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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
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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. Computer Assisted Language Learning - ex: The Rosetta Stone - refers to the application of computers in teaching and learning languages. (pg 408 - ch 12)
bottom-up approach
CALL
SLA
interaction hypothesis
2. American Association of Teachers of French
AATF
jigsaw activity
comparisons
CBI
3. 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.
process writing
guided participation
closure
TESOL
4. 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
presentation
ALM
graphic organizers
comparisons
5. 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
process writing
interlanguage
guided participation
SOPI
6. American Association of Teachers of German
SOPI
AATG
TPR
direct method
7. 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
FLTEACH
CBI
backward design
ZPD
8. Second Language Acquisition
graphic organizers
SLA
backward design
bottom-up approach
9. 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
TPR
affective filters
pre-listening
bottom-up approach
10. 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
immersion
SOPI
interpretive
11. Offered by ACTFL: test of oral proficiency that can be delivered electronically and on demand.
OPIc
implicit grammar instruction
immersion
scaffolding
12. 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
closure
Venn diagram
information gap activities
natural approach
13. 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).
authentic materials
FLEX
proficiency
TPR
14. '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
backward design
authentic materials
communities
guided participation
15. (p.21) characterized as 'exchanges between learners and their interlocutors as they attempt to resolve communication breakdown and to work toward mutual comprehension.'
closure
negotiation of meaning
TPT
direct method
16. COMMUNICATE in other language besides English/native language: converse (interpersonal) - understand spoken and written (interpretive) - present spoken or written info (presentational)
TL
contextualizing instruction
communication
comparisons
17. 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
output hypothesis
CALL
attention
input hypothesis
18. 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.
PSMLA
NECTFL
semantic mapping
ALM
19. 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
PACE
CBI
FLEX
IRF
20. Oral Proficiency Interview offered by ACTFL
explicit grammar instruction
top-down approach
TL
OPI
21. 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
explicit grammar instruction
communication
implicit grammar instruction
OPIc
22. 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
formative assessment
PSMLA
affective filters
TESOL
23. Understand and interpret variety of topics in spoken and written TL
Venn diagram
immersion
interpretive
connections
24. 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
top-down approach
portfolio assessment
task-based instruction
25. Beginning part of a lesson where teacher must engage the students with interesting topic - essential question and activating vocabulary.
implicit grammar instruction
guided participation
interaction hypothesis
setting the stage
26. Present info - concepts - ideas on variety of topics to an audience of listeners or readers
CBI
jigsaw activity
input hypothesis
presentational
27. 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.
TL
presentation
backward design
presentational
28. Total physical response - approach based on 'the way in which children acquire vocab naturally in native language.
comparisons
communicative competency
direct method
TPR
29. American Association of Teachers or Spanish and Portuguese
portfolio assessment
AATSP
IRE
explicit grammar instruction
30. Converse - provide/obtain info - exchange opinions - two-way communication - express feelings and emotions
Venn diagram
TELL
top-down approach
interpersonal
31. Communication - comparisons - communities - connections - cultures-->National 'Standards of Foreign Language Learning' -->SFLL developed by ACTFL
32. Deciding standards to be addressed - enduring understandings - and ultimate goals of lesson prior to constructing the lesson.
TPR
graphic organizers
backward design
task-based instruction
33. 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
explicit grammar instruction
pre-listening
communication
communities
34. (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
summative assessment
differentiated instruction
direct method
task-based instruction
35. Traditional FORL teaching. Students analyze and learn grammar and vocab and later practice using them in communication. 'Skill getting'before
OPI
bottom-up approach
ZPD
TESOL
36. 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
IRF
summative assessment
ZPD
AATG
37. Audio-lingual method; teaching oral skills by means of stimuls-response learning; repetition - dialogue memorization - and manipulation of grammatical pattern drills.
differentiated instruction
accuracy
ALM
scaffolding
38. Technology Enhanced Learning - refers to all uses of technology in language education
TELL
Venn diagram
co-construction
TL
39. 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
ZPD
affective filters
task-based instruction
process writing
40. 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
presentation
CBI
scaffolding
41. Teaching Proficiency through Reading and Storytelling (?Google)
explicit grammar instruction
TPRS
top-down approach
CBI
42. 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
ACTFL
Venn diagram
attention
natural approach
43. (Process oriented approach Pg. 301-302) the steps involved in writing a text [...] organized around 3 components: Planning - Translating - Reviewing
closure
CBI
formative assessment
process writing
44. Pennsylvania Department of Education-Standards Aligned System-includes proposed standards for world languages (not yet promulgated)
PDE-SAS
OPI
SFLL
AATG
45. Total participation techniques
TPT
communicative competency
communication
TELL
46. Direct instruction of grammar focusing on form and accuracy but has been shown not to be effective on accuracy of written product
presentation
proficiency
explicit grammar instruction
TPR
47. 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
top-down approach
output hypothesis
immersion
attention
48. 'visuals that display words or concepts in categories to illustrate how they relate to one another.' (p. 129)
interpersonal
graphic organizers
OPIc
TPR
49. '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
ACTFL
WPT
AATSP
heritage language learner
50. 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
TPRS
pre-reading
jigsaw activity
interlanguage