Applied Linguistics
Pre-Test Questions
Course Introduction
Applied Linguistics is the study of how linguistic theories and methodologies can be utilized to address real-world language-related issues and challenges. This course explores the practical application of language analysis in areas such as language teaching, language assessment, translation, language policy, and communication in multicultural settings. Students will examine topics including language acquisition, language disorders, sociolinguistics, and discourse analysis, gaining the skills necessary to analyze and solve problems related to language use in society, education, and the workplace.
Recommended Textbook
Language Development 4th Edition by Erika Hoff
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10 Chapters
551 Verified Questions
551 Flashcards
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Page 2
Chapter 1: Introduction to the Study of Language Development
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55 Verified Questions
55 Flashcards
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Sample Questions
Q1) In the 1950's, two psychological theories, behaviorism and cognitivism, were pitted against each other to:
A) explain what goes on in the mind of a rat.
B) account for differences in developmental stages.
C) explain how children acquire the complexities and use of language.
D) serve as a test for studying changes in human behavior.
Answer: C
Q2) Studies of children "without language," such as Psammeifhus's study, Goldin-Meadow, and the "Wild Boy" from Aveyron, provide:
A) examples of unethical practices.
B) ways to address questions related to the origin of language.
C) evidence of early language learning behaviors.
D) a background into the study of society's influence on language acquisition.
Answer: C
Q3) Observation of how "The Wild Boy of Averyon," learned language:
A) contributed to success in teaching learners who are deaf.
B) contributed to the use of baby biographies
C) laid the foundation for Darwin's study of his son's communication
D) proved that children without language have limited thinking skills
Answer: A
Page 3
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Chapter 2: Biological Bases of Language Development
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55 Flashcards
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Sample Questions
Q1) Research on left-hemisphere functioning with infants suggests that A) specialization does not begin in infancy.
B) infants utilize both the left and right hemisphere equally in the first months of life.
C) specialization emerges earlier for infant girls.
D) specialization is in the left hemisphere from birth.
Answer: D
Q2) Dichotic listening tasks refer to:
A) the fact that contralateral connections from the ear to the brain are stronger than ipsilateral connections.
B) experiments using two different stimuli, one after another, for listening tests.
C) examining the effect of listening to two similar sounds at the same time.
D) discriminating between loud and soft sounds occurring at the same time.
Answer: A
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4
Chapter 3: Communicative Development: Foundations and Functions of Language
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Sample Questions
Q1) Children know how to adapt their form of communication to their peers for understanding as early as the age of ___________________.
A) 2 years old
B) 3 years old
C) 4 years old
D) 5 years old
Answer: C
Q2) Children's ability to sustain dialogue with contingent utterances:
A) seems to parallel increased use of memory skills
B) emerges at two years of age.
C) occurs at specific developmental stages.
D) is dependent on the nature of adult input.
Answer: A
Q3) Intentionality refers to:
A) using language to create a belief in the listener's mind.
B) children's prelinguistic communicative behavior.
C) automatic responses to infants' internal states.
D) the nature of children's communication at birth.
Answer: A
Page 5
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Chapter 4: Phonological Development: Learning the Sounds of Language
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Sample Questions
Q1) The major difference between the cognitive-problem solving view and biological-based accounts of language learning is that
A) cognitive-solving views take into account the fact that infants and children have different rates and patterns of development.
B) biological-based accounts consider factors that cause infants and children to have different rates and patterns of development.
C) cognitive-solving views take into account the fact that infants and children develop similarly across individual differences.
D) None of these answers are true.
Q2) Infants' development of speech sounds is:
A) determined by the maturation rate of their limbic system.
B) based on their social interaction with caregivers.
C) determined in large part by such environmental factors as the child's family and socioeconomic conditions.
D) influenced by the growth of their muscles, sensory receptors in the vocal tract and changes in how their tongue fills their mouth.
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Chapter 5: Lexical Development: Learning Words
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Sample Questions
Q1) Research on the differences in use of referential and expressive vocabularies indicates that the source of differences is based on:
A) individual differences in the children's development.
B) the language the caregivers provide.
C) whether the child learns analytically or holistically, on individual differences in children and on input that caregivers provide.
D) whether the child learns analytically or holistically.
Q2) Describe how concepts are related to word learning in early language development.
Q3) Fast-mapping refers to the process of:
A) applying knowledge of a referent to a word extension.
