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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. Computer Assisted Language Learning - ex: The Rosetta Stone - refers to the application of computers in teaching and learning languages. (pg 408 - ch 12)






2. Target Language






3. Teachers of English to Speakers of Other Languages






4. American Association of Teachers of German






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






6. Audio-lingual method; teaching oral skills by means of stimuls-response learning; repetition - dialogue memorization - and manipulation of grammatical pattern drills.






7. 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






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






9. 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.






10. '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






11. 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)






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






13. 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






14. 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






15. '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






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






17. 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)






18. 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






19. The simulated oral proficiency interview is a performance-based - tape-mediated speaking test.






20. Teaching all subjects in TL so that TL not only becomes the object of instruction but the vehicle of instruction as well






21. 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






22. 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






23. '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






24. 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






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






26. 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






27. '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)






28. 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






29. 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






30. 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






31. Foreign Language in Elementary School






32. 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.






33. 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






34. Oral Proficiency Interview offered by ACTFL






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






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






37. (p.21) characterized as 'exchanges between learners and their interlocutors as they attempt to resolve communication breakdown and to work toward mutual comprehension.'






38. 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






39. 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.






40. Second Language Acquisition






41. '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






42. 'visuals that display words or concepts in categories to illustrate how they relate to one another.' (p. 129)






43. 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.






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






45. (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






46. 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






47. 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






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






49. 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






50. Foreign lanuguage teaching forum which offers discussion boards and internet resources for foreign language teachers