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Test your basic knowledge |
Teaching Methods Foreign Language
Start Test
Study First
Subject
:
teaching
Instructions:
Answer 50 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. Language acquisition must take place in an environment where learners are 'off the defensive' and the affective filter (anxiety) is low in order for the input to be noticed and reflected upon by the learner (p. 15)
SLA
affective filters
backward design
AATSP
2. Defined by Chomsky - ability to function in a communicative setting by using not only grammatical knowledge but also gestures and intonation - strategies for being understood - and risk-taking in attempting communication. MEANINGFUL context.
IRF
communicative competency
information gap activities
explicit grammar instruction
3. LINK with other disciplines and ACQUIRE info: 3.1 reinforce knowledge in other academic areas through the TL: 3.2
semantic mapping
TPR
presentational
connections
4. (Process oriented approach Pg. 301-302) the steps involved in writing a text [...] organized around 3 components: Planning - Translating - Reviewing
NECTFL
input hypothesis
process writing
Venn diagram
5. ACTFL Writing Proficiency Test measures how well you write in a language as well as
WPT
explicit grammar instruction
SFLL
input hypothesis
6. Foreign lanuguage teaching forum which offers discussion boards and internet resources for foreign language teachers
FLTEACH
formative assessment
proficiency
ALM
7. Traditional FORL teaching. Students analyze and learn grammar and vocab and later practice using them in communication. 'Skill getting'before
closure
bottom-up approach
differentiated instruction
ALM
8. The continually evolving second language learner's linguistic system which is created by 1)interference from 1st language 2) instruction - learning/teaching approach 3)overgeneralization of TL rules and using where not appropriate 4)learning strategi
TPT
pre-listening
interlanguage
bottom-up approach
9. GAIN & DEMONSTRATE 2.1 understanding of cultures and relationship between practices and perspectives of TL culture: 2.2 understanding relation between product and perspectives of TL culture
cultures
pre-listening
TPR
PSMLA
10. Standards for Foreign Language Learning-national standards: 5c's developed by ACTFL - AATF - AATG - AATSP
proficiency
differentiated instruction
guided participation
SFLL
11. Converse - provide/obtain info - exchange opinions - two-way communication - express feelings and emotions
ZPD
AATF
interpersonal
heritage language learner
12. Graphic organizer which illustrates contrasts and comparisons by using two intersecting circles. similarities are illustrated in the overlapping intersection area and all that remains on either side of this area serve as contrasts of a given theme or
ACTFL
connections
Venn diagram
information gap activities
13. The learners current point of performance plus the level at which he can potentially perform with the assistance of the expert is the ZPD. This potential level will become the independent performance level if the expert meets the student at his curre
CBI
task-based instruction
ZPD
closure
14. 'the ability to use language to perform global tasks or language function within a variety of contexts/content areas - with a given degree of accuracy - and by means of specific text types.' p. 247
interpersonal
TPRS
proficiency
immersion
15. The segment of a lesson where the teacher models the skill that the students will be asked to demonstrate. The students are given specific instructions which are modeled for them. They then perform an activity according to these specific steps - usin
guided participation
interpersonal
TESOL
portfolio assessment
16. The A of the PACE lesson; focuses learners' attention on some aspect of the language used during the Presentation phase. The attention phase takes place after the class has understood the story and is ready to move to a conversation about an importan
attention
TESOL
pre-reading
comparisons
17. Technology Enhanced Learning - refers to all uses of technology in language education
TELL
information gap activities
IRE
proficiency
18. (p. 183) involves beginning with the whole - the big picture and purpose - and the idea in L2 - e.g. poem. Then allow the student to experience it - then comprehend it then interact with others - and then focus on specific linguistic ideas like vocab
cultures
input hypothesis
presentational
top-down approach
19. Total participation techniques
jigsaw activity
TPT
semantic mapping
CBI
20. Phase of a PACE lesson. After focusing attention on the target form - teacher assists students in raising their awareness about the target grammatical structure and helps them to compare it w/their own language. Features guided participation as stude
negotiation of meaning
input hypothesis
TESOL
co-construction
21. 'occurs at the end of a course and is designed to determine what the learner can do with the language at that point' (p.402)
heritage language learner
summative assessment
SOPI
explicit grammar instruction
22. Communication - comparisons - communities - connections - cultures-->National 'Standards of Foreign Language Learning' -->SFLL developed by ACTFL
23. By providing grammar in context - in an implicit manner - teachers can expose students to substantial doses of grammar. The book recommends a dialogic co-construction approach to grammar instruction. Pg 219
OPI
implicit grammar instruction
FLES
comparisons
24. Involves teacher explanations of rules followed by related manipulative exercises intended to practice the new structures; seems to have little or no effect on the grammatical accuracy of the written product Pg. 306
