English Pedagogy MCQ Quiz - Objective Question with Answer for English Pedagogy - Download Free PDF

Metacognition refers to the awareness and understanding of one's own thought processes. In the context of learning, it involves reflecting on how we learn, think, and solve problems.

Key Points

• In this case, when students are asked to reflect on the reading strategies they used and evaluate their effectiveness, they are engaging in a metacognitive process.
• It helps learners become more aware of how they learn and improves their ability to self-regulate and plan future tasks.

Hint

• Semiotic awareness: Relates to understanding how signs and symbols create meaning—not the same as reflecting on one’s thinking.
• Language transfer: Refers to applying knowledge of one language while learning another.
• Linguistic competence: Refers to knowledge of grammar and vocabulary, not the reflective process about learning.

Hence, the correct answer is metacognition.

In early literacy development, different Teaching-Learning Materials (TLMs) serve specific purposes—some focus on decoding symbols (letters), while others support vocabulary or comprehension.

Key Points

• Alphabet charts are ideal for introducing and reinforcing letter recognition.
• They visually display letters, often alongside related images (e.g., A for Apple), helping children identify and recall individual letters of the alphabet.
• However, they are not directly useful for building comprehension skills, as they focus only on recognition, not understanding of connected text or meaning.

Hint

• Word-maps: Support vocabulary building and comprehension by showing relationships between words.
• Theme-maps: Help organize ideas around a topic, promoting conceptual understanding and reading comprehension.
• Picture dictionaries: Link words with images, aiding both vocabulary development and basic comprehension.

Hence, the correct answer is alphabet charts.

A defining feature of human language is that words are symbols agreed upon by users, rather than having a natural or fixed connection to the objects or ideas they represent.Key Points

• Arbitrariness refers to the lack of inherent connection between linguistic signs (like words) and their meanings.
• For example, the word "tree" doesn't resemble an actual tree; it's simply a label agreed upon within a language community.
• Different languages use entirely different words for the same object, reinforcing this arbitrariness.

Hint

• Displacement: Refers to the ability to talk about things not present in time or space.
• Structure Dependence: Highlights that language relies on systematic rules and grammatical structure.
• Discreteness: Points to how language consists of distinct units (like sounds or words) that can be combined in rule-governed ways.

Thus, the word-object relationship in "tree" is explained by the arbitrariness of language.

Children often struggle with learning to read when instruction is limited to letters and sounds without meaningful contexts like words, sentences, or stories.

• This is because isolated letters and sounds lack context, making them abstract and harder to remember.

Key Points

• Young learners understand and retain concepts more effectively when they are tied to meaningful, real-life experiences, such as storytelling or familiar words.
• Reading in context helps children make connections, recognize patterns, and understand the purpose of reading. It also fosters comprehension, vocabulary development, and motivation to read.

Hint

• Letters are too easy and get boring: This oversimplifies the issue. The struggle isn't due to boredom or ease, but the lack of meaningful engagement.
• Sounds do not help in sentence formation: Sounds (phonics) are foundational for decoding, and do help in sentence reading when integrated with words and context.
• Story texts are not developmentally appropriate for young learners: On the contrary, stories are highly appropriate for young children and aid language development.

Hence, the correct answer is 'letters in isolation often lack meaning, making it harder to retain or apply learning'.

In a speech community, language variations can be observed based on several factors, including socio-economic status, education, region, and social groups.

• These variations often reflect underlying social dynamics and can influence the way certain sounds or words are pronounced.

Key Points

• In a speech community, when individuals adopt specific speech styles to express group identity or gain social approval, this behavior reflects a socio-psychological variable.
• This refers to the influence of social and psychological factors like identity, status, and group belonging - on language use.
• Speakers often modify their speech patterns (such as accent, vocabulary, or formality) to align with or differentiate from social groups. This is closely related to the concepts of prestige, accommodation, and social perception in sociolinguistics.

Hint

• Socio-linguistic variable: Refers to language features that vary systematically with social factors (e.g., age, gender, class), but not directly about intent or motivation behind adoption of styles.
• Pragmatic variable: Related to how language is used in context for communication (e.g., politeness, turn-taking), not group identity expression.
• Structural variable: Involves aspects of grammar or phonology that change in structure—not based on social intent or approval.

