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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. 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
IRE
natural approach
task-based instruction
backward design
2. 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).
WPT
FLEX
output hypothesis
closure
3. Traditional FORL teaching. Students analyze and learn grammar and vocab and later practice using them in communication. 'Skill getting'before
TPR
FLEX
negotiation of meaning
bottom-up approach
4. 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
AATF
PDE-SAS
proficiency
IRE
5. 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
PACE
natural approach
PDE-SAS
6. Beginning part of a lesson where teacher must engage the students with interesting topic - essential question and activating vocabulary.
AATF
setting the stage
TL
AATG
7. (p.21) characterized as 'exchanges between learners and their interlocutors as they attempt to resolve communication breakdown and to work toward mutual comprehension.'
pre-reading
IRF
negotiation of meaning
task-based instruction
8. '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
direct method
TL
top-down approach
heritage language learner
9. Second Language Acquisition
attention
input hypothesis
output hypothesis
SLA
10. 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.
authentic materials
ACTFL
AATG
closure
11. Understand and interpret variety of topics in spoken and written TL
AATG
interpretive
authentic materials
PSMLA
12. 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
formative assessment
scaffolding
communities
13. American Association of Teachers of German
AATG
proficiency
comparisons
jigsaw activity
14. 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
ACTFL
PDE-SAS
task-based instruction
top-down approach
15. Teaching all subjects in TL so that TL not only becomes the object of instruction but the vehicle of instruction as well
heritage language learner
CBI
SLA
immersion
16. 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
natural order hypothesis
CBI
ACTFL
attention
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
direct method
closure
information gap activities
PSMLA
18. Pennsylvania Department of Education-Standards Aligned System-includes proposed standards for world languages (not yet promulgated)
backward design
PDE-SAS
communication
formative assessment
19. '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
authentic materials
PDE-SAS
output hypothesis
pre-listening
20. LINK with other disciplines and ACQUIRE info: 3.1 reinforce knowledge in other academic areas through the TL: 3.2
explicit grammar instruction
direct method
connections
AATG
21. Total participation techniques
contextualizing instruction
OPIc
TPT
backward design
22. American Association of Teachers of French
task-based instruction
ZPD
AATF
bottom-up approach
23. Computer Assisted Language Learning - ex: The Rosetta Stone - refers to the application of computers in teaching and learning languages. (pg 408 - ch 12)
ACTFL
CALL
TPT
explicit grammar instruction
24. Offered by ACTFL: test of oral proficiency that can be delivered electronically and on demand.
interlanguage
OPIc
negotiation of meaning
grammar translation method
25. '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
proficiency
AATG
summative assessment
attention
26. '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
Venn diagram
interaction hypothesis
proficiency
27. 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
guided participation
IRE
setting the stage
comparisons
28. Communication - comparisons - communities - connections - cultures-->National 'Standards of Foreign Language Learning' -->SFLL developed by ACTFL
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183
29. 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
summative assessment
communities
pre-listening
OPI
30. Deciding standards to be addressed - enduring understandings - and ultimate goals of lesson prior to constructing the lesson.
SFLL
5 C's
presentational
backward design
31. Audio-lingual method; teaching oral skills by means of stimuls-response learning; repetition - dialogue memorization - and manipulation of grammatical pattern drills.
interpersonal
IRE
PSMLA
ALM
32. 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
interaction hypothesis
process writing
information gap activities
IRE
33. Direct instruction of grammar focusing on form and accuracy but has been shown not to be effective on accuracy of written product
NECTFL
AATSP
interaction hypothesis
explicit grammar instruction
34. '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
NECTFL
contextualizing instruction
AATSP
portfolio assessment
35. American Association of Teachers or Spanish and Portuguese
AATSP
ACTFL
top-down approach
direct method
36. (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
comparisons
FLTEACH
interaction hypothesis
top-down approach
37. 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
SFLL
TL
interpersonal
output hypothesis
38. 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
NECTFL
communities
portfolio assessment
39. PA State Modern Language Association
natural order hypothesis
formative assessment
PSMLA
CBI
40. '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)
OPI
formative assessment
summative assessment
bottom-up approach
41. 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
proficiency
5 C's
authentic materials
42. Standards for Foreign Language Learning-national standards: 5c's developed by ACTFL - AATF - AATG - AATSP
cultures
TPRS
co-construction
SFLL
43. 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-reading
pre-listening
FLEX
PACE
44. Teachers of English to Speakers of Other Languages
TESOL
co-construction
attention
ALM
45. 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
TPRS
Venn diagram
AATSP
interaction hypothesis
46. Converse - provide/obtain info - exchange opinions - two-way communication - express feelings and emotions
graphic organizers
presentational
TL
interpersonal
47. The simulated oral proficiency interview is a performance-based - tape-mediated speaking test.
input hypothesis
SOPI
process writing
TPRS
48. 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
contextualizing instruction
portfolio assessment
ZPD
scaffolding
49. 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.
communicative competency
bottom-up approach
SFLL
scaffolding
50. Total physical response - approach based on 'the way in which children acquire vocab naturally in native language.
TPR
connections
TELL
jigsaw activity