SPECIALIZATION REVIEW

Metacognitive
Intensive Review
ENGLISH
 Introduction to Linguistics
Language Culture and Society
Structure of English
Language Program and Polices

Teaching and Assessment of Macroskills

Teaching and Assessment of Literature
Speech and Theater Arts
Language Education Research
Literary Criticism
Stylistics and Discourse Analysis
Campus Journalism
Technical Writing Children and Adolescent Lit.
Creative Writing Mythology and Folklore
Technology in Language Education Survey of Lit. Selected Countries
English for Specific Purposes Afro-Asian Lit
Language and Literature Learning Materials Development English and American Lit.
Remedial and Early Intervention for Language Learning Difficulties Contemporary, Popular and Emergent Lit.
1. Rubric as a measuring instrument that
is best use in assessing _______________

A. Sentence structure
B. Oral recitation
C. Multiple choice test
D. Dictation test
A rubric is a scoring tool that explicitly
represents the performance expectations
for an assignment or piece of work. A
rubric divides the assigned work into
component parts and provides clear
descriptions of the characteristics of the
work associated with each component, at
varying levels of mastery. Rubrics can be
used for a wide array of assignments:
papers, projects, oral presentations,
artistic performances, group projects, etc.
Rubrics can be used as scoring or
grading guides, to provide formative
feedback to support and guide ongoing
learning efforts, or both.
2. In developmental reading, this pertains to the
familiarity of the students toward the sounds of
the language.
A. Phonemic Awareness
B. Phonology
C. Syntax
D. Semantics
3. In development reading, this pertains to the
ability of the learner to relate the written
symbols to its corresponding sound.
A. Phonemic Awareness
B. Phonics
C. Syntax
D. Semantics
Phonemic awareness is the ability to hear, identify, move or change sounds,
called phonemes, in spoken words. Phonemic awareness is an important
basic skill that gets students ready to develop into readers. Phonemic
awareness is usually taught during kindergarten and beginning rst grade.
Phonemic awareness includes six basic components

Rhyming: Identifying words that rhyme or producing words that rhyme

such as, “hat” and “pat” or, “car” and “far.”

Isolation: Identifying a speci c sound in a word such as, “What is the

beginning sound in the ‘word ball’?” /b/. (Please note that the letter between
slashes such as /b/ represents the sound the letter “b” makes when spoken.)
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 Sound isolation for ending or middle sounds is more dif cult, but children
also need to be able to identify these sounds. For example: “What is the
ending sound in the word ‘tap’?” Answer: /p/. Or, “What is the middle sound
in ‘cup’?” Answer: /u/.

Segmentation: Pulling apart the sounds in a word in order. For example:

“What sounds do you hear in the word ‘lip’?” Answer: /l/ /i/ /p/. Deletion:
Taking a sound off of a spoken word such as, “Say the word ‘sit’ without the /
s/.” Answer: “it.”

Substitution: Changing a sound in a word to another sound. For example:

“My word is ‘pin.’ Change the /p/ to /w/. What is the new word?” Answer:
“win.”

Blending: Putting together sounds to make a word. For example: “Here are
the sounds in a word /m/ /a/ /t/. What is the word?” Answer: “mat.”

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4. Which hypothesis of Krashen’s Monitor Model
proposes that when learners are exposed to grammatical
features a little beyond their current (i.e., I + 1), those
features are “acquired”. Acquisition results from
comprehensible input, which is made understandable with
the help provided by the context.
A. acquisition/learning hypothesis
B. natural order hypothesis
C. input hypothesis
D. affective filter hypothesis
5. All of the following are implications of Krashen’s
Monitor Model EXCEPT _____.
A. Teachers should correct errors during the time they are
committed as error correction is valuable.
B. Teachers should not insist on learners conversing before
they feel comfortable in doing so.
C. Teachers should not expect learners to learn “late
structures” such as third person singular early.
D. Teachers consider grammatical teaching is of limited
value.
6. They view the language as a system of related
elements or “building blocks” for the encoding of
meaning, the elements being phonemes (sounds),
morphemes (words), tagmemes (phrases/sentences/
clauses).
A. structuralists
B. transformationalists
C. functionalists
D. interactionalists
 STRUCTURALIST
Believe that language can be described in terms observable and
veri able data as it is being use
Language is a system of speech sounds used for human
communication
Language is primarily VOCAL
Language is a system of systems
Sounds are arranged in certain xed order to form meaningful words.
Ex: no words starts in bz- lr- or zl but, there are spr- and str-
Language is a system of systems
Words are arranged to form meaningful sentences.
Ex: subject – verb- object
Language is a system of systems
Language is a system of structurally related elements:
Phonemes – sounds Morphemes –words
Tagmemes – phrases & sentences/clause
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 TRANSFORMATIONALISTS
Believe that language is a system of knowledge made
manifest in liguistic forms but innate and universa
Language is a mental phenomenon
Language is INNATE. (LAD - Language Acquisition Device
Language is UNIVERSAL
Language is CREATIVE
.

