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






2. '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






3. Target Language






4. Teachers of English to Speakers of Other Languages






5. 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






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






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






8. 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






9. 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






10. 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






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






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






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






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






15. '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






16. 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






17. 'visuals that display words or concepts in categories to illustrate how they relate to one another.' (p. 129)






18. (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






19. PA State Modern Language Association






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






21. 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






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. Teaching Proficiency through Reading and Storytelling (?Google)






24. Teaching all subjects in TL so that TL not only becomes the object of instruction but the vehicle of instruction as well






25. American Association of Teachers of French






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

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27. '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






28. Second Language Acquisition






29. American Association of Teachers of German






30. 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






31. North East Conference for Teaching Foreign Language






32. 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).






33. 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






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






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






36. 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






37. 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






38. 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






39. 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






40. 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






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






42. 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.






43. 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






44. 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






45. Pennsylvania Department of Education-Standards Aligned System-includes proposed standards for world languages (not yet promulgated)






46. 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






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






48. The proficiency framework assesses language ability in terms of four interrelated criteria: global tasks or functions - contexts/content areas - accuracy - and oral text type. The accuracy with which the tasks are performed: the grammar - vocabulary






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






50. Present info - concepts - ideas on variety of topics to an audience of listeners or readers