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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. 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
communities
interlanguage
CBI
implicit grammar instruction
2. ACTFL Writing Proficiency Test measures how well you write in a language as well as
process writing
OPIc
IRE
WPT
3. 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
interpretive
output hypothesis
task-based instruction
natural approach
4. Understand and interpret variety of topics in spoken and written TL
interpretive
heritage language learner
co-construction
proficiency
5. Focus on translation of written text - learn grammar rules and memorization of bilingual vocab list (e.g. Latin
AATF
grammar translation method
closure
implicit grammar instruction
6. '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
FLES
TELL
NECTFL
portfolio assessment
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
negotiation of meaning
IRE
cultures
SFLL
8. 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
ALM
TPT
implicit grammar instruction
9. 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
co-construction
pre-listening
bottom-up approach
10. Teaching all subjects in TL so that TL not only becomes the object of instruction but the vehicle of instruction as well
immersion
accuracy
AATSP
guided participation
11. Offered by ACTFL: test of oral proficiency that can be delivered electronically and on demand.
CALL
process writing
guided participation
OPIc
12. 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
explicit grammar instruction
presentational
contextualizing instruction
IRF
13. Teaching Proficiency through Reading and Storytelling (?Google)
implicit grammar instruction
TL
TPRS
interpretive
14. American Association of Teachers or Spanish and Portuguese
AATSP
interlanguage
PACE
communities
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
natural order hypothesis
guided participation
TELL
TPR
16. '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
attention
proficiency
authentic materials
PDE-SAS
17. American Association of Teachers of French
5 C's
IRE
AATF
communities
18. American Council on Teaching of Foreign Languages
information gap activities
ACTFL
semantic mapping
explicit grammar instruction
19. Audio-lingual method; teaching oral skills by means of stimuls-response learning; repetition - dialogue memorization - and manipulation of grammatical pattern drills.
ALM
TL
PDE-SAS
TESOL
20. PA State Modern Language Association
communities
PSMLA
negotiation of meaning
pre-listening
21. 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
backward design
interlanguage
5 C's
communication
22. 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
SLA
TESOL
SOPI
23. 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
PSMLA
CBI
authentic materials
AATSP
24. Foreign lanuguage teaching forum which offers discussion boards and internet resources for foreign language teachers
backward design
cultures
TL
FLTEACH
25. 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
summative assessment
attention
ZPD
immersion
26. Direct instruction of grammar focusing on form and accuracy but has been shown not to be effective on accuracy of written product
AATF
connections
authentic materials
explicit grammar instruction
27. Communication - comparisons - communities - connections - cultures-->National 'Standards of Foreign Language Learning' -->SFLL developed by ACTFL
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28. Beginning part of a lesson where teacher must engage the students with interesting topic - essential question and activating vocabulary.
explicit grammar instruction
information gap activities
setting the stage
TPR
29. '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
process writing
authentic materials
formative assessment
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
CALL
TL
explicit grammar instruction
natural order hypothesis
31. (Process oriented approach Pg. 301-302) the steps involved in writing a text [...] organized around 3 components: Planning - Translating - Reviewing
process writing
graphic organizers
ZPD
SFLL
32. '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
top-down approach
setting the stage
authentic materials
5 C's
33. 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
WPT
accuracy
presentation
heritage language learner
34. 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
TL
closure
pre-reading
backward design
35. 'visuals that display words or concepts in categories to illustrate how they relate to one another.' (p. 129)
presentation
graphic organizers
summative assessment
Venn diagram
36. Foreign Language in Elementary School
comparisons
communicative competency
formative assessment
FLES
37. North East Conference for Teaching Foreign Language
direct method
comparisons
NECTFL
PSMLA
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)
natural approach
heritage language learner
top-down approach
natural order hypothesis
39. '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
heritage language learner
jigsaw activity
guided participation
SLA
40. American Association of Teachers of German
AATG
presentation
bottom-up approach
accuracy
41. (p.21) characterized as 'exchanges between learners and their interlocutors as they attempt to resolve communication breakdown and to work toward mutual comprehension.'
guided participation
presentational
input hypothesis
negotiation of meaning
42. 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.
ACTFL
backward design
AATF
communicative competency
43. Converse - provide/obtain info - exchange opinions - two-way communication - express feelings and emotions
ACTFL
interpersonal
communication
output hypothesis
44. 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
affective filters
PSMLA
communication
communities
45. 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
interaction hypothesis
comparisons
affective filters
episode hypothesis
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.
scaffolding
information gap activities
interaction hypothesis
presentation
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
closure
SLA
comparisons
CALL
48. 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
direct method
interaction hypothesis
formative assessment
IRE
49. Second Language Acquisition
FLEX
connections
immersion
SLA
50. Traditional FORL teaching. Students analyze and learn grammar and vocab and later practice using them in communication. 'Skill getting'before
OPIc
bottom-up approach
direct method
episode hypothesis