Applied Linguistics Test
Bank
Course Introduction
Applied Linguistics is an interdisciplinary field that explores the practical applications of language studies to solve real-world problems related to language use, acquisition, and teaching. The course examines how theories of language are applied in diverse contexts such as language education, curriculum development, language policy, translation, and communication in multilingual environments. Students will analyze issues like language assessment, language planning, second language acquisition, and the influence of social and cultural factors on language. Emphasis is placed on critical thinking, research skills, and the evaluation of methods for addressing linguistic challenges in academic, professional, and community settings.
Recommended Textbook
Language Development 4th Edition by Erika Hoff
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10 Chapters
551 Verified Questions
551 Flashcards
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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) The formalist view of language states that:
A) child language development occurs as a result of innate intelligence.
B) the influence of adult language modeling stimulates child language development.
C) studying language and the process of using language to communicate is not relevant to the discussion of child language acquisition.
D) language is a "computational-representational system" that it is not intrinsically a system of communication.
Answer: D
Q2) Standardized tests and measures of language development:
A) are used to evaluate the relationship of language to IQ.
B) examine whether children with language delay have lower cognitive functioning.
C) get norm-referenced measures for placement in school programs.
D) None of these answers are true.
Answer: D
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3
Chapter 2: Biological Bases of Language Development
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55 Flashcards
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Sample Questions
Q1) Research on adults who learn English as a second language demonstrates that:
A) the number of years in the new language community influences how much language the individual acquires.
B) the age of arrival in the new community determines the accent of the immigrant.
C) both number of years and age of arrival in the new community affect the immigrant's accent.
D) None of these answers are true.
Answer: D
Q2) Using dichotic listening tasks, children have shown to have a right ear advantage for processing speech as young as ____________________.
A) six months
B) one and one half years
C) two years
D) three and one half years
Answer: D
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4
Chapter 3: Communicative Development: Foundations and Functions of Language
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55 Verified Questions
55 Flashcards
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Sample Questions
Q1) Research on children's conversation with peers indicates:
A) a skewed view of how children carry on dialogue.
B) young children can sustain a topic with each other without adult input
C) young children cannot sustain a topic with each other without adult input.
D) None of these answers are true.
Answer: B
Q2) Mothers in Western cultures:
A) frequently parallel their child's smiles, burps, and other noises to build communication.
B) expect their children to communicate in response to their talk.
C) draw infants into communication through pointing, play and song.
D) develop intricate personal communication with their infants before they talk.
Answer: A
Q3) Vygotsky's theory of the function of private speech suggests that:
A) Vygotsky agrees with Piaget.
B) Vygotsky disagrees with Piaget.
C) children use private speech in a stage of transition, during which self-talk slowly is internalized.
D) children use private speech because of their immature language experience.
Answer: C
Page 5
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Chapter 4: Phonological Development: Learning the Sounds of Language
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Sample Questions
Q1) The phonological bootstrapping hypothesis suggests that infants use:
A) prosodic clues in speech to process language.
B) phonological clues as a major part of their language learning.
C) prosody and phonological clues to process speech signals.
D) None of these answers are true.
Q2) A phonological process is:
A) the manner in which children develop the phonological system.
B) the order in which children develop the phonological system.
C) systematic sound changes that children make to fit the developmental limitations on their sound system.
D) a group of phonemes.
Q3) True syllables first occur with the onset of:
A) non-reduplicated babbling
B) cooing and laughter
C) reflexive crying and vegetative sounds
D) reduplicated babbling
Q4) Discuss the influence of the child's speech community and development of the sound system.
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Q5) Discuss the limitations of studies on the prelinguistic speech sound development of children.
Chapter 5: Lexical Development: Learning Words
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Sample Questions
Q1) 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.
Q2) A child is standing by the door saying, "uh, uh, uh" because she wants to go outside where her sister is playing. In this example, "uh, uh, uh" would:
A) qualify as a word because her mother understands what she wants.
B) qualify as a word because she has said it before in the same context.
C) not qualify as a word because it is not a symbol that is used in other contexts to mean, "Go outside".
D) not qualify as a word because the child does not use it every time she wants to go outside.
Q3) Describe the speech segmentation problem and explain how it influences the process of word learning. Include a discussion of input and its influence on early language development.
