CTET English MCQs with Answers Set 25

Answer: (d) Reading for better pronunciation.

Explanation:
1. Decoding, scanning and inferring are genuine reading sub-skills.
2. Pronunciation is a speaking skill, not a reading sub-skill.

Teacher's Note:
1. Reading sub-skills: skimming, scanning, inferring, decoding, critical reading.
2. Reading aloud may help pronunciation, but that is not what the sub-skill is.

Answer: (b) Total Physical Response approach

Explanation:
1. In Total Physical Response (TPR, James Asher), learners respond to commands with physical action.
2. This matches the situation.

Teacher's Note:
1. TPR links language with movement, ideal for young learners.
2. Typical commands: 'Stand up', 'Touch your nose'.

Answer: (a) Phoneme

Explanation:
1. A phoneme is the smallest sound unit that can change meaning (e.g. /p/ vs /b/).
2. Morphology, syntax and semantics are branches of study, not units of sound.

Teacher's Note:
1. Order of units: phoneme, morpheme, word, phrase, sentence.
2. Morpheme is the smallest unit of meaning.

Answer: (b) Writing-Reading communication channel

Explanation:
1. Instruction material is written by someone and read by the learner.
2. So the channel is writing-reading.

Teacher's Note:
1. Match the mode: written input = writing-reading channel.
2. Listening-speaking is the oral channel.

Answer: (a) Pragmatics

Explanation:
1. Pragmatics studies how language is used appropriately in context.
2. Rules for effective communication in a setting are pragmatic rules.

Teacher's Note:
1. Semantics = meaning; phonology = sounds; morphology = word forms.
2. Pragmatics = language in use.

Answer: (b) Cooing

Explanation:
1. Cooing (about 2 months) is soft vowel-like sounds such as 'oo' and 'aa'.
2. Babbling starts later (about 6 months) with consonant-vowel syllables.

Teacher's Note:
1. Order: crying, cooing, babbling, one-word stage, two-word stage.
2. Vowel-like = cooing; consonant-vowel = babbling.

Answer: (a) Noam Chomsky

Explanation:
1. Chomsky distinguished competence (knowledge of language) from performance (actual use).
2. Saussure's similar pair is langue and parole.

Teacher's Note:
1. Competence-performance is Chomsky; langue-parole is Saussure.
2. Do not mix the two pairs.

Answer: (c) Reading

Explanation:
1. Scanning means reading quickly to find specific information.
2. It is a reading sub-skill.

Teacher's Note:
1. Skimming and scanning are both reading strategies.
2. Scanning: look for a name, date or number.

Answer: (a) Content-Expression

Explanation:
1. In speaking, the speaker first has the content (ideas).
2. Then the content is put into expression (words).

Teacher's Note:
1. Listening goes in the reverse order: expression, then content.
2. Speaking is thought and content first, then words.

Answer: (d) Receiver

Explanation:
1. The sender encodes the message.
2. The receiver decodes it, so the receiver is the decoder.

Teacher's Note:
1. Communication model: sender (encoder), message, channel, receiver (decoder), feedback.
2. Decoding = interpreting the message.

Answer: (d) English is a source of Indian languages

Explanation:
1. English is the associate official language, is used in higher courts and gives access to the modern world.
2. English is not the source of Indian languages.

Teacher's Note:
1. Indian languages come from Indo-Aryan, Dravidian and other families.
2. Read 'not correct' carefully.

Answer: (c) Listening-Reading

Explanation:
1. Receptive skills involve taking in language.
2. These are listening and reading.

Teacher's Note:
1. Receptive = input; expressive = output.
2. Pair the two input skills.

Answer: (b) Chomsky

Explanation:
1. LAD, the Language Acquisition Device, was proposed by Noam Chomsky.
2. It is an innate mechanism for acquiring language.

Teacher's Note:
1. LAD goes with the nativist view of language.
2. Skinner is the behaviourist counterpart.

Answer: (d) The Monitor Hypothesis

Explanation:
1. In Krashen's theory the Monitor checks and edits output using learned rules.
2. So the Monitor Hypothesis describes self-evaluation of accuracy.

Teacher's Note:
1. Krashen's five hypotheses: acquisition-learning, monitor, natural order, input, affective filter.
2. Monitor = editor of output.

