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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. Content Based Instruction - the merging of language instruction and content. Uses content - learning objectives - and activities from school curriculum as the vehicle for teaching language skills - has been shown to enhance motivation - self-confiden
CBI
formative assessment
ZPD
heritage language learner
2. American Association of Teachers of German
interlanguage
WPT
AATG
jigsaw activity
3. '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
information gap activities
communication
interpersonal
heritage language learner
4. '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)
bottom-up approach
natural order hypothesis
direct method
semantic mapping
5. Teaching Proficiency through Reading and Storytelling (?Google)
TPRS
contextualizing instruction
immersion
FLEX
6. 'visuals that display words or concepts in categories to illustrate how they relate to one another.' (p. 129)
proficiency
graphic organizers
OPI
comparisons
7. Focus on translation of written text - learn grammar rules and memorization of bilingual vocab list (e.g. Latin
CALL
ZPD
jigsaw activity
grammar translation method
8. Foreign Language in Elementary School
IRF
negotiation of meaning
SOPI
FLES
9. 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
AATG
FLEX
TELL
scaffolding
10. American Association of Teachers of French
grammar translation method
process writing
top-down approach
AATF
11. 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
NECTFL
IRF
ZPD
task-based instruction
12. 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
presentational
FLTEACH
5 C's
natural approach
13. LINK with other disciplines and ACQUIRE info: 3.1 reinforce knowledge in other academic areas through the TL: 3.2
pre-listening
PDE-SAS
natural approach
connections
14. 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)
negotiation of meaning
input hypothesis
differentiated instruction
SOPI
15. Technology Enhanced Learning - refers to all uses of technology in language education
TELL
pre-listening
implicit grammar instruction
CALL
16. Present info - concepts - ideas on variety of topics to an audience of listeners or readers
ZPD
communities
presentational
presentation
17. 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
top-down approach
pre-reading
negotiation of meaning
TESOL
18. (p.21) characterized as 'exchanges between learners and their interlocutors as they attempt to resolve communication breakdown and to work toward mutual comprehension.'
negotiation of meaning
episode hypothesis
CBI
TPR
19. Offered by ACTFL: test of oral proficiency that can be delivered electronically and on demand.
OPIc
heritage language learner
interpretive
grammar translation method
20. '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)
summative assessment
AATSP
ACTFL
OPIc
21. ACTFL Writing Proficiency Test measures how well you write in a language as well as
negotiation of meaning
proficiency
WPT
formative assessment
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
IRF
jigsaw activity
contextualizing instruction
AATG
23. 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
interpretive
communities
direct method
output hypothesis
24. PA State Modern Language Association
communities
PSMLA
authentic materials
TL
25. Foreign lanuguage teaching forum which offers discussion boards and internet resources for foreign language teachers
AATSP
direct method
FLTEACH
OPIc
26. Pennsylvania Department of Education-Standards Aligned System-includes proposed standards for world languages (not yet promulgated)
implicit grammar instruction
SLA
scaffolding
PDE-SAS
27. Teachers of English to Speakers of Other Languages
TESOL
ALM
top-down approach
pre-listening
28. 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
affective filters
TESOL
ZPD
communities
29. 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
accuracy
presentation
pre-listening
WPT
30. 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
semantic mapping
episode hypothesis
natural approach
31. 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
proficiency
PACE
communication
backward design
32. 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
authentic materials
presentational
jigsaw activity
interlanguage
33. (Process oriented approach Pg. 301-302) the steps involved in writing a text [...] organized around 3 components: Planning - Translating - Reviewing
comparisons
top-down approach
scaffolding
process writing
34. The simulated oral proficiency interview is a performance-based - tape-mediated speaking test.
SOPI
episode hypothesis
cultures
heritage language learner
35. 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
natural approach
explicit grammar instruction
episode hypothesis
top-down approach
36. 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
PSMLA
interaction hypothesis
negotiation of meaning
direct method
37. (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
TELL
direct method
FLES
information gap activities
38. Total participation techniques
closure
graphic organizers
AATSP
TPT
39. '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
OPIc
CALL
setting the stage
portfolio assessment
40. 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).
FLEX
TESOL
task-based instruction
scaffolding
41. 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
TPR
differentiated instruction
grammar translation method
42. 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
natural approach
co-construction
episode hypothesis
IRF
43. 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
setting the stage
contextualizing instruction
summative assessment
TPT
44. Target Language
pre-listening
TL
attention
OPI
45. Second Language Acquisition
authentic materials
IRE
SLA
portfolio assessment
46. Direct instruction of grammar focusing on form and accuracy but has been shown not to be effective on accuracy of written product
explicit grammar instruction
input hypothesis
bottom-up approach
portfolio assessment
47. Deciding standards to be addressed - enduring understandings - and ultimate goals of lesson prior to constructing the lesson.
AATG
implicit grammar instruction
backward design
explicit grammar instruction
48. Converse - provide/obtain info - exchange opinions - two-way communication - express feelings and emotions
pre-listening
cultures
interpersonal
SFLL
49. Total physical response - approach based on 'the way in which children acquire vocab naturally in native language.
SFLL
TPR
differentiated instruction
contextualizing instruction
50. 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)
affective filters
negotiation of meaning
interlanguage
TPR