1. What is the significance of `overgeneralization` in the context of contrastive analysis and error analysis?
A. Overgeneralization is not relevant to contrastive analysis or error analysis.
B. Overgeneralization refers to learners applying a rule too broadly, even to cases where it doesn`t apply, often due to perceived similarities to their native language or simplified rules.
C. Overgeneralization refers to teachers simplifying grammar rules for students.
D. Overgeneralization refers to researchers making overly broad claims based on limited data.
2. How does contrastive rhetoric relate to contrastive linguistics?
A. It focuses on comparing the sound systems of different languages.
B. It analyzes differences in the organization and style of writing across cultures and languages.
C. It studies the historical development of rhetorical devices in various languages.
D. It examines the impact of rhetoric on language change.
3. What is the main purpose of error analysis in second language acquisition, especially when used alongside contrastive analysis?
A. To punish students for making mistakes.
B. To identify and classify learners` errors to understand their underlying causes and learning processes.
C. To translate texts from one language to another.
D. To create new grammar rules for the target language.
4. How can contrastive analysis be applied to the study of sign languages?
A. Contrastive analysis cannot be applied to sign languages.
B. By comparing the grammatical structures and lexical items of different sign languages to identify similarities and differences.
C. By comparing sign languages to spoken languages.
D. By studying the historical development of sign languages.
5. How does contrastive analysis differ from error analysis in second language acquisition research?
A. Contrastive analysis focuses on predicting errors based on language differences, while error analysis examines actual errors made by learners.
B. Contrastive analysis focuses on analyzing learner motivation, while error analysis focuses on analyzing teaching methods.
C. Contrastive analysis is used for teaching, while error analysis is used for research.
D. Contrastive analysis only looks at similarities, while error analysis only looks at differences.
6. Which of the following statements best characterizes the current status of the Contrastive Analysis Hypothesis (CAH) in second language acquisition research?
A. The CAH is universally accepted as the primary explanation for all second language errors.
B. The CAH has been completely discredited and is no longer used in any form.
C. The strong form of the CAH has been largely rejected, but a weaker form, acknowledging the influence of the L1 alongside other factors, continues to inform research and pedagogy.
D. The CAH is only applicable to the study of closely related languages.
7. What is the relationship between contrastive analysis and the concept of `language aptitude`?
A. Language aptitude is irrelevant to contrastive analysis.
B. Contrastive analysis can help identify specific areas where learners with low language aptitude may struggle.
C. Contrastive analysis can be used to measure language aptitude.
D. Language aptitude can be used to predict the results of contrastive analysis.
8. Why is it important to consider both linguistic and cultural differences when conducting a contrastive analysis?
A. Because cultural differences have no impact on language learning.
B. Because linguistic differences are more important than cultural differences.
C. Because cultural differences can influence language use and communication styles, leading to misunderstandings even when grammatical rules are followed.
D. Because linguistic and cultural differences are always perfectly aligned.
9. Which of the following is an example of a contrastive analysis prediction that is likely to be accurate?
A. English speakers will have no difficulty learning the word order of Japanese, because both languages are equally complex.
B. Spanish speakers will find it difficult to pronounce English words with consonant clusters at the beginning of a word, because Spanish rarely has such clusters.
C. Chinese speakers will easily master English verb tenses, because Chinese has a very complex tense system.
D. German speakers will struggle with English vocabulary, because the two languages have completely different roots.
10. How can contrastive analysis be used to help learners overcome fossilization in second language acquisition?
A. By ignoring the areas where learners are making errors.
B. By identifying the underlying causes of persistent errors and providing targeted instruction to address these issues.
C. By encouraging learners to give up on learning the target language.
D. By focusing solely on fluency and ignoring accuracy.
11. What is `interlanguage` in the context of contrastive analysis?
A. A pidgin language formed between speakers of different languages.
B. The language used by interpreters during international conferences.
C. The linguistic system a learner develops while learning a new language, influenced by both their native language and the target language.
D. A standardized artificial language used for translation purposes.
12. Which of the following best describes the relationship between contrastive linguistics and translation studies?
A. They are unrelated fields of study.
B. Contrastive linguistics provides insights into the structural differences between languages, which can inform translation strategies.
C. Translation studies is a subfield of contrastive linguistics.
D. Contrastive linguistics only focuses on spoken language, while translation studies only focuses on written language.
13. How can contrastive analysis be used in the development of language teaching materials?
A. By ignoring the differences between languages to simplify the learning process.
B. By identifying potential areas of difficulty for learners and creating targeted exercises to address these issues.
C. By focusing solely on the similarities between languages to build learners` confidence.
D. By using only authentic materials without any modification.
14. Which of the following is a potential weakness of the strong version of the Contrastive Analysis Hypothesis (CAH)?
A. It cannot account for errors that are not attributable to L1 interference.
B. It overemphasizes the role of innate language learning abilities.
C. It fails to consider the influence of teaching methods on language acquisition.
D. It neglects the importance of motivation in language learning.
15. Why is it important to consider the typological distance between languages when conducting a contrastive analysis?
A. Because typologically distant languages are easier to learn.
B. Because the greater the typological distance, the more potential for interference and learning difficulties.
C. Because typologically similar languages have no differences to analyze.
D. Because typological distance has no impact on language learning.
16. What is the difference between `positive transfer` and `negative transfer` in second language acquisition?
A. Positive transfer refers to learning vocabulary, while negative transfer refers to learning grammar.
B. Positive transfer occurs when similarities between the native language and the target language facilitate learning, while negative transfer occurs when differences cause errors.
