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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. The simulated oral proficiency interview is a performance-based - tape-mediated speaking test.
process writing
communities
SOPI
TESOL
2. Pennsylvania Department of Education-Standards Aligned System-includes proposed standards for world languages (not yet promulgated)
implicit grammar instruction
PDE-SAS
task-based instruction
TESOL
3. Focus on translation of written text - learn grammar rules and memorization of bilingual vocab list (e.g. Latin
task-based instruction
grammar translation method
SOPI
PDE-SAS
4. '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)
CBI
information gap activities
natural order hypothesis
pre-reading
5. Teaching all subjects in TL so that TL not only becomes the object of instruction but the vehicle of instruction as well
immersion
TELL
PDE-SAS
WPT
6. (Process oriented approach Pg. 301-302) the steps involved in writing a text [...] organized around 3 components: Planning - Translating - Reviewing
co-construction
connections
guided participation
process writing
7. Deciding standards to be addressed - enduring understandings - and ultimate goals of lesson prior to constructing the lesson.
closure
SLA
backward design
TELL
8. 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
scaffolding
cultures
comparisons
communities
9. 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.
presentation
bottom-up approach
attention
interlanguage
10. 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
comparisons
task-based instruction
FLTEACH
PSMLA
11. 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
guided participation
PACE
process writing
PDE-SAS
12. (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
AATF
top-down approach
co-construction
interpretive
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
pre-listening
explicit grammar instruction
FLTEACH
IRF
14. 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
interpersonal
communities
implicit grammar instruction
PDE-SAS
15. 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
formative assessment
proficiency
natural approach
negotiation of meaning
16. Target Language
TL
communicative competency
information gap activities
SOPI
17. 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
backward design
bottom-up approach
authentic materials
IRE
18. Present info - concepts - ideas on variety of topics to an audience of listeners or readers
SLA
presentational
guided participation
direct method
19. 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
co-construction
output hypothesis
AATSP
contextualizing instruction
20. Offered by ACTFL: test of oral proficiency that can be delivered electronically and on demand.
OPIc
comparisons
pre-listening
graphic organizers
21. Teaching Proficiency through Reading and Storytelling (?Google)
SLA
ACTFL
TPRS
TESOL
22. 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)
process writing
affective filters
attention
WPT
23. ACTFL Writing Proficiency Test measures how well you write in a language as well as
grammar translation method
Venn diagram
immersion
WPT
24. 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
pre-reading
interaction hypothesis
TPT
comparisons
25. Total physical response - approach based on 'the way in which children acquire vocab naturally in native language.
TPR
natural approach
AATF
TL
26. Total participation techniques
portfolio assessment
contextualizing instruction
pre-listening
TPT
27. Traditional FORL teaching. Students analyze and learn grammar and vocab and later practice using them in communication. 'Skill getting'before
grammar translation method
bottom-up approach
attention
ACTFL
28. 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
bottom-up approach
output hypothesis
scaffolding
episode hypothesis
29. COMMUNICATE in other language besides English/native language: converse (interpersonal) - understand spoken and written (interpretive) - present spoken or written info (presentational)
Venn diagram
communities
communicative competency
communication
30. 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
pre-listening
contextualizing instruction
AATSP
differentiated instruction
31. American Association of Teachers or Spanish and Portuguese
AATF
portfolio assessment
AATSP
summative assessment
32. 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
input hypothesis
presentational
natural order hypothesis
33. 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
5 C's
heritage language learner
attention
interaction hypothesis
34. 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.
authentic materials
jigsaw activity
information gap activities
differentiated instruction
35. Beginning part of a lesson where teacher must engage the students with interesting topic - essential question and activating vocabulary.
setting the stage
TPT
IRF
OPI
36. 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
graphic organizers
grammar translation method
ZPD
episode hypothesis
37. 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
affective filters
authentic materials
contextualizing instruction
interlanguage
38. 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
TELL
SOPI
jigsaw activity
semantic mapping
39. '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)
summative assessment
SFLL
AATF
contextualizing instruction
40. 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
task-based instruction
cultures
negotiation of meaning
summative assessment
41. American Association of Teachers of German
output hypothesis
AATG
direct method
information gap activities
42. North East Conference for Teaching Foreign Language
co-construction
communities
NECTFL
presentational
43. 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.
AATG
communicative competency
SOPI
immersion
44. Technology Enhanced Learning - refers to all uses of technology in language education
TELL
pre-reading
negotiation of meaning
TL
45. Converse - provide/obtain info - exchange opinions - two-way communication - express feelings and emotions
FLEX
interpersonal
IRF
co-construction
46. 'visuals that display words or concepts in categories to illustrate how they relate to one another.' (p. 129)
graphic organizers
formative assessment
PSMLA
pre-listening
47. Computer Assisted Language Learning - ex: The Rosetta Stone - refers to the application of computers in teaching and learning languages. (pg 408 - ch 12)
jigsaw activity
CALL
TESOL
formative assessment
48. '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
presentation
authentic materials
proficiency
FLEX
49. Second Language Acquisition
SLA
TPT
Venn diagram
ZPD
50. Audio-lingual method; teaching oral skills by means of stimuls-response learning; repetition - dialogue memorization - and manipulation of grammatical pattern drills.
ALM
summative assessment
SLA
pre-listening