SUBJECTS
|
BROWSE
|
CAREER CENTER
|
POPULAR
|
JOIN
|
LOGIN
Business Skills
|
Soft Skills
|
Basic Literacy
|
Certifications
About
|
Help
|
Privacy
|
Terms
|
Email
Search
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. Direct instruction of grammar focusing on form and accuracy but has been shown not to be effective on accuracy of written product
cultures
explicit grammar instruction
CBI
differentiated instruction
2. Total physical response - approach based on 'the way in which children acquire vocab naturally in native language.
PSMLA
TPR
connections
interpersonal
3. 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
authentic materials
AATF
communicative competency
4. '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
Venn diagram
authentic materials
formative assessment
communities
5. 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
communication
differentiated instruction
contextualizing instruction
FLES
6. 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
TL
ZPD
connections
PACE
7. Target Language
FLTEACH
communities
TL
CALL
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
natural order hypothesis
SLA
interpersonal
9. 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
contextualizing instruction
FLEX
process writing
10. Teaching all subjects in TL so that TL not only becomes the object of instruction but the vehicle of instruction as well
setting the stage
OPI
immersion
IRF
11. The simulated oral proficiency interview is a performance-based - tape-mediated speaking test.
SOPI
FLTEACH
interlanguage
closure
12. American Association of Teachers of French
direct method
interlanguage
AATF
SOPI
13. 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
NECTFL
top-down approach
graphic organizers
interaction hypothesis
14. ACTFL Writing Proficiency Test measures how well you write in a language as well as
natural approach
NECTFL
bottom-up approach
WPT
15. 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
backward design
process writing
task-based instruction
interpersonal
16. Technology Enhanced Learning - refers to all uses of technology in language education
authentic materials
affective filters
attention
TELL
17. 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.
closure
affective filters
bottom-up approach
interaction hypothesis
18. Offered by ACTFL: test of oral proficiency that can be delivered electronically and on demand.
cultures
OPIc
task-based instruction
formative assessment
19. 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
natural order hypothesis
ZPD
immersion
interaction hypothesis
20. 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
PACE
graphic organizers
AATG
input hypothesis
21. Understand and interpret variety of topics in spoken and written TL
FLEX
contextualizing instruction
interpretive
communicative competency
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.
comparisons
pre-listening
information gap activities
interpretive
23. 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.
IRE
presentation
closure
interlanguage
24. 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
cultures
comparisons
presentational
formative assessment
25. 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
TL
immersion
comparisons
AATF
26. American Council on Teaching of Foreign Languages
ACTFL
Venn diagram
interpretive
contextualizing instruction
27. Beginning part of a lesson where teacher must engage the students with interesting topic - essential question and activating vocabulary.
setting the stage
pre-listening
FLES
SOPI
28. Focus on translation of written text - learn grammar rules and memorization of bilingual vocab list (e.g. Latin
grammar translation method
AATF
TELL
scaffolding
29. 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.
TELL
semantic mapping
AATG
implicit grammar instruction
30. North East Conference for Teaching Foreign Language
NECTFL
TESOL
interpretive
pre-reading
31. American Association of Teachers or Spanish and Portuguese
explicit grammar instruction
summative assessment
AATSP
communicative competency
32. 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).
differentiated instruction
cultures
setting the stage
FLEX
33. PA State Modern Language Association
PSMLA
WPT
communication
interlanguage
34. '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
direct method
IRF
OPI
35. Teaching Proficiency through Reading and Storytelling (?Google)
SFLL
AATF
TPRS
task-based instruction
36. Second Language Acquisition
SLA
backward design
summative assessment
AATG
37. Traditional FORL teaching. Students analyze and learn grammar and vocab and later practice using them in communication. 'Skill getting'before
authentic materials
FLES
TL
bottom-up approach
38. 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
connections
TPRS
process writing
pre-reading
39. Communication - comparisons - communities - connections - cultures-->National 'Standards of Foreign Language Learning' -->SFLL developed by ACTFL
Warning
: Invalid argument supplied for foreach() in
/var/www/html/basicversity.com/show_quiz.php
on line
183
40. 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
TPT
presentation
top-down approach
communities
41. 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
Venn diagram
interlanguage
PSMLA
affective filters
42. 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
pre-listening
attention
task-based instruction
input hypothesis
43. Present info - concepts - ideas on variety of topics to an audience of listeners or readers
communicative competency
presentation
OPI
presentational
44. 'visuals that display words or concepts in categories to illustrate how they relate to one another.' (p. 129)
WPT
PDE-SAS
Venn diagram
graphic organizers
45. (p.21) characterized as 'exchanges between learners and their interlocutors as they attempt to resolve communication breakdown and to work toward mutual comprehension.'
TESOL
SFLL
negotiation of meaning
interpretive
46. Oral Proficiency Interview offered by ACTFL
cultures
presentation
scaffolding
OPI
47. American Association of Teachers of German
output hypothesis
TPT
immersion
AATG
48. 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
proficiency
presentation
interpretive
Venn diagram
49. 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
co-construction
AATG
CBI
bottom-up approach
50. '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)
closure
WPT
communities
summative assessment