Q4) Compare and contrast research on mapping problems. Describe why or why not the positions are valid.
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Page 7
Chapter 6: The Development of Syntax and Morphology:
Learning the Structure of Language
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56 Verified Questions
56 Flashcards
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Sample Questions
Q1) Evidence that very young children understand grammar:
A) indicates that they do not comprehend two-word utterances until after they start expressing such utterances.
B) indicates that before they produce two-word utterances, they can comprehend the meaning of two-word utterances.
C) cannot be measured
D) None of these statements are true.
Q2) Describe the research on how children's experience with language influences development of grammatical knowledge.
Q3) Children's first sentences tend to be incomplete and are missing which of the following?
A) Function words and bound morphemes
B) Transitional forms
C) Free morphemes
D) Declarative statements
Q4) Review the text discussion of the role of language experience and discuss the meaning of the phonological bootstrapping hypothesis.
Q5) Discuss the arguments of continuity vs. discontinuity of grammatical development.
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Chapter 7: Language, Culture, and Cognition in Development
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55 Flashcards
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Sample Questions
Q1) A comparison of how English, Japanese and Korean speakers use verbs and nouns in early childhood illustrates that
A) Korean-speaking children used more verbs than English-speaking children.
B) English-speaking children used more nouns than Korean and Japanese speaking children.
C) Korean-speaking children acquired concepts of means/ends earlier than English speaking children.
D) All of these statements are true.
Q2) Differences in learning aspects of different languages:
A) do not influence how long it takes to learn a language.
B) affect how long it takes to learn a language.
C) impact the age at which children learn to narrate stories.
D) do not impact the age at which children learn to narrate stories.
Q3) Early anthropological research on the Hopi language indicated that:
A) the verb forms carried information about the shape of objects.
B) verb forms carried information about the speaker.
C) verbs and nouns related to the environment.
D) the environment shaped the people's language.
Q4) Describe research regarding the influence of language on the development of thought?
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Chapter 8: Childhood Bilingualism
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Sample Questions
Q1) Children in the Canadian French/English bilingual program:
A) had higher academic scores than children in monolingual programs.
B) learned as much content material as children in monolingual programs.
C) spoke both languages fluently.
D) reported that they worked harder than students in regular school programs.
Q2) De Houwer (2005) reviewed studies on morphosyntactic differentiation and found that:
A) bilingual children mix the two language systems while they are learning grammatical rules.
B) bilingual children use the rules of one of their languages to produce sentences in the other language.
C) how bilingual children mix languages varies and is not fully understood.
D) bilingual children have degrees of language confusion and do not differentiate the morposyntactic systems of two languages.
Q3) Identify the different ways that second language acquisition is different from first language acquisition and how outcomes are different for the learner.
Q4) Describe social, cultural, political and economic issues that impact bilingual language development programs.
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Page 10
Chapter 9: Language in School Years
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Sample Questions
Q1) When young children are at the early stage of discourse-level development, they have difficulties using:
A) cohesive devices such as "and," "because," and "so."
B) pronouns
C) descriptives
Q2) Research comparing teacher's communication style with students' styles demonstrates that:
A) white, middle-class teachers assist students by scaffolding communications from topic-associating narratives to topic-centered narratives.
B) teachers were good at asking questions and promoting use of narrative skills with children who had similar social, cultural and linguistic background to their own.
C) teacher-child interactions during sharing time increase children's narrative skills.
D) teachers' discourse aids children similarly to the way mothers' discourse aids young children as they develop narrative skills.
Q3) Describe how developing speaking and listening skills relates to research on oral language and schooling.
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11
Chapter 10: Language Development in Special Populations
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Sample Questions
Q1) The notion of asynchrony in language development of children with SLI suggests that:
A) the different language subsystems may be delayed to differing degrees.
B) all subsystems of language must have equal delays.
C) children with SLI do not develop any language subsystems.
D) all subsystems of language must be in synchrony.
Q2) 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.
Q3) Describe how children with Williams Syndrome develop language. Discuss how this is different from individuals with Down syndrome.
Q4) Deaf children of deaf parents typically have:
A) lower levels of reading scores than deaf children of hearing parents.
B) higher levels of reading scores than deaf children of hearing parents.
C) higher levels of reading when raised with oral communication.
D) lower levels of reading when raised with oral communication.
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