2013 Kpss Oabt Ingilizce Online Test

Which of the following sentences does not contain a collective noun?
1. The target audience for the advertisement was mainly teenagers.
2. All the local clergy were asked to attend the ceremony.
3. The family has decided to move to another city.
4. Measles causes fever and small red spots that cover the whole body.
5. The Government has been considering further tax cuts.
In which of the following sentences is the underlined expression misused?
1. The three sisters are devoted to one another.
2. The children had a fight and started to hit each other.
3. After ten years, Patrick and Ted were happy to see themselves again.
4. I’m not sure if I’ll type my paper myself.
5. He’s lived by himself since his wife died.
Which of the following sentences contains a structural ambiguity?
1. The woman in my office cannot bear children.
2. The tourists complained that they had trouble following the guide.
3. We booked a room that was very close to the bank.
4. He filled the pen right after the meetings.
5. The boy ate the apple under the table.
In English, different affixes may share a similar function.

Based on the information above, in which of the following words is the suffix used to serve a different purpose?
1. Industrial
2. Applicant
3. Employer
4. Violinist
5. Mathematician
Which of the following lexical items is monosyllabic?
1. Movie
2. Yellow
3. Talked
4. Open
5. Measure
Which of the following lexical items is inflected?
1. Discussion
2. Stolen
3. Enyojable
4. Worker
5. Truly
In linguistics, the lack of technology for audio recording has ---- the analysis of spoken English usage over time.
1. hindered
2. accelerated
3. anticipated
4. relieved
5. overestimated
It is assumed that non-verbal communication is much more powerful than verbal or vocal communication ---- it is more honest and more difficult to fake.
1. unless
2. even though
3. so that
4. because
5. as if
Researchers have listed a number of myths ---- the nature and cause of happiness, and the most striking one is that children add significantly ---- the happiness of married couples.
1. on / towards
2. about / to
3. at / through
4. in / from
5. of / by
The vast expansion of the Internet ---- unless people ---- money out of it.
1. has not occurred / used to make
2. might not have occurred / can make
3. should not have occurred / are to make
4. could not have occurred / have to make
5. would not have occurred / could make
In which of the following sentences is the definite article ‘the’ misused?
1. The extreme volumes of car emissions produced in developing countries can be a leading factor in overall environmental pollution.
2. With screaming hooligans, the stadium was a place of total chaos.
3. People from the Maldives are used to travelling long hours to get anywhere.
4. The men approach conflict differently in comparison to their opposite gender.
5. The White House is a monumental building worth seeing in Washington D.C.
In which of the following sentences does the pronoun ‘he’ necessarily refer to someone other than John?
1. It embarrassed John that he forgot his credit card.
2. He knew that John had lost his keys.
3. That he broke the vase shocked John.
4. Since he was sacked, John cried.
5. John left because he wanted to.
Which of the following sentences does not contain a punctuation error?
1. Rumour breeds mistrust; mistrust breeds fear.
2. The new car was equipped with, power steering, cruise control, and a stereo system.
3. The course syllabus listed three basic requirements; essays, tests, and reflective reports.
4. For breakfast we had: sausages, eggs, toast, and coffee.
5. I wonder who will win the Academy Award for the best actress this year?
14. - 16. soruları aşağıdaki parçaya göre cevaplayınız.

All learners make mistakes. This is not confined to language learners. We all make mistakes when we are speaking our mother tongue. Whether we bother to correct ourselves or not seems to depend on whether we think our hearers have noticed, and how urgently we want to get on with what we are saying. We know how to correct them; we can recognize our own mistakes for what they are. This is not usually the case with mistakes made by a learner. Not only does he not always recognize his mistakes, but when his attention is drawn to them, he often cannot correct them; he may even commit another error in trying to do so. Furthermore, the majority of learners’ errors are linguistically quite different from those made by a native speaker. We judge a foreigner’s knowledge of our language by the number and sort of mistakes he makes. We are inclined to think that he knows our language quite well if he does not make many mistakes. It does not usually occur to us that he may be avoiding taking risks and confining himself to doing only what he knows he can do right. Non-specialist people assess a foreigner’s ability in their language in the first place by how haltingly he speaks and by how good his pronunciation is, that is in linguistic terms, but in its most superficial aspect. Contrary to language professionals, they tend to assume that one can equate a poorer pronunciation with a general lack of knowledge of the language, and that a halting speech is confined to those who do not know the language well.