Hence, the correct answer is Socio-psychological variable.

Remedial Teaching is an integral part of the teaching-learning program, also known as compensatory or corrective teaching.

• The objective of remedial teaching is to give additional help to learners who have fallen behind the rest of the class in any topic or subject.
• It is the process of identifying slow learners and providing them with the necessary help and guidance to overcome their problems.

Key Points

Purpose of Remedial Teaching:

• To eliminate ineffective habits

• To make learners learn better by giving additional help
• To teach again the language items not properly learned

• To arise learners’ interest in learning with stimulating approaches

• To transmit practical experiences to learners according to their diverse needs

Hence, it becomes clear that the purpose of remedial teaching is to teach again the language items not properly learnt. 

Language skill refers to the ability to use a language properly. In other words, the learner should be fully proficient in all the four skills of the language: listening, speaking, reading, and writing.

Key Points

• Language is a purely human and non-instinctive method of communicating ideas, emotions, and desires by means of voluntarily produced symbols. 
• All the language skills are interrelated and in order to provide more focused and significant learning situations, teachers must integrate the language skills while teaching and practicing the language.
• For example, when we speak, we also listen simultaneously. When we write, we also read. This engagement with language enables us to internalize the underlying grammaticality of the language.

Thus, it can be concluded that children's listening, speaking, reading, and writing skills are developed not in linear or isolated processes.

The teaching method is a way to put theory into practice. It generally describes the pedagogy of children, general principles, and management strategies that are to be used through the whole teaching-learning process.

• The teaching of English grammar must be done in a way so that it could reduce the errors and compel students to use English in their daily-life and could give them confidence and satisfaction while using the grammar. 

Key Points

Informal method:

• The children learn their first language by informal method. This method proves useful at the early stage when pupils are taught orally .
• This method includes the learning in an informal way. Informal learning that results from daily life activities related to work, family, or leisure. 
• The teacher does not compels students to learn language in a structured environment instead learning takes place by the continuous use of language.
• The students uses the language generally in a  discussion, while speaking, reading and writing, talking about their experiences, and debates over a certain topic, etc.

Hence, it could be concluded that a method of teaching English grammar in which the language is taught not by rules but by usage is called Informal method.

Additional Information

Other methods of teaching English grammar:

NCF (National Curriculum Framework) 2005 is one of the four NCFs published in India by NCERT. It seeks to provide a framework for the betterment of educational purposes and experiences. 

• Language is a medium through which human beings tend to communicate with each other by using various attributes of a language that are symbols, gestures, words, etc.
• The main purpose of teaching a language is to enable the children to use it practically while communicating with others.

Key Points

• The objectives defined by NCF 2005 regarding language teaching-learning includes:

Ability to understand various verbal and non-verbal clues

• A child must be able to understand various verbal and non-verbal clues coming from the speaker for comprehending what has been said i.e., the competence to understand what one says and what one hears.
• Verbal clues can be one/two-word phrases, etc. and non-verbal clues can be silence, face expressions, hand movements, etc.

Ability to read with comprehension, and not merely decode:

• The ultimate test of reading ability is a critical appreciation of an unseen text that is at least one stage above the cognitive level of the reader.
• The child must be able to construct meaning by drawing inferences and relating to the text with his previous knowledge.
• He must also develop confidence in reading the text by critically analyzing it.

• The child should be able to employ her communicative skills in a variety of situations.
• He must be capable of expressing his ideas and thoughts in different kinds of situations smoothly.
• He must be able to engage in a discussion in a logical, analytical and creative manner. 

• Writing involves a rich control on grammar, vocabulary, content, punctuation as well as abilities to organize thoughts coherently often using a variety of cohesive devices such as linkers.
• A child should develop the confidence to express her thoughts effortlessly and in an organized manner.

• In a language classroom, a child should get ample space to develop her imagination and creativity.
• Classroom ethos and healthy teacher-student relationships build confidence to enable the children to use their creativity.

​Hence, it is clear that knowing the history of language is not an objective of language teaching-learning as per the objectives given by NCF-2005. 

A morpheme is the smallest unit of meaning that can't be broken up. Eg- 'un' in the word unable.

