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TOEFL / TESL / TESOL Practice English Exam Prep - Question List

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86.
To better understand students' cultural backgrounds and to promote students' research skills, a middle school ESL teacher decides to undertake a family/cultural research project with a group of expanding- and bridging-level English language learners. After sending home a letter in the students' first language describing the project, the teacher conducts a series of lessons with the help of the school's library media specialist to show students how to use technology to locate information. The teacher also encourages students to ask their parents/guardians, extended family members, and community members questions about their cultural history. Finally, the teacher models multiple strategies for conducting research and arranges for additional sessions in the school library media center to further support students' use of the Internet. The project has a positive impact on the students' engagement in school and results in high involvement of family members. The success of this project can most likely be attributed to the fact that it primarily relies on:
  1. Intrinsic motivational factors to promote student learning.
  2. Community involvement to support students' achievement of academic goals.
  3. An explicit approach to developing students' literacy skills.
  4. Instructional technology to promote students' language development.
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87.
Research has shown that "voluntary" immigrants (individuals who immigrated in pursuit of a better life) and "involuntary" immigrants (individuals who immigrated against their will or who traditionally lacked opportunities to assimilate into mainstream culture) typically have unequal educational outcomes. An ESL teacher could best use this information to better understand which of the following sociocultural factors related to students' language development and learning?
  1. Mainstream school models and their influence on students' resistance to change.
  2. Power relationships in society and their impact on school achievement.
  3. Undervalued language varieties and their effect on students' school success.
  4. Group motivation and its impact on learning.
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88.
An English language learner is extroverted and enjoys interacting with others. He is not afraid to try to communicate even when he is uncertain of the accuracy of his speech. These personality traits are likely to affect this student's English language acquisition in which of the following ways?
  1. Facilitating language acquisition by supporting his ability to self-monitor his language production and to internalize language rules.
  2. Hindering language acquisition by encouraging the fossilization of nonstandard language forms in his interlanguage development.
  3. Facilitating language acquisition by promoting his willingness to take risks and his motivation to integrate into the new culture.
  4. Hindering language acquisition by creating social distance between him and native English speakers who do not share these traits.
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89.
Which of the following factors is likely to have the most significant impact on the degree to which an English language learner is able to acquire native-like pronunciation in English?
  1. The age at which the student begins learning English.
  2. The amount and type of second-language instruction the student receives.
  3. The grammatical features of the student's first language.
  4. The extent to which the student desires to maintain his or her first language.
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90.
An ESL teacher is co-teaching in an SEI content class that includes English language learners representing a wide range of English proficiency levels. Which of the following instructional practices would likely best promote the oral language development of all students in the class?
  1. Providing students with immediate corrective feedback on their oral language production errors.
  2. Utilizing a range of question types from those that prompt a nonverbal response to those that prompt an elaborate verbal response.
  3. Using natural, rapid speech that contains reduced forms and challenging vocabulary.
  4. Grouping students according to linguistic background and proficiency level for communicative activities.
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