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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. 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






2. Oral Proficiency Interview offered by ACTFL






3. (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






4. American Council on Teaching of Foreign Languages






5. American Association of Teachers of French






6. LINK with other disciplines and ACQUIRE info: 3.1 reinforce knowledge in other academic areas through the TL: 3.2






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






8. '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)






9. 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






10. 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






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






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






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






14. North East Conference for Teaching Foreign Language






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






16. 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.






17. Traditional FORL teaching. Students analyze and learn grammar and vocab and later practice using them in communication. 'Skill getting'before






18. 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






19. Total participation techniques






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






21. Teaching Proficiency through Reading and Storytelling (?Google)






22. 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






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






24. Present info - concepts - ideas on variety of topics to an audience of listeners or readers






25. 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






26. 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)






27. 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






28. Krashen building on Chomsky --> 'acquisition occurs only when learners receive an optimal quantity of COMPREHENSIBLE - interesting input - A LITTLE BEYOND THEIR CURRENT LEVEL OF COMPETENCE (i + 1= a little beyond learner's current level) and NOT gram






29. 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.






30. 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






31. Communication - comparisons - communities - connections - cultures-->National 'Standards of Foreign Language Learning' -->SFLL developed by ACTFL

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32. 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






33. Wrapping up loose ends at end of lesson - reducing ambiguity - students oriented towards closure want rules spelled out for them and like organization - a clear plan - and self-evaluating.






34. '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






35. 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






36. American Association of Teachers of German






37. 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






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






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






40. '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






41. 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.






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






43. Standards for Foreign Language Learning-national standards: 5c's developed by ACTFL - AATF - AATG - AATSP






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






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






46. 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






47. (Process oriented approach Pg. 301-302) the steps involved in writing a text [...] organized around 3 components: Planning - Translating - Reviewing






48. 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






49. '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)






50. 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