ENG 029 – ENGLISH FOR SPECIFIC PURPOSES

TEST I: Directions – Read and understand the question or statement on each item. Choose the best option
which answers the question or complete the statement.

1. When did the idea for a specialized English program come into existence?
A. 1970s B. 1960s C. 2000s D. 1980s

2. Which of the following is the main reason why a specialized English program came into existence?
A. Global need C. International Need
B. National need D. Local need

3. What feature of ESP says that ESP courses are written to fit a particular group of students who belong to
the same field?
A. ESP is discipline-specific.
B. ESP is goal-oriented.
C. ESP is time-bound .
D. ESP is for adults.

4. Who defined ESP as a “quick and economical use of English language to pursue a course of academic
study or effectiveness in paid employment?”
A. Coffey (1985)
B. Carter (1983)
C. Strevens (1977)
D. Hutchinson and Waters (1992)

5. For Hutchison and Waters, they emphasize ESP as an approach not a product. What does it mean?
A. Language use is highlighted.
B. ESP has goals.
C. Focus on language learning.
D. ESP is a methodology.

6. This is what Carter (1983) believed to be important in the sense that an ESP course is concerned with
turning learners into users of the language. What is referred to?
A. Goals C. Context
B. Self-direction D. Materials

7. From where do practitioners based their decisions as to what content and method to teach and use in ESP
program?
A. Context
B. Teacher’s Philosophy in Language Learning
C. Leaner’s reasons for learning
D. Learner’s abilities

8. ESP is related in content to particular disciplines or occupations. What characteristic is this?

A. Absolute C. Both Absolute and Variable
B. Variable D. None of the above

9. What is the main concentration of ESP?

A. Teaching Language grammar and structures.
B. Teaching Vocabulary.
C. Teaching Language in context.
D. Identifying Student Language needs.

10. What are the three the features common to ESP?

A. Context, Needs Analysis and Materials
B. Authentic Materials, Self-direction and Context
C. Purpose-oriented, Materials and Context
D. Authentic Materials, Purpose-oriented and Self- direction.
11. Which principle points out a systematic analysis of specific learning needs and language-use purposes as
 a pre-requisite for making the content of a language programme relevant to the learners' needs?
A. Learning/Methodology C. Research - Base
B. Authenticity D. Learning Needs

12. Which principle introduced different ESP projects such as AIRSPEAK, POLICESPEAK etc. which involved
substantial research phase with linguists?
A. Learning needs C. Research - Base
B. Authenticity D. Language/Text

13. ESP occurred because there was a shift of focus from methods of language learning to the different
learning strategies, different skills, different learning schemata and different motivating needs and interests
that are employed by different learners. What reason for the emergence of ESP is described above?
A. The demands of a brave new world
B. Revolution of Linguistics
C. Focus on the Learner
D. None of the above

14. ESP evolved because there was one significant discovery on the ways that spoken and written English
vary because of the context. This signifies the ______________.
A. The demands of a brave new world
B. Revolution of Linguistics
C. Focus on the Learner
D. None of the above

15. Who promoted the idea of natural language acquisition?

A. Hutchinson and Waters C. Krashen
B. Munby D. Robinson

16. Which application of ESP which refers to situations where subjects, or parts of subjects, are taught through
a foreign language with dual-focused aims?
A. CBI C. Task-based
B. CLIL D. Language Learning

17. Which historical period brought an era of expansion in scientific, technical and economic activities world-
wide?
A. Oil Crisis
B. New focus of the learner
C. Evolution of linguistics
D. post-World War II

18. Which refers to a language variety which is based on the use?

A. Dialect C. Language Context
B. Register D. Slang

19. Which refers to “what the learners think they need”?

A. Learning Needs C. Necessities
B. Lacks D. Wants

20. This kind of analysis establish learners' preferred learning styles and strategies. Which of the following is
being referred to?
A. Strategy C. Deficiency
B. Means D. Study Skills

21. Which of the following refers to “what the learner has to know in order to function effectively in the target
situation”?
A. Learning Needs C. Necessities
B. Lacks D. Wants

22. This is the content or subject matter of a particular subject. Which of the following is being referred to?
 A. Course Outline B. Syllabus
C. Course D. Curriculum

23. This syllabus is uninterpreted where statement of what the learner will know by the end of the course is
written. Which of the following is being referred to?
A. Materials syllabus B. Learner syllabus
C. Evaluation syllabus D. Teacher syllabus

24. This syllabus is uninterpreted where it lists or states the order in which the content should be learned.
Which of the following is being referred to?
A. Evaluation syllabus B. Materials syllabus C. Organizational syllabus D. Teacher syllabus

25. What interpreted syllabus is used in context of use, skills and strategies use in the learning environment?
A. Materials syllabus B. Organizational syllabus C. Teacher syllabus D. Evaluation syllabus

26. What interpreted syllabus where students learn language through the mediation of a teacher?
A. Materials syllabus B. Organizational syllabus C. Evaluation syllabus D. Teacher syllabus

27. What interpreted syllabus is where the plan is achieved?

A. Materials syllabus B. Teacher syllabus C. Organizational syllabus D. Classroom
syllabus

28. What internal syllabus where network of knowledge is developed in the learner’s brain?
A. Materials syllabus B. Learner’s syllabus C. Organizational syllabus D. Classroom
syllabus

29. Which of the following describes the term Course?

A. It is a set of justifiable, educational objectives specified in terms of linguistic content
B. It is a statement of what is to be learnt
C. It involves consideration of philosophical, social and administrative factors which contribute to the
planning of an educational programme.
D. It is considered as the real series of lessons.

