5. Normal communication is permeated by the pressures of processing language in real-time. The mature learner, when adopting comprehension strategies, will bypass ______ for it is meanings that are primary.
(A) phonemes
(B) ellipsis
(C) contexts
(D) syntax 

5. There are two types of assessment instruments: norm-referenced and criterionreferenced. In Taiwan, which of the following is classified as a “norm-referenced test”? (A) General English Proficiency Test (GEPT). (B) General Scholastic Ability Test (GSAT) or university entrance exam. (C) Comprehensive Assessment Program for Junior High School Students (CAP). (D) Test of English Listening Comprehension (TELC) or high school students’ English listening test.

2. Program for International Student Assessment (PISA) is created by the Organization for Economic Cooperation and Development (OECD) to measure 15-year-old students’ literacy every three years. In 2025, the assessment for foreign language proficiency will be added. Which of the following language skills is NOT included in the PISA 2025? (A) Reading. (B) Listening. (C) Writing. (D) Speaking.

1. Which of the following best describes the concept of “Contrastive Analysis Hypothesis”? (A) A second language learner’s errors are transferred from his/her first language. (B) The structure of utterances provides a contrast to their sociolinguistic context. (C) Acquisition occurs when students are exposed to more difficult language input. (D) Language production depends on the limits of learners’ second language abilities.

4. According to Cummins (1979), language proficiency is divided into two aspects, Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP). Which of the following activities is provided to develop bilingual children’s CALP? (A) To participate in the reader theater. (B) To complete a science project with group members. (C) To create an empathy map for the assigned reading. (D) To practice telephone conversations with classmates.

3. Which of the following statements is NOT true for “Phonological Awareness”? (A) It is the ability to recognize the spoken parts of sentences and words. (B) It includes a subcategory, phonemic awareness, specifying the ability to manipulate the individual sound. (C) It appears to be an umbrella term that includes rhyming, alliteration, sentence segmentation, syllables, onset and rime, etc. (D) It is more crucial for reading at the late learning stages because advanced readers are required to decode printed words.

4. Nation (2007) introduced the four strands as a reminder to balance diversified L2 learning activities. The four strands are meaning-focused input, meaning-focused output, language-focused learning, and fluency development. Which of the following is NOT classified as "fluency development"? (A) Skimming and scanning (B) Speed reading (C) Repeated reading (D) Intensive reading

3. To avoid language fossilization, teachers can employ different strategies of corrective feedback in class. _____ is the most preferred method since it can draw L2 learners’ attention to the grammatical form without interrupting the conversation. (A) Request (B) Recast (C) Elicitation (D) Metalinguistic feedback

2. Communicative Language Teaching is believed to develop students’ all aspects of communicative competence. If a teacher guides students to do cross-referencing between verbal mode and nonverbal mode in real communication, what kind of knowledge is emphasized? (A) Grammatical competence (B) Sociolinguistic competence (C) Strategic competence (D) Discourse competence

4. Which of the following does NOT belong to the three parameters Halliday (1994) characterizes as in all spoken and written texts in his systemic functional grammar? (A) code (B) mode (C) field (D) tenor

3. Which of the following might happen when English is used for cross-cultural learning? (A) Learning should focus on the target language’s culture. (B) Curricula should stress the English-speaking people’s customs and values. (C) Intensive and extensive listening and reading of the target language are emphasized. (D) Lexical innovation and the processes of acculturation are acknowledged.

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