English Language
Asked 2 months ago · Viewed 22 times
Read the following advanced sentence carefully and identify the segment that contains a grammatical or idiomatic error:"Scarcely had the chief financial officer finished presenting the quarterly audit report when the restless shareholders began demanding for an immediate explanation regarding the unaccounted fiscal discrepancies."Identify the option that accurately highlights the error according to standard English syntax.
✓ Correct! Well done.
✗ Not quite — the correct answer is highlighted above.
Detailed Explanation
The error lies in segment (d): 'began demanding for an immediate explanation'. The verb 'demand' is a transitive verb that takes a direct object without the mediation of a preposition. Adding 'for' after 'demanding' creates an ungrammatical prepositional phrase. Furthermore, the sentence correctly employs the correlative structure 'Scarcely... when' (or 'before') with appropriate inversion of the auxiliary verb ('had') before the subject ('the chief financial officer'). For further reading on verb transitivity and syntax, consult the Wikipedia Reference.
अगला प्रश्न →
In the methodological framework of the Communicative Language Teaching (CLT)…
← पिछला प्रश्न
Read the following sentence in which a portion is…
Related Questions
→
In the context of modern second language acquisition and pedagogical design, the diagnostic remediation of persistent learning difficulties requires a systematic approach. Consider the following advanced theoretical propositions regarding Remedial Teaching, Textbooks, and Teaching Learning Materials (TLMs):I. Remedial teaching is strictly an administrative punitive measure implemented after high-stakes summative exams to penalize underperforming students, completely bypassing diagnostic assessment and targeted psycholinguistic intervention.II. Textbook evaluation frameworks (such as Cunningsworth's criteria) advocate treating coursebooks as flexible resource banks rather than absolute prescriptions, requiring teachers to adapt, supplement, or modify content to suit local sociolinguistic contexts.III. According to Jerome Bruner's theory of cognitive representation, instructional TLMs should ideally progress through enactive (action-based), iconic (image-based), and symbolic (language-based) stages to effectively anchor abstract linguistic structures.IV. The deployment of authentic print and audiovisual materials in lower-proficiency classrooms requires careful structural and lexical scaffolding to bridge the pragmatic gap and prevent cognitive overload.Identify the option that correctly evaluates the pedagogical validity of propositions I, II, III, and IV.
→
In the context of the four foundational language skills (LSRW) within second language acquisition, consider the following advanced pedagogical propositions regarding receptive and productive modalities:I. Listening and reading are classified as receptive (or passive) modalities where learners act merely as inert vessels absorbing text without requiring active top-down or bottom-up cognitive processing.II. Speaking and writing represent productive (or active) modalities that demand the externalization of internalized linguistic competence, requiring simultaneous management of morphosyntactic accuracy, pragmatic appropriateness, and rhetorical coherence.III. Subskills such as scanning and skimming are essential components of fluent reading comprehension; skimming involves rapid ocular movement to extract specific information or data points, whereas scanning entails getting the global gist or overarching macro-theme of a text.IV. According to psycholinguistic models of language processing, oral communication involves negotiation of meaning, turn-taking dynamics, and affective factors like anxiety control, which distinguishes spontaneous spoken production from planned written output.Identify the option that correctly evaluates the pedagogical validity of propositions I, II, III, and IV.
→
In the evolution of English language teaching methodologies, the perception of grammar has shifted from rigid prescriptive rule-memorization to dynamic communicative integration. Consider the following theoretical propositions regarding the critical perspective on grammar instruction:I. Proponents of explicit grammar instruction argue that deductive rule-teaching provides a cognitive roadmap that accelerates second language acquisition by creating conscious declarative networks, which can later be proceduralized through targeted practice.II. The communicative language teaching (CLT) paradigm completely rejects any form of structural or formal intervention, maintaining that learners acquire syntax purely through subconscious exposure without ever needing explicit feedback on structural deviations.III. Connectionist and emergentist theories of language learning posit that grammatical structures are not innate rules stored in a mental module, but rather emergent patterns resulting from cognitive mechanisms processing massive distributional frequencies in linguistic input.IV. According to Michael Long's interaction hypothesis, negotiation for meaning during conversational breakdowns facilitates language acquisition by drawing learners' attention to L2 forms incidentally, linking input, internal learner capacities, and output.Identify the option that correctly evaluates the pedagogical and psycholinguistic validity of propositions I, II, III, and IV.
→
Analyze the advanced syntactic function, morphological derivation, and categorical classification of the italicized and underlined words in the following complex sentence:"The meticulous auditor examined the financial records very thoroughly, discovering several anomalies that the management had attempted to conceal."Identify the option that correctly designates the parts of speech for: (1) financial, (2) thoroughly, (3) anomalies, and (4) conceal in their respective contexts.
→
In the context of modern English language teaching pedagogy, the selection, design, and implementation of Teaching Learning Materials (TLMs), textbook evaluation, and remedial teaching require a rigorous synthesis of cognitive theory and diagnostic principles. Consider the following advanced propositions:I. Textbook adaptation frameworks (such as those outlined by McDonough, Shaw, and Tomlinson) emphasize that commercial textbooks should be treated as flexible resource banks—permitting localization, supplementation, and omission—rather than unalterable scripts.II. Remedial teaching is conceptually synonymous with repetitive drill-and-practice of the regular classroom syllabus, operating on the premise that low-achieving students merely need mechanical exposure without prior diagnostic isolation of underlying cognitive gaps.III. Instructional design principles dictate that authentic materials and graded readers employed as TLMs must be mediated through appropriate pedagogical scaffolding to bridge the chasm between native text complexity and learner interlanguage proficiency.IV. Diagnostic testing in remedial programs is fundamentally distinct from summative achievement testing; its primary pedagogical objective is to pinpoint specific learning difficulties, persistent error taxonomies, and conceptual misconceptions to formulate targeted corrective interventions.Identify the option that correctly evaluates the pedagogical validity of propositions I, II, III, and IV according to modern language education and applied pedagogy.
→
निम्नलिखित वाक्य में प्रयुक्त 'Phrasal Verb' का सही अर्थ क्या है? वाक्य: 'The negotiations broke down due to a lack of consensus between the two parties.'
Log in
to add to quiz, bookmark, or report issues.