TEFL Quizzes for TEFL Teachers – MCQ 03. Welcome to our TEFL quizzes for TEFL teachers! Teaching English as a Foreign Language (TEFL) is a rewarding and challenging profession that requires a strong command of the English language and a deep understanding of language acquisition and pedagogy.
These quizzes are designed to test your knowledge of key TEFL concepts and provide you with valuable feedback on your teaching skills. With a range of questions covering everything from teaching techniques to classroom management, these quizzes will help you stay current and improve your teaching practice.
TEFL Quizzes for TEFL Teachers – MCQ 03
Whether you are a seasoned TEFL teacher or just starting out, these quizzes will help you hone your skills and become a more effective and confident educator. So let’s get started and see how much you know about teaching English as a foreign language!
#1. Students memorize grammatical rules and lists of vocabulary
#2. There is no analysis of grammar rules and no correction of mistakes.
Natural Approach
It is based on using the language in the classroom indirectly and spontaneously.
There is no analysis of grammar rules and no correction of mistakes.
This approach considers language as communication learning.
The second language is learned the same way as children learn their mother tongue.
#3. Language is for communication, therefore, the aim of the CLT is communicative competence, using real–life situations that necessitate communication.
Communicative Approach
Language is for communication, therefore, the aim of the CLT (communicative language teaching) is communicative competence, using real–life situations that necessitate communication.
Communication involves the integration of different language skills.
Students work in groups and engage in role-playing and classroom materials are often authentic.
The teacher is a facilitator.
Collaborative learning and peer interaction are important.
#4. It is based on using the language in the classroom indirectly and spontaneously.
Natural Approach
It is based on using the language in the classroom indirectly and spontaneously.
There is no analysis of grammar rules and no correction of mistakes.
This approach considers language as communication learning.
The second language is learned the same way as children learn their mother tongue.
#5. Students are exposed to meaningful inputs such as (audio-visual and tapes).
Comprehension -Based Approach
It gives importance to listening comprehension.
Language learning should come first with understanding and later proceed to production.
It is similar to how students acquire their mother language.
Students are exposed to meaningful inputs such as (audio-visual and tapes).
Learning language spontaneously through listening.
#6. The meaning should be connected directly with the native language without translation.
Direct Approach
Almost all lessons are begun with dialogues and conversational style.
Pictures and actions are used to make meaning clear.
Teachers should be native-like proficient.
The meaning should be connected directly with the native language without translation.
Grammar is taught using the inductive method.
#7. Learning a foreign language is a process of self-realization experience and a process of communication.
Affective –Humanistic Approach
Learning a foreign language is a process of self-realization experience.
Language is a process of communication.
The class atmosphere is viewed as more important than materials or methods.
The teacher is a counsellor and facilitator and should be proficient in the target language and students’
native language.
Students work in pairs or small groups. Respect for individuals is important and emphasized.
#8. Students work in groups and engage in role-playing and classroom materials are often authentic and the teacher is a facilitator.
Communicative Approach
Language is for communication, therefore, the aim of the CLT (communicative language teaching) is communicative competence, using real–life situations that necessitate communication.
Communication involves the integration of different language skills.
Students work in groups and engage in role-playing and classroom materials are often authentic.
The teacher is a facilitator.
Collaborative learning and peer interaction are important.
#9. It is focused on speaking ability and started with stress and intonation.
Situational Approach
It is called the oral approach too it is based on structures view of language speech and structures.
A set of vocabulary items are seen as the basis of language teaching.
It is focused on speaking ability and started with stress and intonation.
Pronunciation and oral practice activities.
#10. Students are responsible for their learning.
Cognitive Approach
It is referred to as the study of mental processes such as (thinking, reasoning, perception, and problem-solving.)
Students are responsible for their learning.
Language is viewed as rule acquisition, not a habit, and instruction is often individualized.
#11. Almost all lessons are begun with dialogues and conversational style.
Direct Approach
Almost all lessons are begun with dialogues and conversational style.
Pictures and actions are used to make meaning clear.
Teachers should be native-like proficient.
The meaning should be connected directly with the native language without translation.
Grammar is taught using the inductive method.
#12. Teachers use the mother language most of the lesson
Grammar -Translation Approach
It is based on a translation from the target language into the mother language
Students memorize grammatical rules and lists of vocabulary.
Teachers use the mother language most of the lesson.
#13. A set of vocabulary items are seen as the basis of language teaching.
Situational Approach
It is called the oral approach too it is based on structures view of language speech and structures.
A set of vocabulary items are seen as the basis of language teaching.
it is focused on speaking ability.
It is started with stress and intonation.
Pronunciation and oral practice activities.
#14. Grammar is taught using the inductive method.
#15. It is called the oral approach; it is based on structures view of language speech and structures.
Situational Approach
It is called the oral approach too it is based on structures view of language speech and structures.
A set of vocabulary items are seen as the basis of language teaching.
it is focused on speaking ability.
It is started with stress and intonation.
Pronunciation and oral practise activities.
