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Praxis II Tesol

Subjects : praxis, teaching
Instructions:
  • Answer 39 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. Surface features to two languages (top of two separated icebergs)...concepts are transferable from L1 to L2...CUP

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2. Memorization & recall of patterns...patterned drills & dialouge to develop grammatical structures & vocabulary in a sequence






3. Learning L2 to intergrate with culture...for immigration or marriage...Japanese - American parents send kids to Japanese language school






4. First aquire fluency in L1...goal is to transition into English only classroom asap...3 years of lessons in L1 while learning L2...many skills transfer to the L2 later






5. Native & non - native work together...all students learning through two languages being translated back to back...students assume leadership roles - grade level instruction in both languages...strive for bilingualism & biliteracy






6. Several months to 1 year...participates in small group activities...short phrases...some L1...grammar errors...TEACHERS: ask open ended questions...performance based assessments






7. Learning is based on stimulus repsonse...Pavlov and Skinner were notable behaviorist






8. Student respond physically to lessons...Simon Says






9. L2 is learned by memorizing rules and patterns...isolated from meaningful context






10. Student centered...communication based...not in a sequence...must provide context for authentic communication






11. Learning L2 to achieve goals...for a career...corporation sends Japanese businessman to US for language training






12. Think of a car window...down: info passes through and students learn...up: high level of anxiety - blocks info from reaching learner






13. Born with capacity for language (aka universal grammar)...part of brain call the LAD (Language Aquistion Device)






14. 3-5 years...struggles with abstract - cognitively demanding subjects - especially with literacy...few grammatical errors...TEACHERS: provide comprehensible & interactive activities...teach thinking & study skills






15. Associate with Greek & Latin...focused on grammatical rules - syntactic structures - rote memorization...time spent talking ABOUT language - but no time talking IN the language






16. 4 quadrants of cognitive and lingusitc demands...TEACHERS: have cognitively demanding tasks that are context embedded






17. Sheltered Instruction Observation Protocol...rubric to make content material comprehensible...preperation - building background - comprehensible input - learning strategies - interation - practice & application - lesson delivery - review & assessment






18. 1 to 3 months...non verbal responses...activiely listens...responds to commands...reluctant to speak...TEACHERS: use gestures - realia - pictures...do not force students to speak






19. Cognitive Academic Language Learning Approach...scaffolding - critical thinking & learning strategies guide learning...gradual release of responsibilities






20. Fear of language learning stops rapid acquisition...create a relaxing environement to enhance acquisition...students see text in L1 then L2...use conversation - retelling - role playing...downfall was budget cuts






21. Aka Krashen's Natural Approach...language develops naturally in stages...comprehension preceeds production...communicative goals guide instruction...interactive activities lower affective filter






22. Span between with help & without help...Vygotsky's theory...instructional level is just beyond independent ability - but not unattainable (i + 1)






23. Focus on natural communication...speech will emerge...goal is the learn BICS for everyday situations

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24. Part of day in L1 other part in L2...students are able to keep up with grade level work while learning English






25. Teacher is silent...students describe what they observe in L2...L1 not used...students develop their own critieria for language acquisition






26. Learner centered...learning functions (memory & cognition)...explicit teaching of learning stategies in communivative ways






27. Cognitive Academic Language Proficiency...proficiency in the context reduced academic language...7 or more years to become proficient






28. Preproduction...Early Production...Speech Emergent...Intermediate Fluency...Advanced Fluency






29. Aka stablization...plateaus with L2...so accustomed to an error that he does not hear the correct use even though he is relatively fluent






30. Basic Interpersonal Communcation Skills...social & conversational language...2-3 years to understand social language...'recess talk'






31. Most of day in mainstream...team teaching & team planning...ESL instruction is integrated into the content areas using listening - speaking - reading - writing - study skills - content vocabulary & cultural orientation






32. Meaning from experiences...born with ability to acquire language comprehension...enviromental interactions






33. Students choose what they want to learn...collaborate with each other...teacher is conselor...L1 is encouraged...similar to Natural Approach






34. Traditional order is reversed...writing taught first...students develop quicker because it is a private activity so the affective filter is low






35. 1-2 word answers....mostly present tense verbs....TEACHERS: ask short answer questions...yes/no...either/or






36. 5-7 yearss...developed content area vocabulary...participates in grade level activities with minimal support...TEACHERS: continue to support students as necessary






37. Traditional view at the contextual level...Listening - Speaking - Reading - Writing






38. Learn best by listening in large quantities...connecting words and prases to actions and objects...L1 translation not allowed






39. Most expensive - least effective...common in elementary schools...students pulled out for a portion of the day to recieve instruction in ESL