100+ Free Praxis World Languages Pedagogy Practice Questions

Explanation: Krashen's Input Hypothesis holds that learners acquire language when they understand input slightly beyond their current competence, represented as 'i+1' (i = current level). This comprehensible input lets learners use context to grasp new structures. Input far above or exactly at their level does not push acquisition forward.

Explanation: The Affective Filter Hypothesis states that negative emotions such as anxiety, low motivation, and low self-confidence raise a mental 'filter' that blocks comprehensible input from being acquired. Creating a low-anxiety, supportive environment lowers this filter so input can reach the language-acquisition device.

Explanation: Krashen's Acquisition-Learning Hypothesis distinguishes subconscious acquisition, which develops through meaningful communication like a child's first language, from conscious learning of rules and forms. He argued acquisition is the primary driver of fluent language use.

Explanation: Merrill Swain's Output Hypothesis holds that comprehensible input alone is insufficient; producing output forces learners to move from semantic processing to syntactic processing, notice gaps between what they want to say and can say, and test hypotheses about the language. Output therefore plays a distinct role in acquisition.

Explanation: Michael Long's Interaction Hypothesis proposes that conversational interaction, especially the negotiation of meaning through clarification requests, confirmation checks, and comprehension checks, modifies input and makes it more comprehensible. Interaction thus connects input and acquisition.

Explanation: Comprehension checks are moves a teacher makes to verify that learners have understood input, a core part of negotiating meaning in interaction. They help keep input comprehensible and signal where additional support is needed.

Explanation: The Monitor Hypothesis holds that consciously learned rules act only as an editor, or 'monitor,' that adjusts output. Using the monitor requires sufficient time, a focus on form, and knowledge of the rule, so it is most useful in editing writing rather than spontaneous conversation.

Explanation: Krashen's Natural Order Hypothesis states that learners acquire grammatical features in a roughly predictable sequence that does not necessarily match the order in which features are taught. This implies that some structures emerge later despite early instruction.

Explanation: The silent period is an early stage, especially in younger learners, during which they take in and comprehend input but produce little spoken output. Teachers should provide rich comprehensible input and not force premature production during this stage.

Explanation: Coined by Larry Selinker, interlanguage describes the systematic, dynamic linguistic system that learners construct as they progress toward the target language. It has its own rules and reflects developmental stages rather than random mistakes.