intentionally to lower the affective filter will increase language development.
The lower the filter, the more input is allowed to pass through. Students who are highly motivated,
feel confident, and feel safe are more open to input.
79. D.
80. D.
81. C. The term prescriptive grammar refers to a set of norms or rules governing how a language
should or should not be used rather than describing the ways in which a language is
actually used. Contrast with descriptive grammar. Also called normative grammar and
prescriptivism.
82. B. refer to #62
83. D. refer to #62
84. B. refer to #62
85. B. refer to #62
86. B. a language is a self-contained relational structure, the elements of which derive their
existence and their value from their distribution and oppositions in texts or discourse.
 87. A. The cognitive theory of language acquisition is based on the aspect that a child develops
language as he develops intellect. The inherent theory focuses on the innate aspects of the brain
that allows children to formulate verbal processes.
88. A. the approach to language study that is concerned with the functions performed by language,
primarily in terms of cognition (relating information), expression (indicating mood), and conation
(exerting influence).
89. B. refer to #62
90. D. In the social development theory, Leo Vygotsky primarily explains that socialization affects the
learning process in an individual. It tries to explain consciousness or awareness as the result of
socialization. This means that when we talk to our peers or adults, we talk to them for the sake of
communication.
Discovered by Russian physiologist Ivan Pavlov, classical conditioning is a type of unconscious or automatic
learning. This learning process creates a conditioned response through associations between an unconditioned
stimulus and a neutral stimulus.
Experiential Learning learning by doing john dewey Learning by doing. This is the basis for the experiential
learning theory. Experiential learning focuses on the idea that the best ways to learn things is by actually
having experiences. Those experiences then stick out in your mind and help you retain information and
remember facts.
For teachers, creating opportunities for students to have experiences based on the things they are learning
about is key. Teachers can help create environments where students can learn and have experiences at the
same time.

Pareto principleThe Pareto Principle, named after economist Vilfredo Pareto,

specifies that 80% of consequences come from 20% of the causes, asserting an
unequal relationship between inputs and outputs. This principle serves as a
general reminder that the relationship between inputs and outputs is not
balanced. The Pareto Principle is also known as the Pareto Rule or the 80/20
Rule.
91. B. The primary goal of a humanistic education is human well-being, including the primacy of
human values, the development of human potential, and the acknowledgment of human dignity.
92. D. The French term langue ('[an individual] language')[2] encompasses the abstract, systematic rules and
conventions of a signifying system; it is independent of, and pre-exists, the individual user. It involves the
principles of language, without which no meaningful utterance, or parole, would be possible.
In contrast, parole ('speech') refers to the concrete instances of the use of langue, including texts which provide
the ordinary research material for linguistics.[1]
93. C. In linguistics, the innateness hypothesis is a hypothesis which holds that humans are born
with at least some knowledge of linguistic structure. On this hypothesis, language acquisition
involves filling in the details of an innate blueprint rather than being an entirely inductive process.
94. B. Piaget's stage theory describes the cognitive development of children. Cognitive
development involves changes in cognitive process and abilities. 2 In Piaget's view, early cognitive
development involves processes based upon actions and later progresses to changes in mental
operations.
95. D.
96. D.
97. D. Vygotsky's scaffolding is a theory that focuses on a student's ability to learn
information through the help of a more informed individual. When used effectively,
scaffolding can help a student learn content they wouldn't have been able to process on their own.
Zone of Proximal Development
98. A.
Elicitation - the act of drawing out or bringing forth emotions, opinions, facts, etc.: The
first step in decision analysis is the elicitation of the decision-maker's preferences.
99. A.
100. A.
101. A. In simple terms, a parataxis definition is when independent phrases are placed side-by-
side without conjunctions. Think of the famous Julius Caesar line, “I came, I saw, I
conquered.” In a nutshell that is parataxis.
102. C.
Prescriptive Grammar It is the traditional approach of grammar that tells people how to use the
English language, what forms they should utilize, and what functions they should serve.
Prescriptive grammar is essential as it helps people use formal English speech and writing. In
addition, "those who follow it (or those who endorse others to follow it) claim that doing so will
help to streamline one's words and make one's prose more elegant" (Tamasi & Antieau, 2015, p.
24-25). Schools aim to teach prescriptive grammar to provide people a common standard of usage.
Descriptive Grammar This is how native English speakers actually talk and write, and it has no
concrete idea of the way it should be structured (Tamasi & Antieau, 2015, p.28). It is not saying
how it should be used; however, it focuses on describing the English language as it is used. It is
also not saying that there is a right or wrong way to use language.
Generative grammar In English, for example, we put the subject of a sentence before its verb.
