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Teaching Methods Foreign Language

Subject : teaching
Instructions:
  • Answer 50 questions in 15 minutes.
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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. (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






2. 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






3. 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






4. Traditional FORL teaching. Students analyze and learn grammar and vocab and later practice using them in communication. 'Skill getting'before






5. 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






6. 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.






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)






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






9. 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






10. LINK with other disciplines and ACQUIRE info: 3.1 reinforce knowledge in other academic areas through the TL: 3.2






11. Task-based activities where one student has information that another student does NOT have but needs. students must interact 'with others by using TL as means to an end' in an effort to fill in the gaps of information necessary to complete the task.






12. Foreign Language in Elementary School






13. 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






14. American Association of Teachers or Spanish and Portuguese






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






16. 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






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. 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).






19. '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)






20. 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






21. '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






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






23. 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






24. 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.






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






26. 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






27. 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






28. Total participation techniques






29. 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.






30. 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






31. Standards for Foreign Language Learning-national standards: 5c's developed by ACTFL - AATF - AATG - AATSP






32. PA State Modern Language Association






33. Second Language Acquisition






34. 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






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






36. American Council on Teaching of Foreign Languages






37. 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






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






39. 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






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






41. Computer Assisted Language Learning - ex: The Rosetta Stone - refers to the application of computers in teaching and learning languages. (pg 408 - ch 12)






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






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






44. 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






45. American Association of Teachers of German






46. 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






47. 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






48. Deciding standards to be addressed - enduring understandings - and ultimate goals of lesson prior to constructing the lesson.






49. (Process oriented approach Pg. 301-302) the steps involved in writing a text [...] organized around 3 components: Planning - Translating - Reviewing






50. Beginning part of a lesson where teacher must engage the students with interesting topic - essential question and activating vocabulary.