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Teaching Methods Foreign Language

Subject : teaching
Instructions:
  • Answer 50 questions in 15 minutes.
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  • Match each statement with the correct term.
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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. 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).






2. Text that has 1) motivation or affect-interesting - conflict - has purpose and 2) logical structure - will be more effective in connecting the reader or listener of the discourse or text to the TL-TEXT THAT IS LOGICALLY ORGANIZED AND HAS ELEMENTS FO






3. 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)






4. 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






5. Offered by ACTFL: test of oral proficiency that can be delivered electronically and on demand.






6. PA State Modern Language Association






7. Deciding standards to be addressed - enduring understandings - and ultimate goals of lesson prior to constructing the lesson.






8. 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






9. Second Language Acquisition






10. Understand and interpret variety of topics in spoken and written TL






11. '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)






12. 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






13. (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






14. Activities that prepare students for the comprehension/interpretation task Pg.199 Tasks aim to deal with all of these issues: to generate interest - build confidence and to facilitate comprehension; setting the context - generating interest - activat






15. L2 learning occurs in same way as L1: via authentic language input - real world context - comprehension before production - de-emphasis of grammar at the beginning stage; stresses the importance of authentic language input in real-world contexts - co






16. DEVELOP & DEMONSTRATE insight into nature of language and culture: 4.1 understanding of TL by compairing with own language 4.2 understanding of 'culture' by comparing TL and own culture






17. 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.






18. Technology Enhanced Learning - refers to all uses of technology in language education






19. 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






20. 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






21. Present info - concepts - ideas on variety of topics to an audience of listeners or readers






22. 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






23. 'collection of evidence used by teacher and learner to monitor the growth of the learner's knowledge of content - use of strategies and attitudes toward the accomplishment of goals in an organized systematic way.' Really is a way to assess student ov






24. LINK with other disciplines and ACQUIRE info: 3.1 reinforce knowledge in other academic areas through the TL: 3.2






25. 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






26. Krashen building on Chomsky --> 'acquisition occurs only when learners receive an optimal quantity of COMPREHENSIBLE - interesting input - A LITTLE BEYOND THEIR CURRENT LEVEL OF COMPETENCE (i + 1= a little beyond learner's current level) and NOT gram






27. (Process oriented approach Pg. 301-302) the steps involved in writing a text [...] organized around 3 components: Planning - Translating - Reviewing






28. Foreign Language in Elementary School






29. Teachers of English to Speakers of Other Languages






30. '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






31. 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






32. Pennsylvania Department of Education-Standards Aligned System-includes proposed standards for world languages (not yet promulgated)






33. Oral Proficiency Interview offered by ACTFL






34. Converse - provide/obtain info - exchange opinions - two-way communication - express feelings and emotions






35. 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






36. (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






37. Communication - comparisons - communities - connections - cultures-->National 'Standards of Foreign Language Learning' -->SFLL developed by ACTFL

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38. American Association of Teachers of French






39. ACTFL Writing Proficiency Test measures how well you write in a language as well as






40. PARTICIPATE in multilingual communities at home and in world: 5.1 use language in & outside school: 5.2 become life-long learners using TL for enjoyment and enrichment






41. 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






42. Information/task based gap activity where each member of 'group assumes responsibility for a given portion of the lesson.' They first work with members of a group on same task to become expert on that task or info and then join in a group of expert r






43. The proficiency framework assesses language ability in terms of four interrelated criteria: global tasks or functions - contexts/content areas - accuracy - and oral text type. The accuracy with which the tasks are performed: the grammar - vocabulary






44. 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






45. Total physical response - approach based on 'the way in which children acquire vocab naturally in native language.






46. Direct instruction of grammar focusing on form and accuracy but has been shown not to be effective on accuracy of written product






47. COMMUNICATE in other language besides English/native language: converse (interpersonal) - understand spoken and written (interpretive) - present spoken or written info (presentational)






48. Beginning part of a lesson where teacher must engage the students with interesting topic - essential question and activating vocabulary.






49. 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.






50. Use of cooperative learning through the students completing tasks where:1)meaning is primary;2)listeners are not just parroting but rather processing;3)activities are real world based;4)task completion is a priority; 5)assessed on outcome. Emphasis i