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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. Understand and interpret variety of topics in spoken and written TL
proficiency
PDE-SAS
interpretive
SLA
2. American Association of Teachers or Spanish and Portuguese
formative assessment
pre-reading
AATSP
affective filters
3. 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
communication
NECTFL
scaffolding
4. 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
input hypothesis
5 C's
NECTFL
natural approach
5. PA State Modern Language Association
co-construction
cultures
affective filters
PSMLA
6. 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
natural approach
OPIc
SFLL
interpretive
7. Direct instruction of grammar focusing on form and accuracy but has been shown not to be effective on accuracy of written product
Venn diagram
explicit grammar instruction
pre-reading
OPI
8. 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
WPT
PSMLA
proficiency
task-based instruction
9. 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.
IRF
direct method
interaction hypothesis
presentation
10. 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
comparisons
jigsaw activity
SFLL
pre-listening
11. Second Language Acquisition
OPI
SLA
communication
interaction hypothesis
12. Deciding standards to be addressed - enduring understandings - and ultimate goals of lesson prior to constructing the lesson.
backward design
cultures
TL
OPI
13. North East Conference for Teaching Foreign Language
guided participation
NECTFL
OPI
bottom-up approach
14. Beginning part of a lesson where teacher must engage the students with interesting topic - essential question and activating vocabulary.
setting the stage
pre-listening
proficiency
episode hypothesis
15. 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
FLES
explicit grammar instruction
natural approach
AATF
16. 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
cultures
episode hypothesis
interaction hypothesis
communicative competency
17. 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
task-based instruction
portfolio assessment
TPRS
CBI
18. 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
FLEX
communities
grammar translation method
TPR
19. 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
graphic organizers
attention
PDE-SAS
20. Target Language
AATF
pre-reading
TL
NECTFL
21. 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.
WPT
CBI
input hypothesis
semantic mapping
22. LINK with other disciplines and ACQUIRE info: 3.1 reinforce knowledge in other academic areas through the TL: 3.2
IRF
connections
pre-reading
TPT
23. American Association of Teachers of French
communicative competency
AATF
TESOL
IRE
24. Traditional FORL teaching. Students analyze and learn grammar and vocab and later practice using them in communication. 'Skill getting'before
affective filters
bottom-up approach
OPIc
explicit grammar instruction
25. '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)
PSMLA
natural order hypothesis
FLES
proficiency
26. 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
comparisons
interaction hypothesis
accuracy
ALM
27. Present info - concepts - ideas on variety of topics to an audience of listeners or readers
information gap activities
presentational
accuracy
PDE-SAS
28. Foreign lanuguage teaching forum which offers discussion boards and internet resources for foreign language teachers
SLA
direct method
FLTEACH
TL
29. 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).
TPR
FLEX
AATG
closure
30. '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
portfolio assessment
attention
FLEX
direct method
31. Offered by ACTFL: test of oral proficiency that can be delivered electronically and on demand.
setting the stage
OPIc
connections
closure
32. Teaching all subjects in TL so that TL not only becomes the object of instruction but the vehicle of instruction as well
episode hypothesis
immersion
communicative competency
differentiated instruction
33. 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
contextualizing instruction
connections
authentic materials
presentational
34. 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.
CALL
PSMLA
presentation
communicative competency
35. 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
differentiated instruction
pre-listening
guided participation
IRE
36. Computer Assisted Language Learning - ex: The Rosetta Stone - refers to the application of computers in teaching and learning languages. (pg 408 - ch 12)
task-based instruction
closure
CALL
guided participation
37. 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
grammar translation method
scaffolding
differentiated instruction
explicit grammar instruction
38. 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
top-down approach
output hypothesis
formative assessment
IRE
39. (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
natural order hypothesis
graphic organizers
ZPD
direct method
40. Communication - comparisons - communities - connections - cultures-->National 'Standards of Foreign Language Learning' -->SFLL developed by ACTFL
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183
41. Oral Proficiency Interview offered by ACTFL
ZPD
closure
TELL
OPI
42. Converse - provide/obtain info - exchange opinions - two-way communication - express feelings and emotions
direct method
formative assessment
closure
interpersonal
43. 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
authentic materials
formative assessment
SOPI
attention
44. The simulated oral proficiency interview is a performance-based - tape-mediated speaking test.
SOPI
WPT
natural approach
summative assessment
45. ACTFL Writing Proficiency Test measures how well you write in a language as well as
WPT
FLTEACH
episode hypothesis
NECTFL
46. Focus on translation of written text - learn grammar rules and memorization of bilingual vocab list (e.g. Latin
co-construction
grammar translation method
immersion
guided participation
47. American Council on Teaching of Foreign Languages
FLES
SFLL
ACTFL
AATSP
48. Total participation techniques
IRE
TELL
interpretive
TPT
49. (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
differentiated instruction
episode hypothesis
top-down approach
TELL
50. (p.21) characterized as 'exchanges between learners and their interlocutors as they attempt to resolve communication breakdown and to work toward mutual comprehension.'
explicit grammar instruction
affective filters
negotiation of meaning
jigsaw activity