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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. ACTFL Writing Proficiency Test measures how well you write in a language as well as
SOPI
WPT
attention
ZPD
2. 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
jigsaw activity
interpretive
FLTEACH
IRE
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
pre-reading
heritage language learner
episode hypothesis
backward design
4. Foreign Language in Elementary School
semantic mapping
process writing
FLES
TELL
5. American Council on Teaching of Foreign Languages
SFLL
semantic mapping
connections
ACTFL
6. 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
affective filters
co-construction
backward design
7. 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
communities
interlanguage
cultures
PDE-SAS
8. 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
task-based instruction
FLES
5 C's
TL
9. 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
output hypothesis
SFLL
OPI
TPT
10. 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)
differentiated instruction
OPIc
presentation
process writing
11. 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
setting the stage
presentation
guided participation
pre-reading
12. '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
authentic materials
presentation
scaffolding
ZPD
13. Focus on translation of written text - learn grammar rules and memorization of bilingual vocab list (e.g. Latin
bottom-up approach
grammar translation method
comparisons
authentic materials
14. 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.
communities
direct method
information gap activities
AATG
15. 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
information gap activities
PDE-SAS
pre-reading
contextualizing instruction
16. American Association of Teachers or Spanish and Portuguese
FLES
AATSP
FLEX
TPRS
17. Pennsylvania Department of Education-Standards Aligned System-includes proposed standards for world languages (not yet promulgated)
TESOL
episode hypothesis
PDE-SAS
immersion
18. 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
pre-listening
IRF
contextualizing instruction
output hypothesis
19. 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
ACTFL
differentiated instruction
direct method
20. 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
contextualizing instruction
input hypothesis
jigsaw activity
task-based instruction
21. LINK with other disciplines and ACQUIRE info: 3.1 reinforce knowledge in other academic areas through the TL: 3.2
CBI
TELL
connections
explicit grammar instruction
22. North East Conference for Teaching Foreign Language
formative assessment
NECTFL
backward design
communicative competency
23. 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
ZPD
communication
TL
CALL
24. Communication - comparisons - communities - connections - cultures-->National 'Standards of Foreign Language Learning' -->SFLL developed by ACTFL
25. 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
CALL
top-down approach
pre-reading
26. (p.21) characterized as 'exchanges between learners and their interlocutors as they attempt to resolve communication breakdown and to work toward mutual comprehension.'
jigsaw activity
TL
TPT
negotiation of meaning
27. (Process oriented approach Pg. 301-302) the steps involved in writing a text [...] organized around 3 components: Planning - Translating - Reviewing
PACE
TPRS
semantic mapping
process writing
28. PA State Modern Language Association
immersion
PSMLA
connections
episode hypothesis
29. Standards for Foreign Language Learning-national standards: 5c's developed by ACTFL - AATF - AATG - AATSP
SFLL
5 C's
PDE-SAS
authentic materials
30. 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.
communicative competency
PACE
interaction hypothesis
SLA
31. (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
PACE
authentic materials
pre-reading
direct method
32. Audio-lingual method; teaching oral skills by means of stimuls-response learning; repetition - dialogue memorization - and manipulation of grammatical pattern drills.
co-construction
communities
OPI
ALM
33. '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
TESOL
proficiency
top-down approach
34. 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.
explicit grammar instruction
FLEX
presentation
PSMLA
35. 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
presentational
bottom-up approach
attention
information gap activities
36. 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
TPR
SOPI
backward design
IRE
37. 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
Venn diagram
negotiation of meaning
TESOL
communicative competency
38. '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)
grammar translation method
natural order hypothesis
ACTFL
closure
39. Teaching Proficiency through Reading and Storytelling (?Google)
contextualizing instruction
TPRS
TELL
NECTFL
40. Traditional FORL teaching. Students analyze and learn grammar and vocab and later practice using them in communication. 'Skill getting'before
FLEX
bottom-up approach
immersion
input hypothesis
41. 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
AATF
CBI
episode hypothesis
connections
42. 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).
interpretive
accuracy
AATF
FLEX
43. 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
pre-reading
episode hypothesis
ALM
5 C's
44. Second Language Acquisition
bottom-up approach
SOPI
SLA
connections
45. Target Language
implicit grammar instruction
communication
TL
episode hypothesis
46. COMMUNICATE in other language besides English/native language: converse (interpersonal) - understand spoken and written (interpretive) - present spoken or written info (presentational)
input hypothesis
communication
NECTFL
interlanguage
47. 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
immersion
process writing
comparisons
output hypothesis
48. Computer Assisted Language Learning - ex: The Rosetta Stone - refers to the application of computers in teaching and learning languages. (pg 408 - ch 12)
TESOL
grammar translation method
CALL
PDE-SAS
49. Present info - concepts - ideas on variety of topics to an audience of listeners or readers
presentational
OPI
immersion
communities
50. 'visuals that display words or concepts in categories to illustrate how they relate to one another.' (p. 129)
backward design
grammar translation method
graphic organizers
summative assessment