 INTERACTIONALIST
Believe that language is a vehicle for establishing
interpersonal relations and for performing social transactions
between individuals
Language is a tool for creating and maintaining social
interactions through CONVERSATIONS

FUNCTIONALIST
Expressing emotions
Persuade people
Asking and giving information
Making people do things for other
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7. Which of the following is a view of a

interactionalist?
A. Language is primarily vocal.
B. Language is creative.
C. Language emphasizes the meaning and functions
rather than the structures
D. Language is a vehicle for establishing
interpersonal relationship.
8. Which theory on language teaching has given birth to the
methods that are learner-centered, allowing learners to
work in pairs or groups in information gap tasks and
problem-solving activities where such communication
strategies as information sharing, negotiation of meaning,
and interaction are used.

A. Structuralism
B. Behaviorism
C. Cognitivism
D. Functionalism
9. It is a branch of linguistics that deals with how
words combine to form phrases, phrases combine
to form clauses, and clauses conjoin to make
sentences.
A. morphology
B. syntax
C. semantics
D. pragmatics
10. What category of illocutionary act is
demonstrated in the following example?
Recession will worsen in Europe in the next five
years.
A. representative
B. commissive
C. directive
D. expressive
 Searle's Classification for Types of Illocutionary Acts

A. Assertives (or representatives): represent a state of affairs

E.g. stating, claiming, hypothesizing, describing, telling, insisting,
suggesting, asserting, or swearing that something is the case
B. Directives: get the addressee to do something.
E.g. ordering, commanding, daring, defying, challenging
C. Commissives: get the speaker (i.e the one performing the act) to do something
E.g. promising, threatening, intending, vowing to do or to refrain from doing
something
D. Expressives: express the mental state of the speaker.
E.g. congratulating, thanking, deploring, condoling, welcoming, apologizing
E. Declarations: bring about the state of affairs to which they refer.
E.g. blessing, firing, baptizing, bidding, passing sentence, excommunicating
11. This view emphasizes that native language comprises
habits that a second language learner must overcome. This
is accomplished by forging new habits through repetition
of pattern drills with accompanying positive
reinforcement.
A. Behaviorist learning theory
B. Cognitive learning theory
C. Functional learning theory
D. Holistic learning theory
Behaviorism is a systematic approach to the
understanding of human and animal behavior. It assumes
that the behavior of a human or animal is a consequence of
that individual's history, including especially reinforcement
and punishment, and the individual's current motivational
state and controlling stimuli.
12. Overgeneralization errors such as “goed” and “keeped” are
common in children’s speech. Such errors suggest that children
_____.
A. are repeating what was said to them, and should take note of them
B. do not know the past tense forms of those verbs, and experience
difficulty
C. induce the rules for the past tense from the language to which they
are exposed
D. repeat the teacher’s mistakes, and those errors are very hard to
undo
The term “overgeneralization” is most often used in
connection with language acquisition by children. For
example, a young child may say "foots" instead of "feet,"
overgeneralizing the morphological rule for making plural
nouns.

Fossilization refers to the process in which incorrect

language becomes a habit and cannot easily be corrected.
13. This type of language is used to describe the kind
of language a learner uses at a given time, that is, his
version of a given language, which deviates in certain
ways from the language of a mature speaker.
A. dialect
B. native language
C. holophrastic speech
D. interlanguage
Interlanguage is a type of language (or linguistic system) used by
second- and foreign-language learners who are in the process of
learning a target language.