This is the kind of information encoded in generative rules. These rules are thought to generate the
sentences of a language, hence the name generative grammar. You can think of these rules as being
like the command lines in a computer program.
Construction grammar In linguistics, construction grammar refers to any of the various approaches
to language study that emphasize the role of grammatical constructions--that is, conventional
pairings of form and meaning. Some of the different versions of construction grammar are
considered below.
103. D. A sentence fragment is a sentence that is missing either its subject or its main
verb. Some sentence fragments occur as the result of simple typographical errors or omission of
words. They can often be avoided with careful proofreading. Incorrect: Went to the store yesterday.
104. A. refer to #45
105. A.
106. B. Hypotaxis is the grammatical arrangement of functionally similar but "unequal"
constructs; certain constructs have more importance than others inside a sentence. A common
 example of syntactic expression of hypotaxis is the subordination of one syntactic unit to another in
a complex sentence.
107. A. refer to #42
108. A.
109. A.
110. B.
111.A. Intensive verb is the verb which has subject complement and the complement refers to the
subject. Extensive verbs are used to say what the subject is doing. They do not have a subject
complement. Quirk states that extensive verb has not subject complement. It takes information
away from the subject.
112. B. Extensive verbs are used to say what the subject is doing. They do not have a subject
complement. Quirk states that extensive verb has not subject complement. It takes information
away from the subject. And apply the verb, not to the subject
113. A. refer to #102
114. B.
115. A.
116. D.
117.C.
118. D.
119. D.
120. B.
121. A.
122. C.
123. B.
124. D.
125. B.
126. B. The word genre comes from the French (and originally Latin) word for 'kind'
or 'class'. The term is widely used in rhetoric, literary theory, media theory, and more recently
linguistics, to refer to a distinctive type of 'text'*.
127. C. earl of sandwhich, Germany hamburger
128. A.
129. B. Bangladesh
130. A.
131. A.
132. B. A participle phrase is a group of words containing a participle, modifier, and pronoun
or noun phrases. The Pronoun/Noun will act the recipient of the action in the phrase. You need a
comma after a Participle Phrase if it comes at the beginning of a sentence and the following phrase
is a complete sentence.
133. B.
134. B.
135. B.
136. C. Coordinating conjunctions allow you to join words, phrases, and clauses of equal
grammatical rank in a sentence. The most common coordinating conjunctions are for, and, nor,
but, or, yet, and so; you can remember them by using the mnemonic device FANBOYS.
Correlative conjunctions are pairs of conjunctions that work together. Some examples
are either/or, neither/nor, and not only/but also.
Subordinating conjunctions join independent and dependent clauses. A subordinating conjunction
can signal a cause-and-effect relationship, a contrast, or some other kind of relationship between the
clauses. Common subordinating conjunctions
are because, since, as, although, though, while, and whereas. Sometimes an adverb, such
as until, after, or before can function as a conjunction.
137. D.
138. A. A reflexive pronoun is a specific type of pronoun that is used for the object of a verb
when it refers to the same noun as the subject of that verb. In English, these are the pronouns
that end with “self” or “selves”: e.g., “himself,” “myself,” “ourselves,” etc.
139. A.
140. C.
141. D.
142. B.
143. D.
144. C.
145. D.
146. A.
147. C. powerpoint
148. D.
149. C.
150. B.
151. B.
152. D.
153. C.
154. B.
155. A.
156. A.
Onomatopoeia
These are rather simple yet unique figures of speech. Onomatopoeiae are words or phrases that
are similar to the sounds they produce. While they may be an informal and childish way of
speaking, these figures of speech can often come in handy when one is trying to be illustrious.
Metonymy
Much like synonyms, these figures of speech refer to words that are used in place of other words
(nouns, to be specific). These replacement words are different from the word replaced but share a
common connection.
Oxymoron
Not to be confused with ironies and paradoxes, this figure of speech is used to connect two
opposite ideas simultaneously. This means that, in an oxymoron figure of speech, two contrasting
ideas are used within a single sentence to have a jocular effect.
Parallelism
Parallelism is the repetition of grammatical elements in a piece of writing to create a harmonious
effect. Sometimes, it involves repeating the exact same words, such as in the common phrases “easy
come, easy go” and “veni, vidi, vici” (“I came, I saw, I conquered”).
157. D.
158. C.
159. A.
160. A.
161. D.
Alliteration is the term given to the repetition of the same sound or letter at the beginning of words
in a phrase.
This figure of speech is similar to alliteration, because it also involves repetition of sounds. But this
time it’s vowel sounds that are being repeated. Assonance creates internal rhyming within phrases
or sentences by repeating vowel sounds that are the same.