14. It is clearly stated in the passage that native speakers ----.
1. are thought to be quite beneficial to language learners if they commit no errors in communication
2. share most of the linguistic characteristics of the mistakes made by language learners
3. recognize and correct their mistakes faster than language learners
4. may not easily correct their errors while talking to language learners
5. make mistakes characterized differently from those of learners of another language
All learners make mistakes. This is not confined to language learners. We all make mistakes when we are speaking our mother tongue. Whether we bother to correct ourselves or not seems to depend on whether we think our hearers have noticed, and how urgently we want to get on with what we are saying. We know how to correct them; we can recognize our own mistakes for what they are. This is not usually the case with mistakes made by a learner. Not only does he not always recognize his mistakes, but when his attention is drawn to them, he often cannot correct them; he may even commit another error in trying to do so. Furthermore, the majority of learners’ errors are linguistically quite different from those made by a native speaker. We judge a foreigner’s knowledge of our language by the number and sort of mistakes he makes. We are inclined to think that he knows our language quite well if he does not make many mistakes. It does not usually occur to us that he may be avoiding taking risks and confining himself to doing only what he knows he can do right. Non-specialist people assess a foreigner’s ability in their language in the first place by how haltingly he speaks and by how good his pronunciation is, that is in linguistic terms, but in its most superficial aspect. Contrary to language professionals, they tend to assume that one can equate a poorer pronunciation with a general lack of knowledge of the language, and that a halting speech is confined to those who do not know the language well.

15. According to the passage, the author’s view regarding foreign language speaker’s not making many mistakes ----.
1. is that this might not stem from good knowledge of language but from little risk-taking strategy and using only the best-known knowledge
2. contradicts what many other linguists view that mistakes are constructive in developing knowledge of language
3. could be related to the context in which foreign language is performed as a part of natural communication
4. is generally highlighting the lack of knowledge of pronunciation acquired inadequately from different sources
5. overlaps with learners’ mistakes in that both believe in the contribution of mistakes to the learning process
All learners make mistakes. This is not confined to language learners. We all make mistakes when we are speaking our mother tongue. Whether we bother to correct ourselves or not seems to depend on whether we think our hearers have noticed, and how urgently we want to get on with what we are saying. We know how to correct them; we can recognize our own mistakes for what they are. This is not usually the case with mistakes made by a learner. Not only does he not always recognize his mistakes, but when his attention is drawn to them, he often cannot correct them; he may even commit another error in trying to do so. Furthermore, the majority of learners’ errors are linguistically quite different from those made by a native speaker. We judge a foreigner’s knowledge of our language by the number and sort of mistakes he makes. We are inclined to think that he knows our language quite well if he does not make many mistakes. It does not usually occur to us that he may be avoiding taking risks and confining himself to doing only what he knows he can do right. Non-specialist people assess a foreigner’s ability in their language in the first place by how haltingly he speaks and by how good his pronunciation is, that is in linguistic terms, but in its most superficial aspect. Contrary to language professionals, they tend to assume that one can equate a poorer pronunciation with a general lack of knowledge of the language, and that a halting speech is confined to those who do not know the language well.

16. It can be inferred from the passage that language professionals ----.
1. know that fluency is a quality that changes according to the speech situation and the topic of conversation
2. revise their superficial judgements once they have been long exposed to the foreign language speaking
3. do not assess a learner’s language knowledge with reference to speaking performance, but consider the nature of his or her knowledge
4. think that the fewer mistakes a learner makes, the more and better he knows the language and uses it fluently
5. have not taken any risks while performing language as much as learners have, as mistakes are not a part of language learning for them
Okan:  I’ll never be able to speak English. I’m often too stressed to talk in the classroom.
Clifford:  Why? Does anyone laugh at your mistakes?
Okan:  ----
Clifford:  Really? All you need is less interruption then.

Which of the following alternatives best completes the given dialogue?
1. I can’t tolerate rudeness. I need to make thoughtful friends in the class.
2. Not really, but I don’t like it when the teacher constantly corrects my speech.
3. I definitely need more practice in grammar and pronunciation.
4. Honestly speaking, I never criticize my classmates.
5. Actually, everybody except me likes the topics for conversation.
Stephen:  Do you remember that I listened to a professor of sociolinguistics from Arizona giving a talk about how and why languages change over time?
Edward:  Yes, I do. I also remember that you found it breathtaking. It seems you now have negative opinions about it.
Stephen:  ----
Edward:  That’s normal. Academic research, especially paper presentations, can’t be so broad. You shouldn’t expect a comprehensive discussion, but an in-depth depiction of one aspect of a broad issue.