STAGES IN A CHILD’S LINGUISTIC DEVELOPMEN

• Babbling – 6-8 month
• One-word stage (holophrastic stage) – 9-18 month
• Two-word stage – 18-24 month
• Telegraphic stage (early multiword stage) – 24-30 month
• Later multiword stage – 30+ months
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14. According to cognitivists, errors in second

language learning is considered _____.

A. basis for testing

B. part of learning process
C. as proofs of unsystematic way of learning
D. not part of natural progression in acquisition
of English
15. What aptly describes “universal grammar”?
A. language used for communication by people
who speak different first languages
B. rules applicable to all human languages
C. language with the same vocabulary, grammar,
and pronunciation
D. rules of grammar that distinguish one language
from the others
16. At the border of two countries there is a port where fishermen
work. The fishermen do not speak the same language, so they
communicate using one that has been invented but only for the
purpose of trade. This scenario most accurately describes which
of the following types of language?
A. a dialect
B. a creole
C. a pidgin
D. a regionalism
A pidgin is a simplified language that is developed as a means of communication
between two or more groups who do not have a language in common.

A creole is a stable natural language that develops from the simplifying and mixing
of different languages into a new one within a fairly brief period of time.

A dialect is a form of the language that is spoken in a particular part of the country
or by a particular group of people.

Regionalism is a linguistic term for a word, expression, or pronunciation favored

by speakers in a particular geographic area.
17. If the second language learner “assimilates”, then he _____.
A. maintains its own life style and values and rejects those of the
target language group
B. adapts to the life style and values of the target language group
but maintains its own life style and values for the intragroup use.
C. gives up his own life style and values and adopts those of the
target language group
D. maximizes the use of his first language and the target language
Piaget: Assimilation and Accommodation

Jean Piaget’s theory of language development suggests that children use

both assimilation and accommodation to learn language. Assimilation is
the process of changing one’s environment to place information into an
already-existing schema (or idea). Accommodation is the process of
changing one’s schema to adapt to the new environment. Piaget believed
children need to first develop mentally before language acquisition can
occur. According to him, children first create mental structures within the
mind (schemas) and from these schemas, language development happens.

• accommodationThe act of fitting or adapting, or the state of being fitted or

adapted; adaptation; adjustment.
• assimilationThe absorption of new ideas into an existing cognitive structure.
 18. The following are the areas of knowledge and
skills of communicative competence EXCEPT
_____
A. grammatical competence
B. sociolinguistic competence
C. discourse competence
D. structural competence
`
 4 Dimensions of Communicative Competence
Canale and Swaine (1980)

◦ Grammatical competence refers to what Chomsky calls linguistic

competence.
◦ Sociolinguistic competence refers to an understanding of the social context
in which communication takes place (role relationships, shared beliefs, and
information between participants…)
◦ Discourse competence refers to the interpretation of individual message
elements in terms of their interconnectedness and how meaning is
represented in relation to the entire discourse or text.
◦ Strategic competence refers to the coping strategies that participants use to
initiate terminate, maintain, repair, and redirect communication
19. Speaker A’s final remark functions as _____.
Speaker A: That’s the telephone.
Speaker B: I’m in the bath.
Speaker A: OK.
A. a request to answer the phone
B. an excuse for not complying
C. acceptance of an excuse
D. sarcasm
20. What is strategy is used by the second language
learner in the following situation”
“The student forgot the English term “train station”.
He used the phrase “the place for trains” instead.

A. inference
B. paraphrase
C. generalization
D. adaptation
21. Within the communication process, the area
that causes the most breakdowns is _____.
(A) interference
(B) feedback
(C) the situation
(D) the channel
(E) the message
22. David is preparing a speech about why Hollywood became
the center of the motion picture industry and the impact that its
development as the center had on filmmaking. David’s speech
should be organized using which of the following methods?
(A) Spatial
(B) Chronological
(C) Cause-effect
(D) Problem-solution
(E) Topical
23. All of the following are correct descriptions of listening
behavior EXCEPT:
(A) Careful listening can lead to anticipation of a speaker’s
actions.
(B) People who learn to listen selectively can shut out what
is undesirable.
(C) Listening comprises more than one-half of all
communication.
(D) The ability to be a good listener comes naturally, and no
training is necessary.
24. When a group is faced with a problem requiring
immediate action, the most effective leadership style
is _____.
(A) authoritarian
(B) democratic
(C) laissez-faire
(D) charismatic
(E) permissive
Transactional leadership - inquire the interactions between leaders and
followers; starts with the premise that team members agree to obey their leader
totally when they take a job on.