30. The following are types of the syllabus. Which DOES NOT belong?
A. Mirror syllabus B. Materials syllabus
C. External syllabus D. Internal syllabus

31. What is the totality of what happens in an educational setting?

A. Syllabus B. Course
C. General Syllabus D. Curriculum

32. Which of the following includes all processes in which the designers should look into the needs of the
learners, develop aims, determine an appropriate syllabus, and evaluate it?
A. Course Design B. Syllabus Design
C. ESP Course Design D. Curriculum Design

33. Who defined syllabus as an “organized syllabus inventory”?

A. Allen B. Johnson
C. Hutchinson and Waters D. Robinson

34. Who said that Curriculum is a very general concept and it is the totality of what happens in an educational
setting?
A. Allen B. Johnson
C. Hutchinson and Waters D. Robinson

35. There are three main stages of Curriculum Development and these are;
A. Needs analysis, Content Specification and Syllabus Organization
B. Design, Implementation and Course Designing
C. Needs Analysis, Implementation and Evaluation
D. Design, Implementation and Evaluation

36. An ESP Curriculum must contain these following aspects. Which DOES NOT belong?
A. A specific task, vocabulary and language in context.
B. Teacher-centered approach.
C. Communicative syllabus.
D. starting point based on the learners’ background knowledge.

37. This kind of variable according to Halim (1976) includes the linguistic relations, between the language to be
 taught and the language or languages which the student uses in his or daily activities. Which is referred to?
A. Linguistic Performance C. Learner Variable
B. Non-linguistic Variable D. Linguistic Variable

38. Syllabus design involves a logical sequence of three main stages. What are these?
A. Needs analysis, Content Specification and Syllabus Organization
B. Design, Implementation and Course Designing
C. Needs Analysis, Implementation and Evaluation
D. Design, Implementation and Evaluation

39. In this type of syllabus, all the learning points were isolated and they were presented one after the other in
some order. Which of the following is referred to?
A. Cyclic B. Evaluation
C. Organizational D. Linear

40. Which type of syllabus the designer has no input?

A. Linear B. Interpreted
C. Uninterpeted D. Internal

41. When the course designer provides an input, what type of syllabus is this?
A. Interpreted B. Linear
C. Teacher D. Uninterpreted

42. The following are the factors involve in course designing. Which DOES NOT belong?
A. Language Description B. Language Variable
C. Needs Analysis D. Learning Theory

43. What factor is considered in course designing when questions like “what topic areas will need to be
covered?” and “What does the student need to learn?”?
A. Language Description B. Language Variable
C. Needs Analysis D. Learning Theory

44. What factor of course designing are questions on “how students will achieve the learning” are considered?
A. Language Description B. Language Variable
C. Needs Analysis D. Learning Theory

45. Questions which involve the “How? Where? Why? When?” are considered in which factor of course
designing?
A. Language Description B. Language Variable
C. Needs Analysis D. Learning Theory

46. The following are the stages involve in the development of language, which DOES NOT belong?
A. Transformational Generative Grammar
B. Traditional Grammar
C. Rhetorical Analysis
D. Mentalism

47. This kind of language variation, which can vary from one minute to minute in the same day is called
_________.
A. Dialect C. Register
B. Language D. Discourse

48. Which of the following is the aim of communicative language learning according to Nunan?
A. mastery of the grammatical system.
B. language fluency.
C. achieving language proficiency based on the development of the four macro skills.
D. provide opportunities for learners to speak the target language.

49. The following are the assumptions of Communicative Language Teaching. Which DOES NOT belong?
A. Learners learn the language through memorizing language patterns.
B. Fluency is an important dimension of communication.
C. Learning is a process of creative construction.
D. Learners learn the language through using it.
50. Which of the following is not a characteristic of a communicative activity?
A. It should have a communicative purpose.
B. Focus should be on language forms not content.
C. There should be no teacher intervention.
D. No Control or Simplification of Material.

51. In a communicative activity, there must be a reason to communicate. What characteristic of communicative
activity is being referred to?
A. A variety of language is used.
B. A desire to communicate.
C. Communicative purpose.
D. Focus on language content.

52. Which of the following is a contribution of communicative activities to language learning?

A. They allow natural learning.
B. They can create context which supports learning.
C. They focus on forms.
D. They can improve motivation.

53. Register can vary according to these following. Which DOES NOT belong?
A. Tenor C. Dialect
B. Medium D. Domain

54. This is also called as “Field” in which language varies according to subject matter and function. Which of
the following is referred to?
A. Dialect C. Tenor
B. Medium D. Domain

55. Which of the following pertains to the level of politeness and formality of your language.
A. Dialect C. Tenor
B. Medium D. Domain

56. The following are the learning theories which provide the theoretical basis for the methodology. Which
DOES NOT belong?
A. Notional/Functional Grammar C. Behaviorism
B. Learning and Acquisition D. Cognitive Code

57. Who is the father of modern structural linguistics?

A. Noam Chomsky C. John Dewy
B. Ferdinand de Saussure D. Lev Vygotsky

58. Which of the following proponents are known to have developed and supported the behaviorist theory?
A. Pavlov and Chomsky
B. Skinner and Noam
C. Ferdinand de Saussure and Chomsky
D. Pavlov and Skinner

59. The following are the stages of linguistic development which emphasized the importance of communicative
competence. Which DOES NOT belong?
A. Language Variation and Register Analysis
B. Classical Grammar
C. Discourse Analysis
D. Functional/Notional Grammar

60. In this sentence “Joey lost his new toy.” Which is the nominative case in the given sentence?
A. Lost C. Joey
B. New D. Toy