Chapter 25 Quiz: Language Learning

Answer all questions from memory before checking the answer key.

Question 1

According to Foreign Service Institute data cited in this chapter, approximately how many hours does it take for an English-speaking adult to reach professional working proficiency in Spanish?

A) 150–300 hours B) 600–750 hours C) 1,500–2,000 hours D) 3,000+ hours

Question 2

What does Krashen's "input hypothesis" claim, and what aspect of it is widely accepted?

A) Grammar instruction is the primary mechanism of language acquisition; this is widely accepted B) Language is acquired through understanding messages slightly above current competence (comprehensible input); the necessity of comprehensible input is widely accepted, though not all details of the full hypothesis C) Output (speaking and writing) is more important than input; this is widely accepted in modern SLA research D) Language acquisition in adults is impossible; this finding is widely accepted

Question 3

Vocabulary is described as the strongest predictor of L2 proficiency. What does the research support about the most effective approach to vocabulary acquisition for language learners?

A) Vocabulary is best learned incidentally through reading, without explicit study B) Vocabulary lists should be studied in alphabetical order to support systematic coverage C) Spaced repetition software (SRS) is dramatically more effective for vocabulary retention than other methods, and high-frequency words should be prioritized first D) Vocabulary is best learned through grammar exercises that require words to be used in context

Question 4

What is the practical synthesis offered in this chapter for the debate about explicit grammar instruction?

A) Explicit grammar instruction is the primary mechanism of acquisition and should be the center of any language learning program B) Grammar study is completely unnecessary — comprehensible input alone is sufficient for acquisition C) Explicit instruction provides a scaffold that accelerates comprehensible input acquisition; learn the rule explicitly, then encounter it hundreds of times in meaningful input to internalize it D) Grammar should only be studied at advanced levels once basic vocabulary is established

Question 5

The concept of "i+1" in comprehensible input refers to what?

A) One hour of input for every hour of grammar study B) Input that is one level above your current proficiency — challenging but roughly 70–80% comprehensible C) The first input exercise done after one month of vocabulary study D) One piece of new vocabulary encountered per input session

Question 6

This chapter honestly assesses several language learning apps. Which assessment is most accurate according to the chapter?

A) Duolingo alone is sufficient to reach conversational fluency if used daily for one year B) Anki is described as overrated because its interface is too complex for most learners C) No app will make you fluent; Anki is the gold standard for vocabulary retention; human conversation practice (iTalki, language exchange) is the highest-ROI activity at intermediate and advanced levels D) Language Transfer is primarily useful for advanced learners reviewing grammar they already know

Question 7

According to the output hypothesis (Swain), what role does output (speaking and writing) play in language acquisition?

A) Output is unimportant — comprehension of input is sufficient for acquisition B) Output is only useful for maintaining fluency already acquired; it cannot drive acquisition C) Output drives acquisition by forcing learners to notice gaps in their competence and generating feedback from interaction D) Output is primarily useful for pronunciation development and has little effect on grammar or vocabulary acquisition

Question 8

Sofia's case study demonstrates vocabulary acquisition through SRS. At the 60-day mark, which outcome was most significant as evidence of the method's effectiveness?

A) She had added 900 cards to her deck (150 cards per 10-day period) B) She had 473 mature cards — words retained at long intervals — showing durable retention, plus a 78% production success rate on random tests C) She had reviewed for 35 minutes some days without noticing, showing high engagement D) She had spent less total time studying than a typical Spanish class would require

Question 9

What does the chapter say about the "critical period hypothesis" — the idea that adults can't learn languages well?

A) The strong version is fully supported: adult learners cannot reach high proficiency in a second language B) The strong version is false: adults regularly reach C1/C2 proficiency; native-like pronunciation is harder but other dimensions of proficiency are fully attainable for motivated adult learners C) The hypothesis is contested with roughly equal evidence on both sides D) Adults can reach fluency but only in Category I languages (Spanish, French, Italian); Category IV languages are effectively inaccessible to adult learners

Question 10

What is the minimum viable maintenance program recommended for a language you've reached solid B2 proficiency in?

A) Full daily study (1–2 hours) is needed to maintain proficiency at any level B) No maintenance is needed — well-established language skills don't decay C) 10–15 minutes of daily SRS review plus weekly conversation or media consumption is sufficient to prevent significant skill decay D) The most important thing to maintain is grammar; vocabulary maintenance is not necessary

Question 11

Alex's Japanese learning case study demonstrates which key principle?

A) Adults who study Japanese must begin before age 30 to reach proficiency B) Category IV languages (like Japanese) are effectively off-limits for adult learners reaching conversational fluency C) With consistent daily practice using good methodology (SRS, comprehensible input, regular speaking practice), adult learners can reach conversational fluency in a Category IV language within 18 months of serious study D) Japanese requires a minimum of 2,200 hours before any meaningful communication is possible

Question 12

What does this chapter recommend regarding the timing of when to start speaking in a new language?

A) Never start speaking until you've reached B2 level, as early speaking leads to permanent bad habits B) Start immediately, even on day one, because output is the primary acquisition mechanism C) Start as soon as you have a basic vocabulary foundation (around 500 words) — don't wait until you feel "ready," but continue prioritizing input heavily D) Speaking should only be done with native speakers, not with other learners or tutors

Answer Key

1. B — The FSI estimates approximately 600–750 hours for Category I languages (Spanish, French, Italian, Portuguese, Romanian, Dutch) for English-speaking adults.

2. B — Krashen's input hypothesis claims that language is acquired through comprehensible input (messages slightly above current level). The necessity of comprehensible input is widely accepted; not all of Krashen's specific claims are.

3. C — SRS is dramatically more effective for vocabulary retention than traditional methods. High-frequency words should be prioritized first because the most common words account for the vast majority of text and conversation.

4. C — The practical synthesis: use explicit instruction as a scaffold (to notice the pattern in input), then encounter the structure repeatedly in comprehensible input to internalize it to the point of fluent production.

5. B — i+1 means input one level above your current competence — challenging but roughly 70–80% comprehensible. Too easy means no acquisition; too hard means comprehension breaks down.

6. C — No app produces fluency alone. Anki is the gold standard for vocabulary retention. Human conversation practice is the highest-ROI activity at intermediate and advanced levels.

7. C — The output hypothesis (Swain): producing language forces learners to notice gaps, generates interaction-based feedback, and confirms or disconfirms hypotheses about how the language works — all acquisition-driving events.

8. B — The most significant outcome was 473 mature cards (durable long-term retention) and a 78% production success rate. Mature cards represent genuine retention, not just recent exposure.

9. B — The strong version of the critical period hypothesis is false. Adults regularly reach C1/C2. Native-like pronunciation is genuinely harder. Every other dimension of proficiency is attainable.

10. C — Minimum maintenance for B2: 10–15 minutes daily SRS + weekly conversation or media consumption. Vocabulary in SRS decays slowly; speaking and listening skills need active use.

11. C — Alex's case demonstrates that consistent daily practice with good methodology (SRS, heavy comprehensible input, regular iTalki sessions) can produce conversational fluency in Japanese for an adult learner within 18 months.

12. C — Start when you have a basic vocabulary foundation (around 500 words). Don't wait to feel ready, but continue prioritizing input. Don't start on day one (insufficient foundation), but don't wait for B2 (wasted time without output).