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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
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. Teaching all subjects in TL so that TL not only becomes the object of instruction but the vehicle of instruction as well
differentiated instruction
immersion
FLTEACH
Venn diagram
2. 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
CBI
cultures
Venn diagram
SLA
3. 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.
setting the stage
FLES
closure
TL
4. ACTFL Writing Proficiency Test measures how well you write in a language as well as
SLA
WPT
contextualizing instruction
heritage language learner
5. Total physical response - approach based on 'the way in which children acquire vocab naturally in native language.
natural approach
summative assessment
TPR
proficiency
6. COMMUNICATE in other language besides English/native language: converse (interpersonal) - understand spoken and written (interpretive) - present spoken or written info (presentational)
Venn diagram
communication
CBI
accuracy
7. 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
NECTFL
scaffolding
interlanguage
output hypothesis
8. 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
co-construction
AATG
input hypothesis
Venn diagram
9. 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
TESOL
setting the stage
TPRS
pre-reading
10. 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
proficiency
task-based instruction
scaffolding
interlanguage
11. '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
cultures
SFLL
explicit grammar instruction
authentic materials
12. Teachers of English to Speakers of Other Languages
grammar translation method
pre-listening
guided participation
TESOL
13. 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
CALL
cultures
direct method
14. Foreign Language in Elementary School
ACTFL
FLES
connections
output hypothesis
15. 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
accuracy
TL
output hypothesis
FLTEACH
16. 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
task-based instruction
co-construction
output hypothesis
17. (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
TELL
TPT
direct method
summative assessment
18. Teaching Proficiency through Reading and Storytelling (?Google)
summative assessment
formative assessment
TPRS
scaffolding
19. Second Language Acquisition
SFLL
SLA
portfolio assessment
natural approach
20. 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
NECTFL
grammar translation method
jigsaw activity
graphic organizers
21. Oral Proficiency Interview offered by ACTFL
OPI
FLES
NECTFL
setting the stage
22. 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.
PACE
communicative competency
input hypothesis
communities
23. LINK with other disciplines and ACQUIRE info: 3.1 reinforce knowledge in other academic areas through the TL: 3.2
TELL
connections
implicit grammar instruction
explicit grammar instruction
24. American Association of Teachers or Spanish and Portuguese
TESOL
bottom-up approach
AATSP
output hypothesis
25. Pennsylvania Department of Education-Standards Aligned System-includes proposed standards for world languages (not yet promulgated)
PDE-SAS
setting the stage
input hypothesis
affective filters
26. 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
ZPD
input hypothesis
IRF
guided participation
27. '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
closure
TPR
AATF
heritage language learner
28. 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.
grammar translation method
differentiated instruction
task-based instruction
information gap activities
29. Focus on translation of written text - learn grammar rules and memorization of bilingual vocab list (e.g. Latin
interaction hypothesis
connections
grammar translation method
negotiation of meaning
30. 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)
TESOL
affective filters
heritage language learner
bottom-up approach
31. Communication - comparisons - communities - connections - cultures-->National 'Standards of Foreign Language Learning' -->SFLL developed by ACTFL
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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.
semantic mapping
process writing
explicit grammar instruction
accuracy
33. '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
portfolio assessment
explicit grammar instruction
affective filters
communicative competency
34. 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
communicative competency
SLA
affective filters
35. Beginning part of a lesson where teacher must engage the students with interesting topic - essential question and activating vocabulary.
connections
setting the stage
proficiency
interpretive
36. Computer Assisted Language Learning - ex: The Rosetta Stone - refers to the application of computers in teaching and learning languages. (pg 408 - ch 12)
CALL
proficiency
NECTFL
accuracy
37. Technology Enhanced Learning - refers to all uses of technology in language education
attention
bottom-up approach
explicit grammar instruction
TELL
38. Standards for Foreign Language Learning-national standards: 5c's developed by ACTFL - AATF - AATG - AATSP
connections
SFLL
immersion
graphic organizers
39. Foreign lanuguage teaching forum which offers discussion boards and internet resources for foreign language teachers
ACTFL
connections
FLTEACH
pre-reading
40. Deciding standards to be addressed - enduring understandings - and ultimate goals of lesson prior to constructing the lesson.
interpretive
backward design
FLES
TPT
41. 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
comparisons
IRE
episode hypothesis
task-based instruction
42. American Association of Teachers of French
grammar translation method
CBI
AATF
PSMLA
43. 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
explicit grammar instruction
input hypothesis
process writing
interpretive
44. Converse - provide/obtain info - exchange opinions - two-way communication - express feelings and emotions
interpretive
grammar translation method
scaffolding
interpersonal
45. 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
ALM
FLEX
natural approach
NECTFL
46. 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
information gap activities
immersion
communities
PACE
47. 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
guided participation
formative assessment
FLES
setting the stage
48. '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
information gap activities
proficiency
direct method
SOPI
49. Total participation techniques
presentational
TPT
AATF
interlanguage
50. Understand and interpret variety of topics in spoken and written TL
Venn diagram
SOPI
FLTEACH
interpretive