Test your basic knowledge |

Language Teaching Methods - 2

Subject : teaching
Instructions:
  • Answer 47 questions in 15 minutes.
  • If you are not ready to take this test, you can study here.
  • Match each statement with the correct term.
  • Don't refresh. All questions and answers are randomly picked and ordered every time you load a test.

This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.
1. The effect and importance of the consequences of communicative speech acts






2. In nonverbal communication - factors external to a person - such as clothing and ornamentation - and their effect on communication






3. Criteria for analyzing why speakers are sometimes ineffective in conversations


4. An elicitation of a reformulation from a student (different unit maybe?)






5. A set of language variants commonly identified by certain phonological features - vocabulary - idioms - and/or other expressions that are associated with an occupational or socioeconomic group






6. Nonverbal feature involving what one looks at how one looks at another person in face-to-face communication






7. The intended meaning of the utterance or text within its context






8. Naturally occurring discourses - usually written - across different languages and cultures






9. Pertaining to one's sense of smell






10. A language course that attends primarily to functions as organizing elements of a foreign language curriculum






11. Body language - gesture - eye contact - and other physical features of nonverbal communication






12. Language forms and functions that are embedded in a set of schemata within which the learner can operate - as in meaningful conversations - real-life tasks - and extensive reading (see BICS)






13. The ability to use rules and systems that dictate what we can do with the forms of language






14. Use of language in the world beyond the classroom






15. Correction by the learner of an ill-formed utterance - either self-initiated or in response to feedback






16. The bits and pieces of language - such as morphemes - words - grammar rules - discourse rules - and other organizational elements of language






17. A unified but broadly based theoretical position about the nature of language and of language learning and teaching that forms the basis fo methodology in the language classroom






18. Proposing a topic for discussion in a conversation






19. In nonverbal communication - conventions for acceptable physical distance between persons






20. The ability to use or apply sociocultural rules of discourse in a language






21. Maintaining a topic in a conversation






22. (of a topic) changing the subject in a conversation






23. An aspect of communicative competence that encompasses knowledge of lexical items and of rules of morphology - syntax - sentence-level grammar - semantics - and phonology






24. The meaningful - interactive purposes within a social (pragmatic) context - that we accomplish with the bits and pieces of language






25. A language course that attends primarily to forms (grammar - phonology - lexicon) as organizing elements of a foreign language curriculum






26. In a conversation - conventions in which participants allow aappropriate opportunities for others to talk or take the floor






27. The interface between pragmatics and social organization






28. The ability to send and receive intended meanings






29. Breaking in and taking the floor






30. The ability to connect sentences in stretches of discourse and to form a meaningful whole out of a series of utterances






31. (of a topic) in a conversation - steering others away from an unwanted topic






32. An approach to language teaching methodology that emphasizes authenticity - interaction - student-centered learning - task-based activities - and communication for real-world - meaningful purposes






33. Activities or techniques that occur in the classroom






34. An approach to language teaching that focuses on tasks






35. The intersection of pragmatics and linguistic forms






36. The dimension of proficiency in which a learner manipulates or reflects on the surface features of language in academic contexts - such as test-taking - writing - analyzing - and reading academic texts






37. The cluster of abilities that enable humans to convey and interpret messages and to negotiate meanings interpresonally within specific contexts






38. The communicative capacity that all humans acquire in order to be able to function in daily interpresonal exchanges






39. An approach to linguistic research that relies on computer analyses of a collection of texts-written - transcribed speech - or both-stored in electronic form and analyzed with the help of computer programs






40. The examination of the relationship between forms and functions of language beyond the sentence level






41. (according to Canale & Swain) the ability to use strategies to compensate for imperfect knowledge of rules or performance limitations






42. The ability to produce and comprehend functional and sociolinguistic aspects of language






43. A classroom activity in which meaning is primary






44. Securing the attention fo one's audience in a conversation






45. Communicative behaviors used systematically to accomplish particular purposes






46. Language forms and functions that lck a set of embedded schemata within which the learner can operate - as in traditional test items - isolated reading excerpts - and repetition drills (see CALP)






47. In nonverbal communication - conventions for how to touch others and where to touch them