Autocratic leadership - all decision-making powers are centralized in the leader

as shown such leaders are dictators; extreme form of transactional leadership,
where a leader exerts high levels of power over his or her employees or team
members

Transformational leadership - leadership that creates valuable and positive

change in the followers; focuses on “transforming” others to help each other, to
look out for each other, to be encouraging and harmonious, and to look out for the
organization as a whole.
Servant Leadership - the leader as a servant, with his or her key role being in
developing, enabling and supporting team members, helping them fully develop
their potential and deliver their best

Charismatic Leadership - can appear similar to a transformational leadership

style, in that the leader injects huge doses of enthusiasm into his or her team, and
is very energetic in driving others forward; charismatic leaders can tend to believe
more in themselves than in their team

Democratic Leaderership - the leader will make the final decision, he or she
invites other members of the team to contribute to the decision-making process.
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 Laissez-faire Leadership - the “hands-off ¨ style; the manager provides little or no direction
and gives employees as much freedom as possible; all authority or power is given to the
employees and they must determine goals, make decisions, and resolve problems on their
own.

Charismatic Leadership - can appear similar to a transformational leadership style, in that

the leader injects huge doses of enthusiasm into his or her team, and is very energetic in
driving others forward; charismatic leaders can tend to believe more in themselves than in
their team

Bureaucratic Leadership - emphasizes procedures and historical methods regardless of their

usefulness in changing environments; bureaucratic leaders work “by the book”, ensuring that
their staff follow procedures exactly. This is a very appropriate style for work involving serious
safety risks such as working with machinery, with toxic substances, at heights or where large
sums of money are involved such as cash-handling.
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25. Schema activation is important to make sense of new

information in light of what students already know, and to
make the necessary connection between the two. The
following are good activities for schema activation
EXCEPT _____.
A. constructing graphic organizer
B. previewing a passage
C. brainstorming ideas
D. evaluating or assessing ideas
26. The following are concerns of teaching reading
EXCEPT _____.

A. vocabulary development
B. comprehension development
C. output development
D. application
27. The following are principles for designing effective and
interesting reading lessons EXCEPT _____.
A. For reading lessons to be interesting and motivating, they must
focus on simple themes.
B. Instructional activities have a teaching rather than a testing focus.
C. Lessons should be divided into pre-reading, during reading, and
post-reading.
D. The major activity of the reading lesson is students reading texts.
28. Content-Based Instruction (CBI) is based on the common
underlying principle that successful language learning occurs
when students are presented with target language material in a
meaningful, contextualized form, with the primary focus on _____.
A. understanding the lessons
B. acquiring information and knowledge
C. making connections between what they learn at school and what
they learn outside the school
D. making meaning from what they learn
29. It is a vocabulary strategy which involves the
process of breaking up of a word into its meaningful
components: the root words, affixes, and suffixes.
A. contextual clues
B. structural analysis
C. summarizing
D. groupings
30. Which of the following questions is best for activating
students’ prior knowledge to feel that they somehow
connected to the topic “snakes” being studied?
A. What do you know about snakes? What snakes are common
in your area?
B. What according to the selection are the types of snakes?
C. What did the writer suggest to the person who was bitten by
snakes to do?
D. What is the importance of animals such as snakes in
ecosystem?
31. If the students think about the knowledge of
their own thoughts and the factors that influence
their thinking, they are engaged in the process of
_____.
A. artistic thinking
B. metacognition
C. higher-order thinking
D. critical thinking
32. What is shown in the systematic variation of /t/
such as /t/ in top is aspirated, /t/ is stop is released,
and /t/ in pot is unreleased?
A. phoneme
B. consonant
C. variation
D. allophone Allophones are phonetic variations - different
pronunciations - of the same phoneme.
33. Which of the following sounds are produced by
bringing the articulators near each other such that the
flow of air is impeded but not completely blocked. The
air flow through the narrow opening creates friction.
A. p,b,t,d,k,g
B. f,v,Ɵ,ð,s,z,š,ẑ,h
C. m,n,ŋ
D. l,r
Consonants are sounds produced with
some restriction or closure in the vocal
tract. Consonants are classified based in
part on where in the vocal tract the
airflow is being restricted (the place of
articulation).