#16. It gives importance to listening comprehension; Learning language spontaneously through listening.
Comprehension -Based Approach
It gives importance to listening comprehension.
Language learning should come first with understanding and later proceed to production.
It is similar to how students acquire their mother language.
Students are exposed to meaningful inputs such as (audio-visual and tapes).
Learning language spontaneously through listening.
#17. The second language is learned the same way as children learn their mother tongue.
Natural Approach
It is based on using the language in the classroom indirectly and spontaneously.
There is no analysis of grammar rules and no correction of mistakes.
This approach considers language as communication learning.
The second language is learned the same way as children learn their mother tongue.
#18. It is referred to as the study of mental processes such as (thinking, reasoning, perception, and problem-solving.)
Cognitive Approach
It is referred to as the study of mental processes such as (thinking, reasoning, perception, and problem-solving.)
Students are responsible for their learning.
Language is viewed as rule acquisition, not a habit, and instruction is often individualized.
#19. Language is a habit formation, so it is based on practising dialogues of every situation.
Audio-Lingualism Approach
Language is a habit formation, so it is based on practising dialogues of every situation.
It relies on drills. The four skills are sequenced as follow (
listening, speaking, reading, writing.)
Grammar is taught using the inductive method.
#20. Pictures and actions are used to make meaning clear.
Direct Approach
Almost all lessons are begun with dialogues and conversational style.
Pictures and actions are used to make meaning clear.
Teachers should be native-like proficient.
The meaning should be connected directly with the native language without translation.
Grammar is taught using the inductive method.
#21. Language learning should come first with understanding and later proceed to production.
Comprehension -Based Approach
It gives importance to listening comprehension.
Language learning should come first with understanding and later proceed to production.
It is similar to how students acquire their mother language.
Students are exposed to meaningful inputs such as (audio-visual and tapes).
Learning language spontaneously through listening.
#22. It is similar to how students acquire their mother language.
Comprehension -Based Approach
It gives importance to listening comprehension.
Language learning should come first with understanding and later proceed to production.
It is similar to how students acquire their mother language.
Students are exposed to meaningful inputs such as (audio-visual and tapes).
Learning language spontaneously through listening.
#23. Grammar is taught using the inductive method.
Direct Approach
Almost all lessons are begun with dialogues and conversational style.
Pictures and actions are used to make meaning clear.
Teachers should be native-like proficient.
The meaning should be connected directly with the native language without translation.
Grammar is taught using the inductive method.
#24. The class atmosphere view is more important than materials or methods.
Affective –Humanistic Approach
Learning a foreign language is a process of self-realization experience.
Language is a process of communication.
The class atmosphere view is more important than materials or methods.
The teacher is a counselor and facilitator and should be proficient in the target language and students’
native language.
Students work in pairs or small groups. Respect for individuals is important and emphasized.
#25. The teacher is a counselor and facilitator and should be proficient in the target language and students’ native language.
Affective –Humanistic Approach
Learning a foreign language is a process of self-realization experience.
Language is a process of communication.
The class atmosphere view is more important than materials or methods.
The teacher is a counselor and facilitator and should be proficient in the target language and students’
native language.
Students work in pairs or small groups. Respect for individuals is important and emphasized.
#26. Teachers should be native-like proficient.
Direct Approach
Almost all lessons are begun with dialogues and conversational style.
Pictures and actions are used to make meaning clear.
Teachers should be native-like proficient.
The meaning should be connected directly with the native language without translation.
Grammar is taught using the inductive method.
#27. Collaborative learning and peer interaction are important.
Communicative Approach
Language is for communication, therefore, the aim of the CLT (communicative language teaching) is communicative competence, using real–life situations that necessitate communication.
Communication involves the integration of different language skills.
Students work in groups and engage in role-playing and classroom materials are often authentic.
The teacher is a facilitator.
Collaborative learning and peer interaction are important.
#28. Language is viewed as rule acquisition, not a habit, and instruction is often individualized.
Cognitive Approach
It is referred to as the study of mental processes such as (thinking, reasoning, perception, and problem-solving.)
Students are responsible for their learning.
Language is viewed as rule acquisition, not a habit, and instruction is often individualized.
#29. This approach considers language as communication learning.
Natural Approach
It is based on using the language in the classroom indirectly and spontaneously.
There is no analysis of grammar rules and no correction of mistakes.
This approach considers language as communication learning.
The second language is learned the same way as children learn their mother tongue.
#30. It relies on drills. The four skills are sequenced as the following (listening, speaking, reading, writing.)
Audio-Lingualism Approach
Language is a habit formation, so it is based on practicing dialogues of every situation.
It relies on drills. The four skills are sequenced as the following (listening, speaking, reading, writing.)
Grammar is taught using the inductive method.
#31. It is based on translation from the target language into the mother language
Grammar -Translation Approach
It is based on a translation from the target language into the mother language
Students memorize grammatical rules and lists of vocabulary.
Teachers use the mother language most of the lesson.
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