Which of the following alternatives best completes the given dialogue?
1. Yet, what fascinated me more than language change was the part that effectively addressed how sounds change.
2. The way he presented his ideas had distinctive characteristics such as drawing figures to make things clear for the audience and frequently asking opinions from the audience.
3. He highlighted that changes in morphology and syntax occur more slowly than those in meanings of words.
4. Yes, at first, I felt impressed, but as I listened to it again from his online blog, I found out that it was too specific.
5. I felt disappointed to learn that linguists reconstruct languages no longer spoken and account for the changes in language with dialect and register variation.
Richard:  Have you read the school counsellor’s article published in the latest issue of the school bulletin?
William:  Unfortunately, I haven’t. What’s special about it?
Richard:  The article makes the point that current theories lend support to collaboration rather than rivalry in learning environments. Does it remind you of anything?
William:  ----

Which of the following alternatives best completes the given dialogue?
1. I’m planning to carry out research on a number of topics to improve in-class practices, so I have to work hard this semester.
2. Certainly, it has something to do with my research topic ‘perspectives on learning from peers’, so I ought to read it soon.
3. I’m not sure if current educators and students are in favour of learning by doing rather than dealing with pure theoretical data.
4. It would be nice to have a look at the article in case I might miss important information about the research topic that I’m working on.
5. I think rivalry in education is something that has fallen out for a long time, and new trends are on the way.
Test scores are only one measure of a student’s achievement, and other qualities must be taken into account.

Which of the following alternatives best restates the given sentence?
1. Student achievement is a quality that can be measured and taken into account through the use of a test score.
2. Taking into account a student’s test scores is a way of measuring what a student can achieve through his or her different qualities.
3. When we consider different measurements of a student’s achievement, the principal quality to look for is a test score.
4. Looking at a student’s different qualities is only one of the many different achievements that can be measured through a test score.
5. Different qualities need to be considered when we look at a student’s achievement – test scores alone are not enough.
There is now a widespread acceptance of the importance played by formulaic expressions in language use due to the advances in corpus linguistics that have testified to their frequent use.

Which of the following alternatives best restates the given sentence?
1. The importance of formulaic expressions in language use has been widely acknowledged because the advances in corpus linguistics have given evidence that they are frequently used.
2. The significance of formulaic expressions in language use was hardly approved before the widespread use of corpus linguistics frequently counted in language studies.
3. The studies in corpus linguistics have advanced considerably due to the fact that they have been widely used to testify the importance of formulaic expressions in language use.
4. It is now widely accepted that had it not been for the significance of formulaic expressions in language use, the studies in corpus linguistics would not have advanced enough to show their frequency.
5. Now that corpus linguistics has advanced to the extent that it is widely accepted as an important area of language studies, the frequency of formulaic expressions could be testified.
Teachers ask many questions during the course of instruction, with some teachers asking as many as 300 to 400 questions a day. Questions are generally asked for one of two purposes: to maintain student attention or to collect information about students’ current understanding. Questions asked to maintain attention are often short ones framed during teaching that require factual responses by a single student. ---- In addition, responses by multiple students are often solicited, and the responses form the basis for the teacher’s judgement about students’ understanding and serve as a springboard for further discussion.

Which of the following alternatives best completes the given paragraph?
1. In contrast, questions designed to assess students’ comprehension are often more open-ended and focus on conceptual understanding.
2. When asking questions, it is important not to call only on students who have their hands raised.
3. Short wait times convey a message to students that answers should be readily available and do not require careful thought.
4. Paying attention to few students who always share their thinking might cause the teacher to lose touch with the class as a whole.
5. Questions that necessitate brief and correct responses keep students engaged in learning and require them to pay continuous attention.
People often say that language teaching is an art. If all they mean when they say this is that it is a highly skilled activity which is learnt by careful observation and patient practice, then it is a harmless platitude. ---- We call a particular practical activity an art when it cannot be carried out successfully by following a set of rules of thumb, when our knowledge of all the factors involved is incomplete and when, consequently, many of the decisions on how to proceed must be left to the private knowledge and experience of the practitioner. Language teaching is an activity of this sort. It involves many different considerations, or, in technical language, variables, the relative importance, or value of which, even if we are aware of them all, cannot yet readily be assessed or quantified.

