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Test your basic knowledge |
Teaching Methods Foreign Language
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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. 'visuals that display words or concepts in categories to illustrate how they relate to one another.' (p. 129)
graphic organizers
pre-reading
IRF
communities
2. 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
5 C's
proficiency
guided participation
input hypothesis
3. Process by which expert moves novice to the point where he can perform a skill on his own. 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
SFLL
contextualizing instruction
output hypothesis
scaffolding
4. 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.
presentational
ZPD
presentation
TPT
5. 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
explicit grammar instruction
natural approach
FLES
CALL
6. 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.
task-based instruction
natural order hypothesis
AATG
closure
7. Standards for Foreign Language Learning-national standards: 5c's developed by ACTFL - AATF - AATG - AATSP
closure
summative assessment
SFLL
pre-listening
8. Deciding standards to be addressed - enduring understandings - and ultimate goals of lesson prior to constructing the lesson.
episode hypothesis
task-based instruction
backward design
CALL
9. Audio-lingual method; teaching oral skills by means of stimuls-response learning; repetition - dialogue memorization - and manipulation of grammatical pattern drills.
summative assessment
SLA
ALM
guided participation
10. Traditional FORL teaching. Students analyze and learn grammar and vocab and later practice using them in communication. 'Skill getting'before
episode hypothesis
grammar translation method
bottom-up approach
implicit grammar instruction
11. ACTFL Writing Proficiency Test measures how well you write in a language as well as
closure
comparisons
WPT
AATF
12. 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
bottom-up approach
guided participation
immersion
attention
13. 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
heritage language learner
implicit grammar instruction
cultures
explicit grammar instruction
14. Long's theory that speakers will change and modify their language use based on interactions with others. They will negotiate meaning and interact to resolve meaning by 1)simplifying the input (familiar vocab & structures 2)using linguistic and extral
interaction hypothesis
interlanguage
NECTFL
setting the stage
15. 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).
NECTFL
implicit grammar instruction
accuracy
FLEX
16. '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
input hypothesis
PSMLA
communication
portfolio assessment
17. Technology Enhanced Learning - refers to all uses of technology in language education
communicative competency
bottom-up approach
TELL
FLES
18. (p.21) characterized as 'exchanges between learners and their interlocutors as they attempt to resolve communication breakdown and to work toward mutual comprehension.'
IRF
heritage language learner
AATG
negotiation of meaning
19. American Association of Teachers of French
TELL
accuracy
NECTFL
AATF
20. Total participation techniques
information gap activities
communication
TPT
guided participation
21. American Association of Teachers or Spanish and Portuguese
co-construction
ACTFL
TPT
AATSP
22. Total physical response - approach based on 'the way in which children acquire vocab naturally in native language.
process writing
immersion
TPR
PDE-SAS
23. Foreign Language in Elementary School
explicit grammar instruction
SOPI
FLES
explicit grammar instruction
24. LINK with other disciplines and ACQUIRE info: 3.1 reinforce knowledge in other academic areas through the TL: 3.2
TPR
SFLL
connections
contextualizing instruction
25. 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
cultures
affective filters
communities
natural approach
26. 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
episode hypothesis
pre-reading
NECTFL
accuracy
27. Present info - concepts - ideas on variety of topics to an audience of listeners or readers
affective filters
SFLL
jigsaw activity
presentational
28. Converse - provide/obtain info - exchange opinions - two-way communication - express feelings and emotions
interpersonal
proficiency
ACTFL
immersion
29. (Process oriented approach Pg. 301-302) the steps involved in writing a text [...] organized around 3 components: Planning - Translating - Reviewing
process writing
TPT
communication
authentic materials
30. 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.
formative assessment
graphic organizers
information gap activities
interpretive
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
presentation
explicit grammar instruction
TPT
32. 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
interaction hypothesis
PSMLA
natural approach
contextualizing instruction
33. Second Language Acquisition
immersion
PDE-SAS
SLA
heritage language learner
34. Swain: 'learners need to speak the language to achieve higher levels of competence.' input is not enough. Speaking ' the language for communicating one's ideas - facilitates acquisition.' Helps learner discover gap in what to say and what they are ab
Venn diagram
FLEX
presentation
output hypothesis
35. 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
PACE
authentic materials
immersion
PDE-SAS
36. 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
natural approach
communication
NECTFL
interpretive
37. Beginning part of a lesson where teacher must engage the students with interesting topic - essential question and activating vocabulary.
TELL
setting the stage
interpersonal
proficiency
38. Computer Assisted Language Learning - ex: The Rosetta Stone - refers to the application of computers in teaching and learning languages. (pg 408 - ch 12)
TELL
AATG
PACE
CALL
39. (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
explicit grammar instruction
direct method
PDE-SAS
5 C's
40. American Association of Teachers of German
proficiency
FLEX
direct method
AATG
41. 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
PACE
heritage language learner
FLTEACH
pre-listening
42. Offered by ACTFL: test of oral proficiency that can be delivered electronically and on demand.
co-construction
OPIc
formative assessment
interpretive
43. 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
AATG
AATF
input hypothesis
interlanguage
44. 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)
top-down approach
differentiated instruction
CALL
scaffolding
45. 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
presentation
jigsaw activity
interpersonal
SFLL
46. Refers to grouping words of any number of parts of speech around a thematic topic - e.g. frog - pond - green - hopping - swim - slippery - etc.. this allows students to genterate content for presentational writing or speaking.
semantic mapping
ACTFL
accuracy
interpretive
47. 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
TESOL
OPI
input hypothesis
IRF
48. 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
natural order hypothesis
ACTFL
cultures
PSMLA
49. 'those written and oral communications/texts produced by members of a language and culture group for members of the same language and culture group'; authentic segments are prepared by and for native speakers of the target culture - and NOT for langu
TELL
direct method
authentic materials
CBI
50. Teaching all subjects in TL so that TL not only becomes the object of instruction but the vehicle of instruction as well
immersion
ACTFL
natural order hypothesis
SLA