How is motivation defined in the text?
Choose the word or phrase that best completes the sentence:
If I had known how difficult this test was, I ___________ it.
What does the term “willingness” most closely
mean in the context of this text?
Choose the word or phrase that best completes the sentence:
During the military regimen, the police __________ arrest you for criticizing the president.
Choose the word or phrase that best completes the sentence:
The classes allow language students from many different countries to communicate ______________.
Choose the word or phrase that best completes the sentence:
___________ people trying to get into the stores at Black Friday last year.
Choose the word or phrase that best completes the sentence:
Lisa ___________ she would be late for our meeting.
She _____________ she was not feeling well.
The word “therefore” used in the text can be
substituted, without change in meaning, by which
one of the following?
Look at the sentences and choose the alternative
that presents the CORRECT TENSE:
“I’m contacting you to inform that my sister, Heather, and her family ____________ next Friday as part of their journey around the country. By the time they get here they ____________ to Wisconsin.”
“I’m contacting you to inform that my sister, Heather, and her family ____________ next Friday as part of their journey around the country. By the time they get here they ____________ to Wisconsin.”
Considering the following sentences, which one of the alternatives presents only the adequate choices of comparison for each sentence?
I- The Beatles are definitely the best British band of all time.
II- I disagree, because I believe Queen was better.
III- There is no point in arguing about that when we all know Led Zepellin was the least appreciated.
Read Text II for question.
TEXT II
This study intended to investigate the language learning strategies used by learners of English as a foreign language, aiming to find the amount of strategies and the domain differences of the strategies used; to reveal the link between strategy use and success levels; and to find out the difference in strategy use between genders and its influence on their achievement in English. 257 (153 male, 104 female) students from Atılım University English Preparatory School participated in the study. At the time of the study all the participants were in the same proficiency level, and were distributed to different classes of the same level. The data were gathered through strategy inventory for language learning (SILL) of Oxford (1990), which was translated to Turkish by Cesur and Fer (2007). The instrument, based on Oxford’s (1990)classification of the language learning strategies, is composed of 50 items in six subscales. The participants responded to the inventory before the end of the level they were in. The data were analyzed through SPSS (15.0) to find the relationship of language learning strategies, gender and achievement in learning the target language. To reveal the interconnections between these factors, independent t-tests and an ANOVA test, along with post hoc procedures were performed on the gathered data. The findings of the study revealed that use of language learning strategies are positively effective in success in English, that females were significantly more successful than males in terms of achievement tests, and that they used more language learning strategies in learning English. Depending on the statistical results, it is discovered that there is a significant connection between gender, language learning strategies and achievement in English.
Available at: https://open.metu.edu.tr/handle/11511/18929 (adapted)
How was the relationship between gender and
the use of language learning strategies described in
the study?
Choose the word or phrase that best completes the sentence:
When I went to the backyard, I found that the pool _____________.
Read Text II for question.
TEXT II
This study intended to investigate the language learning strategies used by learners of English as a foreign language, aiming to find the amount of strategies and the domain differences of the strategies used; to reveal the link between strategy use and success levels; and to find out the difference in strategy use between genders and its influence on their achievement in English. 257 (153 male, 104 female) students from Atılım University English Preparatory School participated in the study. At the time of the study all the participants were in the same proficiency level, and were distributed to different classes of the same level. The data were gathered through strategy inventory for language learning (SILL) of Oxford (1990), which was translated to Turkish by Cesur and Fer (2007). The instrument, based on Oxford’s (1990)classification of the language learning strategies, is composed of 50 items in six subscales. The participants responded to the inventory before the end of the level they were in. The data were analyzed through SPSS (15.0) to find the relationship of language learning strategies, gender and achievement in learning the target language. To reveal the interconnections between these factors, independent t-tests and an ANOVA test, along with post hoc procedures were performed on the gathered data. The findings of the study revealed that use of language learning strategies are positively effective in success in English, that females were significantly more successful than males in terms of achievement tests, and that they used more language learning strategies in learning English. Depending on the statistical results, it is discovered that there is a significant connection between gender, language learning strategies and achievement in English.
Available at: https://open.metu.edu.tr/handle/11511/18929 (adapted)
What is the main topic of this passage?
Read Text II for question.
TEXT II
This study intended to investigate the language learning strategies used by learners of English as a foreign language, aiming to find the amount of strategies and the domain differences of the strategies used; to reveal the link between strategy use and success levels; and to find out the difference in strategy use between genders and its influence on their achievement in English. 257 (153 male, 104 female) students from Atılım University English Preparatory School participated in the study. At the time of the study all the participants were in the same proficiency level, and were distributed to different classes of the same level. The data were gathered through strategy inventory for language learning (SILL) of Oxford (1990), which was translated to Turkish by Cesur and Fer (2007). The instrument, based on Oxford’s (1990)classification of the language learning strategies, is composed of 50 items in six subscales. The participants responded to the inventory before the end of the level they were in. The data were analyzed through SPSS (15.0) to find the relationship of language learning strategies, gender and achievement in learning the target language. To reveal the interconnections between these factors, independent t-tests and an ANOVA test, along with post hoc procedures were performed on the gathered data. The findings of the study revealed that use of language learning strategies are positively effective in success in English, that females were significantly more successful than males in terms of achievement tests, and that they used more language learning strategies in learning English. Depending on the statistical results, it is discovered that there is a significant connection between gender, language learning strategies and achievement in English.
Available at: https://open.metu.edu.tr/handle/11511/18929 (adapted)
What was the study’s conclusion regarding the
use of language learning strategies and success in
English?