The major places of articulation are:

bilabial, labiodental, interdental, alveolar,
palatal, velar, uvular, and glottal.
Voice or voicing is a term
used in phonetics and phonology to
characterize speech sounds (usually
consonants). It refers to the speech
sounds produced by the vocal folds
(vocal cords). Speech sounds can be
described as either voiceless
(unvoiced) or voiced. All vowels are
normally voiced,
but consonants may be either
voiced or voiceless.

The liquid consonant l and the

nasal m, n, ng (as in “sing”) are
normally voiced in English, and the
stops, fricatives, and affricates
characteristically possess both
voiced and voiceless forms.
• Some voiceless sounds can be further distinguished as aspirated or
unaspirated
 Voiceless stops like ([p], [t], and
[k]) are aspirated hen they
occur immediately before (no
sound in between) a stressed
vowel, and there is no [s] in front
of the voiceless stop. So, they are
not aspirated after [s], if they
occur before an unstressed vowel,
or if there is a liquid or glide
between the stop and the vowel
(and then the liquid/glide is
considered voiceless = [r])
Which of the following sounds is a voiceless
labio-dental fricative sound?
A. [r]
B. [ð]
C. [f]
D. [s]
Which of the following sounds is a voiced velar
nasal sound?
A. [ʃ]
B. [j]
C. [ð]
D. [ŋ]
Which of the following words has the [ʌ] sound?
A. fat
B. bet
C. look
D. cut
Which of the following words has the [ɜ:] sound?
A. bad
B. bird
C. fate
D. meet
Which of the following words has the [ʊ] sound?
A. food
B. book
C. work
D. love
Which of the following words has the [ɪ] sound?
A. sigh
B. seat
C. sit
D. feet
Which of the following words has the [əʊ]
sound?
A. owl
B. plough
C. quote
D. now
Transcribe the word strong
A. /strʊŋ/
B. /strɔ:ŋ/
C. /strʌŋ/
D. /stroŋ/
 Write each line in normal English
orthography.
/kæbәgәz/

cabbages
 Write each line in normal English
orthography.
[ðə taɪm hæz kʌm]

The time has come.

34. What is illustrated in following example? In
English, the statement “Marian is a linguist” ends with
a fall in pitch, while as a question, “Marian is a
linguist?” the pitch goes up.
A. stress
B. juncture
C. intonation
D. suprasegmentals
35. It determines if a sound is voiced of voiceless

A. Uvuka
B. Voice Box
C. Tongue
D. Alveolar Ridge
36. Family of Consonant sounds where the air is
held back for a moment before it is released
abruptly.
A. Fricative
B. Plosive
C. Affricate
D. Glides
37. The velum is also known as the _____________

A. Hard Palate
B. Soft Palate
C. Uvula
D. Alveolar Ridge
38. Which of the following is an example
derivational morpheme?
A. helpful
B. stays
C. eaten
D. longest
39. The words “gym, mike, and TV” are formed
through _____.
A. clipping
B. back formation
C. root creation
D. compounding
Back-formation is the process or result of creating a new
word via in ection, typically by removing or substituting actual or
supposed af xes from a lexical item

• Noun "taxon", a unit of classi cation in taxonomy,

• Verb "edit" from editor
• Verbs "euthanase" or "euthanize" from the noun euthanasia
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40. What morphophonemic process is involved in

which units that occur in some contexts are “lost” in
others such as “l i b a r y” instead of “l i b r a r y”?
A. assimilation
B. dissimilation
C. epenthesis
D. metathesis
In phonology, dissimilation is a phenomenon whereby similar consonants or vowels in
a word become less similar. In English, dissimilation is particularly common with liquid
consonants such as /r/ and /l/ when they occur in a sequence.
Phonological Processe
Typical patterns of error used by all children when they try to imitate
adults as they are developing speech

Phonological Disorder
When a child uses incorrect speech patterns by making errors on sound
patterns or sound blends. Correct speech becomes easier as a child's
tongue and motor skills mature and gain experience. Sometimes a child
holds onto these "baby" or "immature" patterns of speech simply
because they are not aware that they are saying sounds wrong. If
a child continues to use these processes, the result is a
developmental phonological disorder
?