Answer: (a) What to teach

Explanation:
1. An approach is a set of beliefs about the nature of language and learning.
2. In the source's key it tells us what to teach, while a method says how to teach.

Teacher's Note:
1. Approach: theory; method: procedure; technique: classroom activity.
2. The standard keyed answer is (a).

Answer: (c) First language acquisition is a natural process

Explanation:
1. Children acquire the first language naturally from their surroundings.
2. No training, school or conscious effort is required.

Teacher's Note:
1. Acquisition is subconscious and natural.
2. Do not confuse it with school-based language learning.

Answer: (c) copy adults

Explanation:
1. Skinner's behaviourist view is that language is learned by imitation and reinforcement.
2. So children copy adults.

Teacher's Note:
1. Skinner: imitation, reinforcement, habit.
2. Chomsky challenged this with the innate view.

Answer: (c) animals communicate to ensure their own welfare

Explanation:
1. Both animals and humans can express emotions, so (a) and (b) are not differences.
2. Animal communication serves survival needs (food, danger, mating), while human language is also used for abstract ideas, so (c) is the keyed answer.

Teacher's Note:
1. Human language is creative and abstract; animal signals are mostly tied to immediate needs.
2. The question is loosely worded; follow the key.

Answer: (c) child is born with innate language learning capacity.

Explanation:
1. Chomsky was a nativist.
2. He held that children are born with an innate capacity for language (LAD).

Teacher's Note:
1. Imitation, habit and reinforcement are behaviourist ideas.
2. Chomsky = innate, Skinner = learned.

Answer: (a) get the general idea of the text

Explanation:
1. Skimming is quick reading to get the gist or main idea.
2. Finding specific information is scanning; details need careful reading.

Teacher's Note:
1. Skimming = gist; scanning = specific information.
2. Skim headings and first lines.

Answer: (b) A language should have a script to be a language.

Explanation:
1. Many languages have no script yet are full languages.
2. So 'a language must have a script' is false.

Teacher's Note:
1. Speech comes first; writing is a later invention.
2. Every language has grammar and system.

Answer: (a) Submersion education

Explanation:
1. Children are placed in a class taught in a language that is not their own, with no L1 support.
2. This is submersion education.

Teacher's Note:
1. Submersion is sink-or-swim; bilingual and multilingual education support the home language.
2. Look for the lack of L1 support.

Answer: (c) Thematic approach to vocabulary learning

Explanation:
1. Words are grouped around themes such as hobbies and organised in web charts.
2. Learning vocabulary through themes is the thematic approach.

Teacher's Note:
1. Thematic grouping helps learners link related words and recall them.
2. The web chart is the tool; the strategy is the thematic approach.

Answer: (c) Semantic clues

Explanation:
1. Learners use the meaning of the surrounding text to work out unknown words.
2. Using meaning from context is using semantic clues.

Teacher's Note:
1. Semantic clues = meaning; syntactic clues = grammar and word order.
2. Context clues help fluent reading.

Answer: (a) Echo technique

Explanation:
1. Learners repeat each line after the teacher, like an echo.
2. This is the echo technique of storytelling.

Teacher's Note:
1. The echo technique helps listening and memory in young learners.
2. Be careful: it is repetition for engagement, not rote memorisation.

Answer: (b) Paragraph dictation

Explanation:
1. This is a dictogloss-type task: listen, then reconstruct the text with the group.
2. Of the options, paragraph dictation is the keyed answer.

Teacher's Note:
1. Real dictogloss is not offered, so follow the source key.
2. Dictation proper needs exact reproduction.

Answer: (a) Introducing the rules of the grammatical item first

Explanation:
1. Young learners learn grammar best through use in context.
2. Starting with rules is inappropriate; rules should follow the context.

Teacher's Note:
1. Inductive method: examples first, rules later.
2. Simple labels like 'naming words' are acceptable.

Answer: (a) Rhymes and songs for learning grammar

Explanation:
1. Rhymes and songs give enjoyment, input and imagination.
2. They are not meant for formal grammar teaching at this stage.

Teacher's Note:
1. Early language use should be joyful and meaning-based.
2. Avoid formal grammar rules with young children.

Answer: (b) Extrapolative question

Explanation:
1. The learner goes beyond the text and imagines a new situation.
2. Such a question is extrapolative.

Teacher's Note:
1. Extrapolative questions need imagination and inference beyond the text.
2. They support higher-order thinking.