1.16Which of the following is defined as the smallest unit of a word?
(A)A letter. (B)A phone. (C)A phoneme. (D)A morpheme.
2.17 “Salt” is statistically more likely to flow, within two words, by “pepper” than by “sauce”, “cardboard” or “brontosaurus”;
“coffee” often appears with “hot” or “strong”. Such type of binomials is an example of _________.
(A)idioms (B)compound words (C)collocations (D)noun phrases
3.18 Children initially deploy the speech of others in order to communicate with others in their sociocultural environment. This
social speech goes underground as inner speech, first passing through a stage of ________.
(A)holophrastic speech (B)two-word speech (C)telegraphic speech (D)egocentric speech
4.19 Children use the word “apple” to refer to similar round objects such as ball and tomatoes but are able to correctly pick out
the apple from a collection of such items. This phenomenon is called ______ to describe children generalization of the
meaning of a word beyond the sense in the adult language.
(A)underextension (B)overextension (C)conventionality (D)extendibility
5.20Speakers of any dialect of English who reside for a long periods of time in a region where a different dialect is spoken
normally converge themselves to the speech; upon returning to their home region, they converge back to their native dialect.
This is called _________.
(A)speech accommodation (B)cooperative principles (C)language shifting (D)code switching
6.21 The structural intuitions which native speakers have about the syntax of their language are of two types, namely (i)
intuitions about how sound-sequences in sentences are structured into successively larger structural units which we call
_______ and (ii) intuitions about whether particular set of structural units belong to the same _____ or not.
(A)allomorphs, class (B)morphemes, level (C)constituents, category (D)nodes, genre
7.22Young children initially appear to regard an entire word as if it were a single sound. However, as their vocabulary expands
between 15 and 21 months of age, keeping track of a large store of independent sounds becomes very difficult for them to
manage. To learn more words, children must begin to break words into smaller number of simpler units, which are sounds
that can be used in different combinations to make up many other words. This feature of language can be referred to as
(A)arbitrary (B)duality (C)productivity (D)culture transmission
8.23 Four traits constituting language aptitude are phonemic coding ability, grammatical sensitivity, _________, and memory.
(A) listening comprehensive ability
(B) inductive language learning ability
(C) syllable recognition ability
(D) morphemic construction ability
9.24The process of turning a message into a set of symbols, as part of the act of communication is called ____________.
(A) composing (B) informing (C) encoding (D) comprehending
10.25.The fact that the meaning is not in any way predictable from the form, nor is the form dictated by the meaning indicates which
feature of language?
(A)Arbitrariness (B)Interchangeability (C)Communication (D)Creativity
11.26.The pair absent/present is an example of ___________.
(A)complementary pair (B)gradable pair (C)relational opposite (D)synonymous pair
12.27.Which of the following violates English phonotactic constraints?
(A) [vusatk] (B) [spred] (C) [setir] (D) [krust]
13.28.Errors, in Communicative Language Teaching Method, are seen as ____________.
(A)a natural outcome of language learning
(B)something that must be corrected immediately
(C)bad habit formation
(D)something that can be ignored entirely
14.29.“Hands-on activities” and “pantomime” can be grouped under ____________ Intelligence in Gardner’s term.
(A) Logical/Mathematical (B)Visual/Spatial (C)Body/Kinesthetic (D)Musical/Rhythmic
15.30.____________ is a method for teaching children to read. Words are always taught in association with pictures or objects, and
pronouncing the words is always required.
(A)Look-and-draw method (B)Whole language method (C)Look-and-say method (D)Read aloud method
16.31.The words that are used to signal different kinds of relations between sentences and to enhance coherence of a composition are
(A)fussy words (B)content words (C)transition words (D)function words
17.32.Teaching new or difficult items which students will encounter before a reading comprehension activity can be termed as
(A)while-reading activity (B)pre-reading activity (C)post-reading activity (D)selective-reading activity
18.33.Thinking about the mental processes used in the learning process, and evaluating learning after it has occurred are
(A)cognitive strategies (B) metacognitive strategies (C)social strategies (D)affective strategies
19.34.“Negotiation for meaning” in Communicative Language Teaching Method means that interlocutors try to ____________.
(A) argue with each other for truth
(B) make a deal with each other
(C) understand others and make themselves understood
(D) exchange ideas and opinions
20.35.The students are given a passage in which the sentences are in a scrambled order. Then, they are told to unscramble the
sentences so that the sentences are in proper order. Such activity can develop students’ language ability ____________.
(A)at word level (B)at sentence level (C)at phonological level (D)at discourse level
21.36.Which of the following instructional approaches/methods mainly employs a structural syllabus?
(B)Total Physical Response
(C)Community Language Learning
(D)Situational Language Teaching
22.37.Top-down processing is based on the knowledge of____________.
(A)grammar (B)situational routines (C)sounds (D)vocabulary
23.38 . An essential aspect of __________ is facility in perceiving words as a sequence of sounds. For example, the word “ name” is
composed of 3 phones /n/, /e/ and /m/.
(A)articulatory phonetics (B)phonology (C)phonemic awareness (D)phonics
24.39.Differentiating highly proficient language learners from less proficient language learners is their mastery of a large stock of
semi-fixed lexical phrases, also known as ______.
(A)chunks (B)diction (C)formulation (D)lexis
25.40（ B ）根據臺北市國小英語課程綱要，中年級聽說與讀寫的比例應為多少?
(A)50：50 (B) 60：40 (C) 70：30 (D) 65：35