Not just letters and sounds but whole words can be repeated in the English language to create
different effects. Anaphora is the deliberate repetition of a word or phrase at the beginning of several
successive verses, clauses, or paragraphs. Again, it is used a lot in poetry, but also in speeches, to stir
up emotions.
Epiphora—also known as epistrophe—is a rhetorical term for the repetition of a word or phrase
at the end of successive clauses.
Ellipsis - the omission from speech or writing of a word or words that are superfluous or able to be
understood from contextual clues.
162. B.
163. C.
164. A.
165. C.
166. D.
167. A.
A regional dialect is not a distinct language but a variety of a language spoken in a particular
area of a country. Some regional dialects have been given traditional names which mark them out
as being significantly different from standard varieties spoken in the same place.
Sociolect is a variation of language between different social groups
An ethnolect is generally defined as a language variety that mark speakers as members of
ethnic groups who originally used another language or distinctive variety. According to
another definition, an ethnolect is any speech variety associated with a specific ethnic group.
An idiolect is much smaller — it's the way a particular person speaks, at a specific
time, as distinct from others. This word is mainly used by linguists when discussing differences
 in speech from one person to another. when family members talk to each other, their
speech habits typically differ from those any one of them would use in, say, an
interview with a prospective employer
168. B.
169. C.
170. D.
171.A.
A dialect is a version of a language spoken by a group of people.
In linguistics, the register is defined as the way a speaker uses language differently in
different circumstances. Think about the words you choose, your tone of voice, even your body
language. You probably behave very differently chatting with a friend than you would at a formal
dinner party or during a job interview.
the language, especially the vocabulary, peculiar to a particular trade, profession, or
group: medical jargon. unintelligible or meaningless talk or writing; gibberish. any talk or writing
that one does not understand.
Pidgin a grammatically simplified form of a language, used for communication between people not
sharing a common language. Pidgins have a limited vocabulary, some elements of which are taken
from local languages, and are not native languages, but arise out of language contact between
speakers of other languages.
172. B.
173. C.
174. D.
175. C.
acrolect The variety in a creole-speaking community which is closest to the standard form of the
language which served as original input (see lexifier language), e.g. English, Dutch, Portuguese in
former colonies. The acrolect usually enjoys greatest prestige in the community where it is found,
e.g. standard Jamaican English.
Basilect a less prestigious dialect or variety of a particular language
creole A term used to describe a pidgin after it has become the mother tongue of a certain
population. This development usually implies that the pidgin has become more complex
grammatically and has increased its vocabulary in order to deal with the entire set of situations in
which a native language is used. A well-known present-day example is Tok Pisin, a creole spoken in
Papua New Guinea and which has official status there.
mesolect The variety in a creole continuum which is in the middle between the most creole-like
form (basilect) and the more standard-like form (acrolect).
176. A.
177. B.
178. D.
179. B.
Literary stylistics: Studying forms, such as poetry, drama, and prose
Interpretive stylistics: How the linguistic elements work to create meaningful art
Evaluative stylistics: How an author's style works—or doesn't—in the work
Corpus stylistics: Studying the frequency of various elements in a text, such as to determine the
authenticity of a manuscript
Discourse stylistics: How language in use creates meaning, such as studying parallelism,
assonance, alliteration, and rhyme
Feminist stylistics: Commonalities among women's writing, how writing is engendered, and how
women's writing is read differently than men's
Computational stylistics: Using computers to analyze a text and determine a writer's style
Cognitive stylistics: The study of what happens in the mind when it encounters language
180. D.
181. A.
182. C.
183. A.
Apostrophe “a rhetorical figure in which the speaker addresses a dead or absent person,
or an abstraction or inanimate object”.
Climax is a figure of speech in which successive words, phrases, clauses, or sentences are
arranged in ascending order of importance, as in "Look! Up in the sky!
Charactonym a name especially for a fictional character (such as Mistress Quickly or
Caspar Milquetoast) that suggests a distinctive trait of the character.
 Personification human characteristics are attributed to an abstract quality, animal, or
inanimate object.
184. C.
185. B.
186. D.
187. B.
Irony is a contradiction between words and expressions. It confuses the other person about what
you said and what you meant. The irony figure of speech is characterized by contrast and
incongruity between reality and appearance.
A euphemism is a figure of speech, which means "an expression in which the words are not
used in their literal sense." Therefore, euphemisms are classified as figurative language, which
is the "use of words in an unusual or imaginative manner."
Dysphemism a figure of speech that is defined as the use of disparaging or offensive
expressions instead of inoffensive ones. Dysphemism is the use of negative expressions
instead of positive ones.
Hypophora, also referred to as anthypophora or antipophora, is a figure of speech in which the
speaker poses a question and then answers the question.
188. C.
189. A.
190. D.