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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. Converse - provide/obtain info - exchange opinions - two-way communication - express feelings and emotions
CBI
interpersonal
AATSP
communities
2. American Council on Teaching of Foreign Languages
formative assessment
ACTFL
process writing
communication
3. (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
presentational
heritage language learner
direct method
semantic mapping
4. Total participation techniques
immersion
episode hypothesis
TPT
implicit grammar instruction
5. Pennsylvania Department of Education-Standards Aligned System-includes proposed standards for world languages (not yet promulgated)
process writing
graphic organizers
PDE-SAS
explicit grammar instruction
6. 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
TESOL
input hypothesis
comparisons
OPIc
7. Teaching Proficiency through Reading and Storytelling (?Google)
OPIc
TPRS
FLTEACH
bottom-up approach
8. 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
OPIc
scaffolding
IRF
interlanguage
9. Beginning part of a lesson where teacher must engage the students with interesting topic - essential question and activating vocabulary.
explicit grammar instruction
PACE
setting the stage
presentation
10. 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
task-based instruction
differentiated instruction
graphic organizers
PACE
11. COMMUNICATE in other language besides English/native language: converse (interpersonal) - understand spoken and written (interpretive) - present spoken or written info (presentational)
communication
closure
interlanguage
FLEX
12. Total physical response - approach based on 'the way in which children acquire vocab naturally in native language.
connections
jigsaw activity
natural approach
TPR
13. Deciding standards to be addressed - enduring understandings - and ultimate goals of lesson prior to constructing the lesson.
interpersonal
backward design
TELL
direct method
14. 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
comparisons
immersion
natural order hypothesis
accuracy
15. 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
natural approach
pre-reading
SLA
PACE
16. 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
implicit grammar instruction
TPT
affective filters
PACE
17. 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.
CALL
closure
interpretive
interaction hypothesis
18. Present info - concepts - ideas on variety of topics to an audience of listeners or readers
Venn diagram
contextualizing instruction
presentational
IRE
19. American Association of Teachers of French
scaffolding
pre-listening
immersion
AATF
20. 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.
explicit grammar instruction
PSMLA
communicative competency
bottom-up approach
21. 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
affective filters
AATF
natural approach
episode hypothesis
22. 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)
authentic materials
guided participation
differentiated instruction
backward design
23. ACTFL Writing Proficiency Test measures how well you write in a language as well as
communication
connections
WPT
grammar translation method
24. North East Conference for Teaching Foreign Language
NECTFL
attention
information gap activities
IRF
25. 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
SOPI
episode hypothesis
AATG
PSMLA
26. 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
differentiated instruction
attention
cultures
PSMLA
27. LINK with other disciplines and ACQUIRE info: 3.1 reinforce knowledge in other academic areas through the TL: 3.2
connections
TESOL
scaffolding
output hypothesis
28. 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
negotiation of meaning
formative assessment
explicit grammar instruction
output hypothesis
29. Offered by ACTFL: test of oral proficiency that can be delivered electronically and on demand.
interpretive
comparisons
connections
OPIc
30. 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.
information gap activities
ALM
TPR
TL
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
FLTEACH
IRF
immersion
differentiated instruction
32. 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
PDE-SAS
ZPD
NECTFL
TPT
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
attention
contextualizing instruction
formative assessment
grammar translation method
34. '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
heritage language learner
comparisons
interpretive
connections
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
setting the stage
guided participation
TPT
36. 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
information gap activities
formative assessment
output hypothesis
ALM
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
pre-listening
pre-reading
co-construction
output hypothesis
38. 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
accuracy
CBI
presentation
interpretive
39. Teaching all subjects in TL so that TL not only becomes the object of instruction but the vehicle of instruction as well
cultures
setting the stage
negotiation of meaning
immersion
40. American Association of Teachers or Spanish and Portuguese
ACTFL
grammar translation method
input hypothesis
AATSP
41. 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)
negotiation of meaning
affective filters
pre-listening
interpersonal
42. Foreign lanuguage teaching forum which offers discussion boards and internet resources for foreign language teachers
co-construction
FLTEACH
communication
direct method
43. American Association of Teachers of German
Venn diagram
AATG
PDE-SAS
summative assessment
44. PA State Modern Language Association
PSMLA
authentic materials
grammar translation method
FLEX
45. 'visuals that display words or concepts in categories to illustrate how they relate to one another.' (p. 129)
contextualizing instruction
communities
graphic organizers
FLEX
46. 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
formative assessment
co-construction
immersion
interlanguage
47. 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
interaction hypothesis
attention
implicit grammar instruction
pre-listening
48. (p.21) characterized as 'exchanges between learners and their interlocutors as they attempt to resolve communication breakdown and to work toward mutual comprehension.'
information gap activities
formative assessment
negotiation of meaning
TL
49. 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
output hypothesis
AATG
interlanguage
communities
50. Target Language
accuracy
OPI
TL
pre-reading