Which of the following alternatives best completes the given paragraph?
1. However, there is a considerable body of knowledge available about the nature of human language, about how it is learned and what part it plays in the community.
2. There are, for example, many factors to be taken into account in any teaching task: the aptitude and personality of pupils, their intellectual capacities, or motivation towards learning.
3. But what often lies behind the assertion is that science and art are mutually exclusive and that therefore science can play no part in language teaching.
4. Nevertheless, if we interpret language teaching in the very broadest sense, to include all the planning and decision-making, then there may be an element of applied linguistics.
5. As often said, the study of a language is beset by the difficulty that it deals with something utterly familiar, like the study of any other characteristic of man.
(I) One of the ways of observing teaching and learning in second or foreign language classrooms is to describe classroom behaviours without a set of predetermined categories. (II) Instead, the observer takes extensive notes of the activities, practices and interactions between teachers and learners. (III) This approach to classroom observation, often referred to as ethnography, is similar to the way in which an anthropologist takes field notes in studying a group of people in their natural surroundings. (IV) Ethnographic approaches to understanding teaching and learning involve qualitative studies that are much broader in scope than the other studies. (V) In doing ethnographic research in classrooms, the observer can either be a participant in the classroom activities or a
non-participant who sits quietly and unobtrusively.

Which of the sentences in the given paragraph is irrelevant, violating its unity and coherence?
1. I
2. II
3. III
4. IV
5. V
(I) Using content from other disciplines in language courses is not a new idea. (II) For years, specialized language courses have treated content relevant to a particular profession or academic discipline. (III) So, for example, the content of a language course for airline pilots is different from one for computer technicians. (IV) This is usually thought of as teaching a language for specific purposes for those majoring in the departments they specialize in. (V) However, teachers should build on students’ previous experience, and language is learned most effectively when it is used as a medium to convey content of interest to the students.

Which of the sentences in the given paragraph is irrelevant, violating its unity and coherence?
1. I
2. II
3. III
4. IV
5. V
A(n) ---- narrator is an internal narrator who consistently refers to himself or herself using the pronoun ‘I’ or ‘we’.

Choose the alternative which best completes the given sentence.
1. second-person
2. first-person
3. third-person
4. omniscient
5. unreliable
A novel that depicts the growth of a character from childhood or adolescence to maturity through a troubled quest for identity is called ----.

Choose the alternative which best completes the given sentence.
1. metafiction
2. gothic novel
3. bildungsroman
4. historical novel
5. social novel
‘Quiet as a mouse’, ‘like a duck out of water’, ‘good as gold’ and ‘old as the hills’ are all examples of ----.

Choose the alternative which best completes the given sentence.
1. simile
2. metaphor
3. personification
4. symbol
5. imagery
The Canterbury Tales is widely considered Chaucer’s masterpiece. It is a collection of tales told by pilgrims on their way to the shrine of St Thomas á Becket in Canterbury. Although Chaucer was presumably familiar with Boccaccio’s Decameron, from which he borrows the idea of the collection of tales by different people, the
end result is very different. Chaucer’s pilgrims come from all classes and areas of society, and he uses the connecting links between tales, as well as the prologue with a description of all the pilgrims, to paint a rich portrait of 14th-century life.

Which of the following is true according to the passage?
1. Chaucer translated Boccaccio’s Decameron.
2. Chaucer’s inspiration in writing The Canterbury Tales was Boccaccio’s Decameron.
3. Chaucer’s The Canterbury Tales is about St Thomas á Becket.
4. In The Canterbury Tales, all Chaucer’s pilgrims are from a wealthy society.
5. The Canterbury Tales is a collection of the tales told by St Thomas á Becket.
Which of the following protagonist-antagonist combinations in Shakespeare’s plays is correct?
1. Romeo - Juliet
2. Prospero - Ariel
3. Viola - Sebastian
4. Othello - Iago
5. Hamlet - Ophelia
----, which is the belief that people are responsible for their own actions and experiences, was one of the most influential philosophical ways of thinking of the post-war period.

Choose the alternative which best completes the given sentence
1. Classicism
2. Surrealism
3. Naturalism
4. Neo-naturalism
5. Existentialism
Most poems of more than a few lines are divided into ----, organized by patterns of rhyme.