formative assessment
connections
natural approach
explicit grammar instruction
25. Target Language
TL
TELL
OPIc
setting the stage
26. Second Language Acquisition
OPI
proficiency
SLA
backward design
27. Present - Attention - Co-construct - Extension: model for structuring contextualized grammar learning. In this model grammar is not directly taught but rather illustrated through the use of authentic discourse (text or speech) which is episodically p
TELL
PACE
CALL
setting the stage
28. (ch 2 - p 41) In reaction to Grammar-Translation method (of Classical languages -) emphasizing speaking through visuals - exclusive use of the target language - and inductive teaching (ie: students subconsciously 'pick up' grammar rules and guess mea
direct method
ALM
summative assessment
backward design
29. American Association of Teachers or Spanish and Portuguese
implicit grammar instruction
AATSP
AATF
accuracy
30. Varying teaching to accommodate different learning styles - levels - and multiple intelligences. Considers different students needs. Is cohesive with guiding principals - enduring understandings - and meaningful purpose throughout. (ch 10)
SFLL
TELL
immersion
differentiated instruction
31. Initiate - respond - evaluate: teacher asks a question - student responds - teacher evaluates - i.e. good/not correct/very gooooood--classroom discourse which limits students' involvement. doesn't allow student to use TL for interpersonal communicati
IRE
NECTFL
AATG
comparisons
32. Intitiate - respond - feedback; allows for interpersonal communication (S 1.1) - teacher initiates - student responds - teacher provides feedback and assisting questions which encourage learners to think and to provide follow-up response. More Socrat
negotiation of meaning
comparisons
PACE
IRF
33. Assessments that are administered throughout the year or the lesson and are integrated into the learning process-thus they 'serve to inform and change instructional practices.' Teacher can use FA to redirect lesson if students are not understanding a
OPI
PACE
formative assessment
PSMLA
34. American Council on Teaching of Foreign Languages
FLTEACH
CALL
TPRS
ACTFL
35. Wrapping up loose ends at end of lesson - reducing ambiguity - students oriented towards closure want rules spelled out for them and like organization - a clear plan - and self-evaluating.
TELL
closure
IRF
ALM
36. 'learners acquire the rules of a language in a predictable sequence - in a way that is independent of the order in which rules may have been taught.' SLLs experience similar stages in development. (p15)
AATF
semantic mapping
natural order hypothesis
FLEX
37. Foreign Language Exploratory or Experience are programs in the middle school designed to introduce learners to one or SEVERAL languages and cultures (chpt. 4 - pg. 114).
explicit grammar instruction
FLEX
SOPI
WPT
38. This is when you present the reading text. You need to motivate the students to read the text and give them a clear purpose for the first reading.
jigsaw activity
closure
communication
presentation
39. Understand and interpret variety of topics in spoken and written TL
interpretive
summative assessment
interaction hypothesis
pre-reading
40. North East Conference for Teaching Foreign Language
communication
differentiated instruction
NECTFL
natural order hypothesis
41. 'visuals that display words or concepts in categories to illustrate how they relate to one another.' (p. 129)
formative assessment
contextualizing instruction
graphic organizers
co-construction
42. Beginning part of a lesson where teacher must engage the students with interesting topic - essential question and activating vocabulary.
setting the stage
output hypothesis
authentic materials
communicative competency
43. COMMUNICATE in other language besides English/native language: converse (interpersonal) - understand spoken and written (interpretive) - present spoken or written info (presentational)
proficiency
communication
guided participation
information gap activities
44. Present info - concepts - ideas on variety of topics to an audience of listeners or readers
PACE
Venn diagram
presentational
contextualizing instruction
45. Attaching a real-world context - (ie: cultural) - that students must understand to communicate - providing opportunities in exercise to acquire new info (ex: from other disciplines.) - eliminating fictitious characters and personalizing exercise to s
comparisons
grammar translation method
cultures
contextualizing instruction
46. Task-based activities where one student has information that another student does NOT have but needs. students must interact 'with others by using TL as means to an end' in an effort to fill in the gaps of information necessary to complete the task.
guided participation
information gap activities
natural approach
ALM
47. Teachers of English to Speakers of Other Languages
TESOL
Venn diagram
task-based instruction
jigsaw activity
48. Audio-lingual method; teaching oral skills by means of stimuls-response learning; repetition - dialogue memorization - and manipulation of grammatical pattern drills.
grammar translation method
interaction hypothesis
TESOL
ALM
49. 'learned languages other than English at home and in the U.S. - as a result of their cultural or ethnic backgrounds; they speak and understand the HL (which refers to languages of immigrant - refugee - and indigenous groups as well as former colonial
SLA
top-down approach
graphic organizers
heritage language learner
50. American Association of Teachers of French
PSMLA
AATF
episode hypothesis
authentic materials