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Test your basic knowledge |
Teaching Methods Foreign Language
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Study First
Subject
:
teaching
Instructions:
Answer 50 questions in 15 minutes.
If you are not ready to take this test, you can
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.
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. American Council on Teaching of Foreign Languages
ACTFL
natural approach
explicit grammar instruction
affective filters
2. 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.
CALL
formative assessment
communicative competency
heritage language learner
3. Standards for Foreign Language Learning-national standards: 5c's developed by ACTFL - AATF - AATG - AATSP
SOPI
SFLL
closure
SLA
4. Foreign Language in Elementary School
FLES
connections
pre-reading
explicit grammar instruction
5. '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)
CALL
summative assessment
proficiency
connections
6. Teachers of English to Speakers of Other Languages
TL
TESOL
connections
communities
7. 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.
TPRS
IRE
Venn diagram
closure
8. (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
direct method
OPI
communities
WPT
9. Present info - concepts - ideas on variety of topics to an audience of listeners or readers
communicative competency
interpretive
CBI
presentational
10. The simulated oral proficiency interview is a performance-based - tape-mediated speaking test.
SOPI
interpersonal
CBI
Venn diagram
11. 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
authentic materials
5 C's
Venn diagram
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
SLA
natural approach
episode hypothesis
semantic mapping
13. 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
CBI
heritage language learner
pre-reading
explicit grammar instruction
14. American Association of Teachers of German
AATG
summative assessment
connections
TESOL
15. Pennsylvania Department of Education-Standards Aligned System-includes proposed standards for world languages (not yet promulgated)
affective filters
PDE-SAS
immersion
setting the stage
16. Teaching Proficiency through Reading and Storytelling (?Google)
TPRS
grammar translation method
natural order hypothesis
explicit grammar instruction
17. 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
cultures
FLTEACH
TESOL
CALL
18. 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
input hypothesis
TESOL
information gap activities
19. 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
AATSP
IRF
SLA
TPRS
20. '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
closure
formative assessment
interlanguage
authentic materials
21. 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
interpersonal
Venn diagram
affective filters
authentic materials
22. 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.
ACTFL
pre-reading
information gap activities
direct method
23. 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)
FLTEACH
jigsaw activity
differentiated instruction
Venn diagram
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)
natural order hypothesis
CBI
closure
setting the stage
25. 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
SLA
guided participation
episode hypothesis
5 C's
26. 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
TPT
closure
attention
grammar translation method
27. (p.21) characterized as 'exchanges between learners and their interlocutors as they attempt to resolve communication breakdown and to work toward mutual comprehension.'
negotiation of meaning
jigsaw activity
PDE-SAS
communicative competency
28. 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
immersion
CBI
presentation
TL
29. North East Conference for Teaching Foreign Language
process writing
NECTFL
accuracy
grammar translation method
30. ACTFL Writing Proficiency Test measures how well you write in a language as well as
scaffolding
WPT
FLEX
summative assessment
31. Total physical response - approach based on 'the way in which children acquire vocab naturally in native language.
TPR
attention
CBI
grammar translation method
32. Traditional FORL teaching. Students analyze and learn grammar and vocab and later practice using them in communication. 'Skill getting'before
accuracy
closure
authentic materials
bottom-up approach
33. 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)
differentiated instruction
affective filters
AATSP
ACTFL
34. (Process oriented approach Pg. 301-302) the steps involved in writing a text [...] organized around 3 components: Planning - Translating - Reviewing
pre-reading
process writing
grammar translation method
task-based instruction
35. 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
graphic organizers
IRE
information gap activities
proficiency
36. COMMUNICATE in other language besides English/native language: converse (interpersonal) - understand spoken and written (interpretive) - present spoken or written info (presentational)
FLES
connections
interlanguage
communication
37. Offered by ACTFL: test of oral proficiency that can be delivered electronically and on demand.
WPT
OPIc
communities
input hypothesis
38. Deciding standards to be addressed - enduring understandings - and ultimate goals of lesson prior to constructing the lesson.
backward design
SFLL
IRF
graphic organizers
39. 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
implicit grammar instruction
PACE
information gap activities
Venn diagram
40. 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
TELL
episode hypothesis
communication
co-construction
41. Communication - comparisons - communities - connections - cultures-->National 'Standards of Foreign Language Learning' -->SFLL developed by ACTFL
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42. Computer Assisted Language Learning - ex: The Rosetta Stone - refers to the application of computers in teaching and learning languages. (pg 408 - ch 12)
CALL
IRE
explicit grammar instruction
task-based instruction
43. 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
differentiated instruction
ALM
bottom-up approach
explicit grammar instruction
44. '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
contextualizing instruction
portfolio assessment
affective filters
heritage language learner
45. Teaching all subjects in TL so that TL not only becomes the object of instruction but the vehicle of instruction as well
OPIc
TELL
SLA
immersion
46. 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
pre-listening
closure
TELL
accuracy
47. 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.
TPR
setting the stage
TL
semantic mapping
48. (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
communities
semantic mapping
top-down approach
presentation
49. Beginning part of a lesson where teacher must engage the students with interesting topic - essential question and activating vocabulary.
OPI
connections
output hypothesis
setting the stage
50. Foreign lanuguage teaching forum which offers discussion boards and internet resources for foreign language teachers
5 C's
FLTEACH
AATSP
OPIc