41. Which syntactic structure is shown in the

following examples? responsible officers, trusted friend
A. predication
B. complementation
C. modification
D. coordination
41. Which syntactic structure is shown in the following
examples? responsible officers, trusted friend

A. predication - subject & predicate

B. complementation - a verbal element and a complement
C. modification - head & modifier (noun, verb, adverb, preposition)
D. coordination - consists of two or more syntactically equivalent
units joined in a structure which functions as a single unit.
42. What is made use in this example “I told Paul to
close the door and he did so”?
A. homonymy
B. anaphora
C. deixis
D. hyponymy
 Anaphora is a linguistic expression that refers to another linguistic expression
(point backwards). The pronoun refers back to its antecedent

Deixis is a word or phrase (such as this, that, these, those, now, then, here) that
points to the time, place, or situation in which a speaker is speaking. Deixis is
expressed in English by way of personal pronouns, demonstratives, adverbs,
and tense.

Hyponymy is a term used to designate a particular member of a broader class.

For instance, daisy and rose are hyponyms of ower.

Homonymy is the relationship between words that have different meanings but
are pronounced the same or spelled the same or both
 

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43. A comma indicates:

A. Pause
B. Slight pause
C. Longer pause
There are three types of juncture:
D. No pause 1. a comma or “single slash” (/) means slight pause
2. a period or “double slashes” (//) means longer pause
3. end of the paragraph or “triple slashes” (///) means longest pause.
44. The teacher was asked to speak for her students
when they won the speech choir competition, and so she
says “ _________of my student, I want to thank you.”

A. On behalf
B. In behalf
C. Because
D. For
 45. The underlined verbs in the following sentences are
classified as _____.
The time is now.
The world became flesh.
We remain silent.

A. intransitive Ascriptive verb - an action

B. reflexive verb that when added to a
C. transitive noun ascribes the action to the
agent it represents; can be
D. ascriptive habitual or complete.
A. intransitive - does not need a direct object
B. reflexive - a verb whose direct object is the same as its
subject; for example, "I wash myself".
C. transitive - needs a direct object
D. ascriptive - an action verb that when added to a noun
ascribes the action to the agent it represents; can be habitual
or complete.
46. “ The whale has no famous author and whaling no
famous chronicles.” Based on this line from the novel,
Moby Dick is treated as:

A. Whaling is not truly structure.

B. Whales are ordinary creatures
C. Whales is a wild mammal that haunts mariners.
D. Whaling is an Old hobby.
 Moby-Dick; or, The Whale is an 1851 novel by American writer Herman Melville.
The book is the sailor Ishmael's narrative of the obsessive quest of Ahab, captain
of the whaling ship Pequod, for revenge against Moby Dick, the giant
white sperm whale that on the ship's previous voyage bit off Ahab's leg at the
knee.
 

47. Five years of intensive language study are required for

second language learners. Chun – Li _________________
English for three years, but she will need more training to be
more proficient.

A. has studied
B. will have been studying
C. has been studying
D. hadn’t been getting
48. She is _______ a plane.

A. in
B. on The preposition is used in vehicles that are huge enough
for one to work inside it.
C. at
D. into
49. Robert Frost’s poems are commonly about
______________.
A. Beautiful girls
B. Decision making and fate
C. God and Faith
D. End of the World
50. F. Scott Fitzgerald’s Story that is about the
boy who was born and gets younger every day is
titled ___________
A. The Curious Case of Benjamin Button
B. The Greatest Gatsby
C. The Innocent Boy
D. Growing Young
“Where a Dreamer Becomes an Achiever”