B) correctly inferring a referent, but needing to apply it to a number of extensions.
C) overextension.
D) underextension.
Q4) Discuss the importance of the research questions and the research findings on word extension.
Q5) Compare and contrast research on mapping problems. Describe why or why not the positions are valid.
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Chapter 6: The Development of Syntax and Morphology:
Learning the Structure of Language
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Sample Questions
Q1) Discuss the arguments of continuity vs. discontinuity of grammatical development.
Q2) That children who know grammatical rules is evidenced in how they:
A) misuse overregulation.
B) apply word order to novel utterances.
C) respond to utterances with action.
D) apply lexical rules to grammar.
Q3) A linguist delineates rule patterns for formulating sentences. These rules are called:
A) lexical rules.
B) descriptive rules.
C) phonological rules.
D) prescriptive rules.
Q4) Pinker (1984, 1989) suggests that children:
A) have an innate understanding of language.
B) know that agents of action are likely to be objects.
C) innately have the categories of nouns and verbs.
D) that recipients of actions are likely to be subjects of sentences.
Q5) Describe the features of adult's knowledge of language structure and discuss application the perspectives on descriptive versus prescriptive rules.
Page 8
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Chapter 7: Language, Culture, and Cognition in Development
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Sample Questions
Q1) Mothers from Western cultures:
A) limit how much children tell stories about their past.
B) encourage children to elaborate on stories from their past.
C) ask children questions about their past at earlier ages than mothers from Eastern cultures.
D) ask children questions about their past less frequently than mothers from Eastern cultures.
Q2) The course of language development is universal in regards to:
A) how and when children babble and gesture.
B) early vocabulary development.
C) grammatical learning milestones.
D) All of these statements are true.
Q3) The relationship of language skill to performance on tasks that assess theory of mind is explained by:
A) the view that Theory of Mind and language expression are interdependent.
B) observation that Theory of Mind and language expression are developed through conversation.
C) the view that language is needed in order to make observations related to Theory of Mind.
D) All of these statements are true.
Page 9
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Chapter 8: Childhood Bilingualism
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Sample Questions
Q1) That children should be exposed to bilingual learning environments from birth is:
A) discussed in dichotomous terms, from opposite views.
B) supported by most researchers.
C) argued against by most researchers.
D) None of these answers are true.
Q2) Describe research on factors that encourage second language acquisition. Discuss recent studies on the relationship of age to learning second languages.
Q3) Studies comparing bilingual to monolingual children indicate that ______________ children acquire vocabulary at a ________ rate than/as __________ children.
A) monolingual; similar; bilingual
B) bilingual; similar; monolingual
C) monolingual; slower; bilingual
D) bilingual; slower; monolingual
Q4) Describe what language differentiation is and how it occurs in early childhood stages.
Q5) Discuss the effect on children's language and cognitive development of growing up in a bilingual family or community.
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Chapter 9: Language in School Years
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Sample Questions
Q1) All current theories on reading skill development indicate
A) Phonological deficits are a central concern in the underlying issues regarding dyslexia.
B) Problems with phonemic awareness and speech production are related to reading difficulties.
C) Language impairment and phonemic awareness are key issues in research regarding dyslexia.
D) All of these answers are true.
Q2) In a study comparing how children make repairs in conversation, Beal (1987) found that:
A) first grade age children were able to make repairs without cues from their teacher.
B) when children are familiar with the topic of conversation, they more readily repair their own errors.
C) between first and second grade, children improve their skills in making repairs on their own.
D) older elementary school children master the process of making repairs in conversation.
Q3) Describe how children acquire accents and make changes in dialect.
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11
Chapter 10: Language Development in Special Populations
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55 Flashcards
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Sample Questions
Q1) Children who have blindness:
A) learn language in the same sequence, as do hearing children.
B) learn language at a slower pace than do hearing children.
C) have difficulties with language learning that requires joint attention.
D) have increased language comprehension skills.
Q2) An aspect of language that is affected in children who have blindness is:
A) humor
B) past tense
C) verbs that imply place and manner
D) topic initiation.
Q3) Compare and contrast how delays or impairments in language development as described in the text present the nature of the population of individuals in special populations.
Q4) Research on using sign language as a complement to oral communication from birth:
A) clearly indicates that sign language confuses learning language through speech.
B) has unclear results.
C) builds on objective and unbiased long-term research.
D) indicates the need for continued research.
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