C. Positive transfer is intentional, while negative transfer is unintentional.
D. Positive transfer only happens in formal learning environments, while negative transfer only happens in informal learning environments.
17. What does `markedness` refer to in the context of contrastive linguistics?
A. The degree to which a linguistic feature is rare or unusual across languages.
B. The clarity and precision of linguistic rules in a specific language.
C. The level of formality in a particular style of speech.
D. The presence of diacritics or other special symbols in a writing system.
18. Which of the following is a limitation of relying solely on contrastive analysis for predicting language learning difficulties?
A. Contrastive analysis is too expensive to conduct.
B. Contrastive analysis does not consider factors such as learning strategies, motivation, and exposure to the target language.
C. Contrastive analysis is only applicable to closely related languages.
D. Contrastive analysis is too focused on the similarities between languages.
19. What is the role of `language universals` in contrastive linguistics?
A. Language universals are irrelevant to contrastive linguistics.
B. Language universals provide a baseline for comparing languages and identifying areas of significant difference.
C. Language universals are only used to study the similarities between languages.
D. Language universals are used to create artificial languages.
20. How can contrastive analysis inform the design of effective language assessment tools?
A. By focusing solely on grammar rules and ignoring communicative competence.
B. By identifying areas where learners are likely to make errors due to L1 interference and designing assessment tasks that target these areas.
C. By using only multiple-choice questions to simplify the assessment process.
D. By avoiding any reference to learners` native languages.
21. What is the difference between `interference` and `interlanguage` in second language acquisition?
A. Interference is the influence of the first language on the second, while interlanguage is the learner`s developing system with features of both.
B. Interference is a type of error, while interlanguage is the process of correcting errors.
C. Interference only happens in formal settings, while interlanguage only happens in informal settings.
D. They are synonyms and can be used interchangeably.
22. Which area of linguistics is MOST directly used in Contrastive Analysis?
A. Sociolinguistics.
B. Morphology and Syntax.
C. Historical Linguistics.
D. Neurolinguistics.
23. Which of the following is the primary goal of contrastive linguistics?
A. To identify universal grammatical features across all languages.
B. To predict and explain difficulties in second language acquisition by comparing the learner`s native language and the target language.
C. To reconstruct the proto-language from which several languages are derived.
D. To create a standardized writing system for endangered languages.
24. Considering the evolving landscape of language teaching methodologies, what is a modern perspective on the role of contrastive analysis?
A. Contrastive analysis is obsolete and has no relevance in contemporary language teaching.
B. Contrastive analysis is one of several valuable tools that can inform language teaching, particularly in identifying potential areas of difficulty, but it should be used in conjunction with other approaches that consider individual learner differences and communicative competence.
C. Contrastive analysis should be the sole basis for designing language teaching materials and assessment tools.
D. Contrastive analysis is only useful for teaching grammar and has no relevance for teaching other language skills.
25. What is a `false friend` in the context of language learning and contrastive analysis?
A. A language learning partner who provides inaccurate information.
B. A word in a foreign language that looks or sounds similar to a word in the learner`s native language but has a different meaning.
C. A grammatical rule that appears simple but is actually complex.
D. A type of language exam designed to trick students.
26. How can contrastive analysis be used to improve machine translation systems?
A. By ignoring the differences between languages and focusing on statistical patterns.
B. By incorporating information about the structural differences between languages to improve the accuracy and fluency of translations.
C. By relying solely on dictionaries and ignoring grammar rules.
D. By only translating simple sentences and avoiding complex structures.
27. In what way can contrastive analysis assist in the development of curriculum for teaching English as a Foreign Language (EFL) to speakers of a specific language?
A. By advocating for a one-size-fits-all curriculum that ignores the learners` L1.
B. By pinpointing specific areas of difficulty that learners from that language background are likely to encounter, enabling targeted instruction and material development.
C. By recommending the complete avoidance of any reference to the learners` L1 in the classroom.
D. By suggesting the use of only authentic materials, regardless of their suitability for the learners` level.
28. Which of the following is an example of a contrastive analysis study?
A. A study of the historical development of the English language.
B. A study comparing the verb conjugation systems of Spanish and Portuguese.
C. A study of language attitudes in a multilingual community.
D. A study of the brain regions involved in language processing.
29. How does the concept of `avoidance` relate to contrastive analysis and second language acquisition?
A. Avoidance refers to learners consciously avoiding using structures that are very different from their native language.
B. Avoidance refers to teachers avoiding teaching difficult grammar points.
C. Avoidance refers to researchers avoiding conducting contrastive analyses.
D. Avoidance refers to learners avoiding speaking the target language altogether.
30. In contrastive linguistics, what is meant by `transfer`?
A. The process of translating a text from one language to another.
B. The influence of a learner`s native language on their learning of a second language.
C. The act of moving from one language class to another.
D. The exchange of linguistic information between different dialects of the same language.