Choose the alternative which best completes the given sentence.
1. free verse
2. stanzas
3. blank verse
4. ballads
5. sections
Which of the following is a property of language which states that human language enables individuals to talk about other places and times?
1. Duality
2. Productivity
3. Discreteness
4. Creativity
5. Displacement
Which of the following gives all of the three distinguishing features of a consonant?
1. Lip rounding, the height of the tongue and the part of the language
2. The air coming from the lungs, the position of the vocal cords and the oral cavity
3. Place of articulation, manner of articulation and voicing state
4. Meaningfulness, its place in a syllable and its combination with vowels
5. Its audibility, its intelligibility and its contrast with other consonants
Which of the following is true of prefixes?
1. They are utilized for derivational purposes.
2. They follow suffixes.
3. They follow the base morpheme.
4. They do not have any function.
5. They are used for inflectional purposes.
Which of the following defines the basis of the specific grammar of all possible human languages and constitutes the innate component of the human
language faculty?
1. Functional grammar
2. Prescriptive grammar
3. Descriptive grammar
4. Pedagogical grammar
5. Universal grammar
What is the semantic relationship between the words ‘cat’ and ‘animal’?
1. They are the hyponyms of each other.
2. The first one is the hyponym of the second one.
3. They are examples of binary antonymy.
4. The first one is the superordinate of the second one.
5. They prove that perfect synonymy is impossible.
What is the term used to refer to pronunciation features that reveal the influences of a speaker’s first language or the geography of the speaker in sociolinguistics?
1. Speech community
2. Variation
3. Accent
4. Discourse community
5. Idiolect
Which of the following is not an element of Grice’s Co-Operative Principle?
1. Quantity
2. Quality
3. Relevance
4. Implicature
5. Manner
In the division of labour between the two hemispheres of the brain, which of the following fits into the right hemisphere?
1. Holistic processing
2. Thinking and reasoning
3. Listening
4. Speaking
5. Calculating
Most language teachers currently tend to take on ---- to language teaching partly because of the many conflicting opinions among theorists, and partly because of the need for building up a personalized teaching methodology that may serve different learners with different needs and abilities.

Choose the alternative which best completes the given sentence.
1. the lexical approach
2. the communicative approach
3. the eclectic approach
4. the cognitive approach
5. the holistic approach
---- is a slip of tongue; the learner knows the correct form but has temporarily forgotten it. On the other hand,
---- occurs because the learner does not know the correct form and so cannot produce it at this stage.

Choose the alternative which best completes the given sentence.
1. Error / compensation
2. Error / avoidance
3. Mistake / avoidance
4. Avoidance / compensation
5. Mistake / error
In a reading lesson, the teacher may lead students to see beyond the literal meaning of words in a text, using a variety of clues to have students understand what the writer states implicitly.

What is the subskill practiced in the case above?
1. Skimming
2. Inferencing
3. Scanning
4. Guessing vocabulary
5. Extensive reading
Which of the following is not true of motivation in the classroom setting?
1. Motivated students are usually those who participate actively in class.
2. Cultural and age differences will determine the most appropriate way for teachers to motivate students.
3. Remarks teachers make about the forthcoming activities can lead to higher levels of interest on the part of the students.
4. Co-operative learning activities are considered to decrease the self-confidence of students.
5. Being aware of the fact that their partners in the group count on them can increase students’ motivation.
Before the beginning of the academic year, English teachers may give a test to their pupils to identify their language proficiency levels. This test type is called ----.

Choose the alternative which best completes the given sentence.
1. diagnostic test
2. placement test
3. achievement test
4. progress test
5. knowledge test
---- is a very general concept, which involves the consideration of the whole complex of philosophical, social and administrative factors which contribute to the planning of an educational program. On the other hand, ---- is an instrument that offers a way and a view of teaching a particular subject by providing tasks, activities and a scheme to fulfill throughout the course.

Choose the alternative which best completes the given sentence.
1. Curriculum / course program
2. Syllabus / curriculum
3. Curriculum / syllabus
4. Course program / syllabus
5. Syllabus / course program
Which of the following objectives that appear in a lesson plan designed for young learners of English is unrealistic and difficult to achieve by the end of the lesson?
1. Students will be able to speak about their possessions and tell which one(s) they like most.
2. Students will be able to use the target vocabulary correctly in related activities.
3. Students will be able to listen for specific information to complete the missing words of the song.
4. Students will be able to read between the lines to infer the message and share it with their peers.
5. Students will be able to write an email to invite a friend to a birthday party.
Which of the following statements about English language teaching is not valid for a young learners' class?
1. Language use should be illustrated with objects and gestures.
2. Songs, stories and games can be utilized to teach listening.
3. Tasks should be based on structural patterns of the target language and new vocabulary rather than physical activities.
4. Colourful materials like postcards, wall charts and calendars, which can help make meaning clear, are likely to be encouraging.
5. Children have success with new tasks when located within routines that are already familiar.
When the child acquiring his or her mother tongue produces syllable-type sounds like ‘mu’, ‘ma’, ‘ba’ and ‘da’, at which stage is he or she?
1. Cooing
2. Babbling
3. One-word
4. Holophrastic
5. Two-word
According to the Contrastive Analysis Hypothesis, errors in second language learning are often assumed to be the result of ----.

Choose the alternative which best completes the given sentence.
1. the intelligence deficiencies
2. the overapplication of second language rules
3. the language aptitude problems
4. the improper second language instruction
5. the interference from first language