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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. Target Language
SLA
TL
jigsaw activity
NECTFL
2. 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
natural order hypothesis
comparisons
natural approach
attention
3. 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.
information gap activities
presentation
WPT
accuracy
4. '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
interpretive
portfolio assessment
proficiency
presentation
5. '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
TL
immersion
ZPD
6. 'visuals that display words or concepts in categories to illustrate how they relate to one another.' (p. 129)
comparisons
ZPD
graphic organizers
immersion
7. 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
interlanguage
authentic materials
co-construction
AATG
8. Audio-lingual method; teaching oral skills by means of stimuls-response learning; repetition - dialogue memorization - and manipulation of grammatical pattern drills.
FLEX
bottom-up approach
ALM
FLTEACH
9. American Council on Teaching of Foreign Languages
ACTFL
NECTFL
process writing
AATG
10. Technology Enhanced Learning - refers to all uses of technology in language education
implicit grammar instruction
5 C's
top-down approach
TELL
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
IRE
contextualizing instruction
SOPI
task-based instruction
12. ACTFL Writing Proficiency Test measures how well you write in a language as well as
immersion
WPT
scaffolding
semantic mapping
13. Focus on translation of written text - learn grammar rules and memorization of bilingual vocab list (e.g. Latin
interaction hypothesis
Venn diagram
TPRS
grammar translation method
14. Teachers of English to Speakers of Other Languages
SFLL
TESOL
backward design
semantic mapping
15. 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
attention
5 C's
interpersonal
OPI
16. (p. 183) involves beginning with the whole - the big picture and purpose - and the idea in L2 - e.g. poem. Then allow the student to experience it - then comprehend it then interact with others - and then focus on specific linguistic ideas like vocab
AATSP
FLES
top-down approach
negotiation of meaning
17. '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
bottom-up approach
portfolio assessment
TESOL
IRE
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
NECTFL
heritage language learner
IRF
IRE
19. 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
comparisons
cultures
Venn diagram
TPT
20. 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
implicit grammar instruction
output hypothesis
differentiated instruction
pre-reading
21. Foreign Language in Elementary School
contextualizing instruction
FLES
explicit grammar instruction
top-down approach
22. 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
PSMLA
TESOL
NECTFL
formative assessment
23. 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
AATG
interaction hypothesis
FLEX
portfolio assessment
24. '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)
IRE
information gap activities
bottom-up approach
natural order hypothesis
25. 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
WPT
backward design
contextualizing instruction
TPT
26. Total participation techniques
contextualizing instruction
affective filters
AATSP
TPT
27. American Association of Teachers of French
formative assessment
connections
communication
AATF
28. 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
IRF
presentation
explicit grammar instruction
29. Foreign lanuguage teaching forum which offers discussion boards and internet resources for foreign language teachers
FLTEACH
summative assessment
grammar translation method
process writing
30. LINK with other disciplines and ACQUIRE info: 3.1 reinforce knowledge in other academic areas through the TL: 3.2
authentic materials
portfolio assessment
top-down approach
connections
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
jigsaw activity
closure
bottom-up approach
direct method
32. 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
communicative competency
connections
contextualizing instruction
33. 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
natural order hypothesis
information gap activities
TESOL
34. 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
communities
natural approach
co-construction
communicative competency
35. Understand and interpret variety of topics in spoken and written TL
interpretive
negotiation of meaning
TPR
SLA
36. 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
FLEX
jigsaw activity
AATG
heritage language learner
37. 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
IRE
episode hypothesis
grammar translation method
38. American Association of Teachers of German
bottom-up approach
communicative competency
AATG
PDE-SAS
39. 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
FLES
TL
TESOL
40. The simulated oral proficiency interview is a performance-based - tape-mediated speaking test.
TPT
contextualizing instruction
TL
SOPI
41. 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)
attention
scaffolding
differentiated instruction
guided participation
42. COMMUNICATE in other language besides English/native language: converse (interpersonal) - understand spoken and written (interpretive) - present spoken or written info (presentational)
process writing
immersion
ZPD
communication
43. Beginning part of a lesson where teacher must engage the students with interesting topic - essential question and activating vocabulary.
ZPD
setting the stage
connections
IRE
44. 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
FLTEACH
semantic mapping
jigsaw activity
45. Total physical response - approach based on 'the way in which children acquire vocab naturally in native language.
input hypothesis
negotiation of meaning
NECTFL
TPR
46. Offered by ACTFL: test of oral proficiency that can be delivered electronically and on demand.
interlanguage
differentiated instruction
TL
OPIc
47. Teaching Proficiency through Reading and Storytelling (?Google)
TPRS
affective filters
bottom-up approach
guided participation
48. Traditional FORL teaching. Students analyze and learn grammar and vocab and later practice using them in communication. 'Skill getting'before
communication
differentiated instruction
bottom-up approach
PDE-SAS
49. Teaching all subjects in TL so that TL not only becomes the object of instruction but the vehicle of instruction as well
co-construction
communities
immersion
authentic materials
50. 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
FLEX
cultures
co-construction