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Teaching Methods Foreign Language

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. 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






2. ACTFL Writing Proficiency Test measures how well you write in a language as well as






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






4. American Association of Teachers or Spanish and Portuguese






5. 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)






6. 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






7. 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






8. 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






9. Total participation techniques






10. (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






11. 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).






12. 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






13. PA State Modern Language Association






14. Communication - comparisons - communities - connections - cultures-->National 'Standards of Foreign Language Learning' -->SFLL developed by ACTFL


15. (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






16. (p.21) characterized as 'exchanges between learners and their interlocutors as they attempt to resolve communication breakdown and to work toward mutual comprehension.'






17. 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)






18. 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






19. 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






20. 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






21. Teachers of English to Speakers of Other Languages






22. 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






23. Audio-lingual method; teaching oral skills by means of stimuls-response learning; repetition - dialogue memorization - and manipulation of grammatical pattern drills.






24. 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.






25. Technology Enhanced Learning - refers to all uses of technology in language education






26. '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






27. Converse - provide/obtain info - exchange opinions - two-way communication - express feelings and emotions






28. 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






29. Oral Proficiency Interview offered by ACTFL






30. COMMUNICATE in other language besides English/native language: converse (interpersonal) - understand spoken and written (interpretive) - present spoken or written info (presentational)






31. American Association of Teachers of French






32. Direct instruction of grammar focusing on form and accuracy but has been shown not to be effective on accuracy of written product






33. Foreign Language in Elementary School






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






35. Focus on translation of written text - learn grammar rules and memorization of bilingual vocab list (e.g. Latin






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






37. Total physical response - approach based on 'the way in which children acquire vocab naturally in native language.






38. Target Language






39. The simulated oral proficiency interview is a performance-based - tape-mediated speaking test.






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)






41. Teaching Proficiency through Reading and Storytelling (?Google)






42. 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






43. 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






44. 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.






45. 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






46. '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






47. 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






48. Understand and interpret variety of topics in spoken and written TL






49. Foreign lanuguage teaching forum which offers discussion boards and internet resources for foreign language teachers






50. 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