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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. COMMUNICATE in other language besides English/native language: converse (interpersonal) - understand spoken and written (interpretive) - present spoken or written info (presentational)
AATSP
negotiation of meaning
communication
OPIc
2. 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
jigsaw activity
SLA
TPR
FLTEACH
3. Technology Enhanced Learning - refers to all uses of technology in language education
TELL
guided participation
natural order hypothesis
natural approach
4. Offered by ACTFL: test of oral proficiency that can be delivered electronically and on demand.
OPIc
contextualizing instruction
backward design
TELL
5. Total physical response - approach based on 'the way in which children acquire vocab naturally in native language.
TPR
cultures
portfolio assessment
bottom-up approach
6. 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
bottom-up approach
communities
scaffolding
process writing
7. 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
interpersonal
immersion
co-construction
cultures
8. 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
PDE-SAS
communicative competency
input hypothesis
9. American Association of Teachers or Spanish and Portuguese
process writing
IRF
AATSP
episode hypothesis
10. 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
communities
proficiency
TPT
contextualizing instruction
11. 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
attention
top-down approach
natural order hypothesis
IRF
12. 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
semantic mapping
communicative competency
presentational
13. 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.
communicative competency
CBI
cultures
presentation
14. (Process oriented approach Pg. 301-302) the steps involved in writing a text [...] organized around 3 components: Planning - Translating - Reviewing
CBI
graphic organizers
proficiency
process writing
15. Deciding standards to be addressed - enduring understandings - and ultimate goals of lesson prior to constructing the lesson.
interaction hypothesis
natural order hypothesis
backward design
communication
16. Computer Assisted Language Learning - ex: The Rosetta Stone - refers to the application of computers in teaching and learning languages. (pg 408 - ch 12)
CALL
natural order hypothesis
portfolio assessment
OPIc
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
communities
AATG
interaction hypothesis
IRE
18. 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
accuracy
pre-reading
natural order hypothesis
immersion
19. 'visuals that display words or concepts in categories to illustrate how they relate to one another.' (p. 129)
information gap activities
cultures
FLEX
graphic organizers
20. 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
task-based instruction
natural order hypothesis
immersion
cultures
21. 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
formative assessment
information gap activities
communication
output hypothesis
22. 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
pre-listening
FLEX
SOPI
23. 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
CALL
formative assessment
attention
episode hypothesis
24. 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
IRF
comparisons
ACTFL
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
attention
CBI
proficiency
grammar translation method
26. 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
presentational
IRF
explicit grammar instruction
AATF
27. North East Conference for Teaching Foreign Language
direct method
NECTFL
explicit grammar instruction
negotiation of meaning
28. Oral Proficiency Interview offered by ACTFL
IRE
OPI
explicit grammar instruction
presentation
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.
connections
semantic mapping
setting the stage
pre-listening
30. Focus on translation of written text - learn grammar rules and memorization of bilingual vocab list (e.g. Latin
implicit grammar instruction
grammar translation method
formative assessment
FLTEACH
31. '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
episode hypothesis
FLTEACH
closure
32. Second Language Acquisition
scaffolding
SLA
episode hypothesis
semantic mapping
33. Foreign Language in Elementary School
contextualizing instruction
information gap activities
natural order hypothesis
FLES
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
affective filters
portfolio assessment
interpretive
heritage language learner
35. 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)
comparisons
setting the stage
differentiated instruction
WPT
36. 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
summative assessment
IRF
input hypothesis
pre-listening
37. '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)
SOPI
attention
summative assessment
authentic materials
38. 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
PACE
TPRS
authentic materials
IRF
39. Teachers of English to Speakers of Other Languages
Venn diagram
interlanguage
TESOL
presentation
40. Communication - comparisons - communities - connections - cultures-->National 'Standards of Foreign Language Learning' -->SFLL developed by ACTFL
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183
41. 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
Venn diagram
backward design
top-down approach
FLEX
42. (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
top-down approach
attention
contextualizing instruction
proficiency
43. Traditional FORL teaching. Students analyze and learn grammar and vocab and later practice using them in communication. 'Skill getting'before
guided participation
jigsaw activity
explicit grammar instruction
bottom-up approach
44. Teaching Proficiency through Reading and Storytelling (?Google)
interlanguage
TPRS
PSMLA
TL
45. American Association of Teachers of French
pre-reading
backward design
AATF
natural order hypothesis
46. Understand and interpret variety of topics in spoken and written TL
interpretive
TPT
scaffolding
episode hypothesis
47. American Council on Teaching of Foreign Languages
PDE-SAS
implicit grammar instruction
output hypothesis
ACTFL
48. 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
summative assessment
communities
contextualizing instruction
scaffolding
49. (p.21) characterized as 'exchanges between learners and their interlocutors as they attempt to resolve communication breakdown and to work toward mutual comprehension.'
setting the stage
guided participation
scaffolding
negotiation of meaning
50. American Association of Teachers of German
explicit grammar instruction
AATG
TESOL
communicative competency