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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
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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. Communication - comparisons - communities - connections - cultures-->National 'Standards of Foreign Language Learning' -->SFLL developed by ACTFL
2. By providing grammar in context - in an implicit manner - teachers can expose students to substantial doses of grammar. The book recommends a dialogic co-construction approach to grammar instruction. Pg 219
implicit grammar instruction
semantic mapping
negotiation of meaning
CALL
3. North East Conference for Teaching Foreign Language
Venn diagram
NECTFL
TL
SOPI
4. Audio-lingual method; teaching oral skills by means of stimuls-response learning; repetition - dialogue memorization - and manipulation of grammatical pattern drills.
interpersonal
ALM
PSMLA
SLA
5. '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
grammar translation method
pre-reading
CBI
6. '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
FLTEACH
proficiency
heritage language learner
implicit grammar instruction
7. '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)
interlanguage
task-based instruction
TPRS
summative assessment
8. 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
formative assessment
comparisons
natural approach
immersion
9. 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)
scaffolding
differentiated instruction
AATSP
interpretive
10. Computer Assisted Language Learning - ex: The Rosetta Stone - refers to the application of computers in teaching and learning languages. (pg 408 - ch 12)
pre-reading
input hypothesis
authentic materials
CALL
11. COMMUNICATE in other language besides English/native language: converse (interpersonal) - understand spoken and written (interpretive) - present spoken or written info (presentational)
cultures
PACE
heritage language learner
communication
12. 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
AATG
IRF
TL
communities
13. 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
WPT
accuracy
CBI
pre-reading
14. Converse - provide/obtain info - exchange opinions - two-way communication - express feelings and emotions
formative assessment
Venn diagram
information gap activities
interpersonal
15. 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
ZPD
explicit grammar instruction
communicative competency
explicit grammar instruction
16. Oral Proficiency Interview offered by ACTFL
co-construction
OPI
AATG
guided participation
17. 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
explicit grammar instruction
output hypothesis
grammar translation method
connections
18. 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).
FLEX
Venn diagram
jigsaw activity
TPRS
19. Present info - concepts - ideas on variety of topics to an audience of listeners or readers
interpretive
presentational
TPT
pre-listening
20. Teachers of English to Speakers of Other Languages
backward design
natural order hypothesis
TESOL
information gap activities
21. Teaching all subjects in TL so that TL not only becomes the object of instruction but the vehicle of instruction as well
TPR
immersion
TL
top-down approach
22. 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
information gap activities
episode hypothesis
natural approach
interpretive
23. '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
AATSP
PSMLA
communicative competency
24. 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
PACE
AATG
graphic organizers
attention
25. 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
closure
IRF
scaffolding
grammar translation method
26. Technology Enhanced Learning - refers to all uses of technology in language education
grammar translation method
communication
TELL
bottom-up approach
27. (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
co-construction
implicit grammar instruction
pre-listening
direct method
28. 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
interlanguage
information gap activities
FLTEACH
Venn diagram
29. 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
episode hypothesis
guided participation
portfolio assessment
input hypothesis
30. 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
presentational
formative assessment
Venn diagram
CBI
31. 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
negotiation of meaning
IRF
proficiency
portfolio assessment
32. American Association of Teachers of German
explicit grammar instruction
TPRS
AATG
interpretive
33. 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
grammar translation method
bottom-up approach
information gap activities
CBI
34. 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
jigsaw activity
setting the stage
affective filters
explicit grammar instruction
35. '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
heritage language learner
task-based instruction
portfolio assessment
AATG
36. 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
PSMLA
NECTFL
natural approach
PACE
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
process writing
contextualizing instruction
co-construction
interlanguage
38. 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.
explicit grammar instruction
presentation
attention
heritage language learner
39. Standards for Foreign Language Learning-national standards: 5c's developed by ACTFL - AATF - AATG - AATSP
implicit grammar instruction
task-based instruction
TPT
SFLL
40. 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
SFLL
interpretive
IRF
interaction hypothesis
41. 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
process writing
heritage language learner
cultures
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
IRE
graphic organizers
top-down approach
scaffolding
43. Foreign Language in Elementary School
FLES
immersion
co-construction
FLTEACH
44. LINK with other disciplines and ACQUIRE info: 3.1 reinforce knowledge in other academic areas through the TL: 3.2
natural approach
explicit grammar instruction
connections
scaffolding
45. Focus on translation of written text - learn grammar rules and memorization of bilingual vocab list (e.g. Latin
grammar translation method
semantic mapping
interpersonal
connections
46. Pennsylvania Department of Education-Standards Aligned System-includes proposed standards for world languages (not yet promulgated)
graphic organizers
PDE-SAS
presentation
pre-listening
47. 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
information gap activities
pre-reading
task-based instruction
48. Direct instruction of grammar focusing on form and accuracy but has been shown not to be effective on accuracy of written product
pre-listening
explicit grammar instruction
FLTEACH
natural order hypothesis
49. Understand and interpret variety of topics in spoken and written TL
cultures
heritage language learner
OPIc
interpretive
50. 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.
presentational
output hypothesis
closure
backward design