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






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






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






4. Surface features to two languages (top of two separated icebergs)...concepts are transferable from L1 to L2...CUP


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






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






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






8. 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






9. 5-7 yearss...developed content area vocabulary...participates in grade level activities with minimal support...TEACHERS: continue to support students as necessary






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






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






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






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






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






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






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






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






18. 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






19. 4 quadrants of cognitive and lingusitc demands...TEACHERS: have cognitively demanding tasks that are context embedded






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






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






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






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






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






25. 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






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






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






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






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






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


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






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






33. 3-5 years...struggles with abstract - cognitively demanding subjects - especially with literacy...few grammatical errors...TEACHERS: provide comprehensible & interactive activities...teach thinking & study skills






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






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






36. 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






37. 1-2 word answers....mostly present tense verbs....TEACHERS: ask short answer questions...yes/no...either/or






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






39. 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