Key Points

It is a meaningful linguistic unit of a word which:

• can't be divided into smaller meaningful parts.

• repeatedly convey lexical/grammatical meaning.

• assign a particular grammatical property to a word.

Hence, we conclude that Morpheme is the ​smallest unit of meaning that cannot be broken up.

Additional Information

Kothari Commission (1964-66) is also known as Indian/National Education Commission.

• It was set up under the chairmanship of 'Daulat Singh Kothari' to examine all aspects of educational sectors in India to produce appropriate strategies and guidelines for the upliftment of education.

Key Points

The Three-Language Formula as Stated in the 1968 Policy which was based on the recommendations of the Kothari Commission, 1964-66.

• The First language: It has to be studied must be the mother tongue or the regional language.
• The Second language: In Hindi-speaking States, the second language will be English or some other modern Indian language. In non-Hindi-speaking States, the second language will be Hindi or English.
• The Third language: The third language is taught at a later stage in school, and that too for a shorter time, as it is needed only in limited context i.e. in a social situation where neither first nor second language could help the child to communicate.

Additional Information

• The national policy on education, 1986 has introduced continuous and comprehensive reform in the education system for the overall qualitative improvement.
• The national commission on teachers was set up in 1983 under Prof. D.P. Chattopadhyaya. The commission laid certain important criteria for the selection of trainees for the teaching profession.

Hence, from the above-mentioned points, it becomes clear that the Kothari commission recommended the 'Three Language Formula'. 

Realia refers to the objects associated with everyday life to be used in the classroom. Using realia in the language class means bringing real objects as teaching aids as it is a tangible teaching-learning aid which:

• includes coin, newspaper, map, tickets, fruits, vegetables, etc.

• makes learning more interesting by bringing the class to real-life.

• ensures the use of accurate and realistic teaching-learning materials.

• Encourages classroom interaction and helps in meeting individual differences.

Key Points

• Realia has also been included as part of CLT (communicative language technique), i.e. posters, advertisements, maps, train schedules, graphs.
• The tasks set have a specific communicative purpose and train the learners to be fluent as well as accurate, although CLT has tended to emphasize fluency over accuracy. 

Hence, we conclude that using ‘realia’ in the language class means bringing real objects as teaching aids. 

Phonics: There are many definitions used- 

• Method of reading instruction that breaks language down into its simplest components
• Teaching reading by training beginners to associate letters with their sound values
• A method of teaching reading that focuses on letter-sound relationships
• When we describe the sound we use, with reference to these criteria we are concerning ourselves with matters of phonetics. When we talk about how phonemes function in language, and in what ways they relate to each other in a language we are referring to the abstract side of the sound of language.
• Only by studying both phonetics and the phonology of a language, it is possible to acquire a full understanding of the use of sounds in the spoken form of that language.

Thus, it is clear that Phonics approach is based on letter and sound. 

Evaluation is a systematic process of collecting, analyzing, and interpreting evidence of students’ progress and achievement. Continuous evaluation is required in teaching for successful learning. It needs to be integrated with the process of teaching and learning.

Continuous Comprehensive Evaluation refers to a school-based evaluation, which covers all aspects of school activities related to a child’s development.

• It emphasizes two fold objectives such as continuity of evaluation and assessment of learning outcomes in a comprehensive manner.
• Comprehensive Evaluation emphasizes on evaluation and assessment of learning outcomes in a comprehensive manner.
• Continuous comprehensive evaluation is the assessment of learners while learning.
• It also encourages continuous interaction with parents with regard to their children’s progress and performance.
• It promotes a learner-friendly environment, thereby optimizes student learning.

Hence, it becomes clear that Continuous comprehensive evaluation is the assessment of learners while learning.

Assessment is a process of collecting, receiving and using data for the purpose of improvement in the learning process. Observation schedule, portfolio and assignment, anecdotal records are the assessment tools for language learning.

Key Points

Let's understand in brief:

Hint

• Realia is not an assessment tool rather it is a teaching-learning material. It refers to the real objects associated with everyday life to be used in the classroom. Eg- newspaper, coin, map, etc.

Hence, we conclude that realia is not an assessment tool for language learning.