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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. 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
TESOL
PACE
interlanguage
output hypothesis
2. '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
proficiency
OPIc
explicit grammar instruction
direct method
3. Offered by ACTFL: test of oral proficiency that can be delivered electronically and on demand.
Venn diagram
OPIc
graphic organizers
5 C's
4. 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
guided participation
process writing
AATSP
proficiency
5. PA State Modern Language Association
TPT
OPIc
closure
PSMLA
6. 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
affective filters
WPT
ACTFL
IRF
7. (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
bottom-up approach
Venn diagram
summative assessment
direct method
8. (Process oriented approach Pg. 301-302) the steps involved in writing a text [...] organized around 3 components: Planning - Translating - Reviewing
direct method
heritage language learner
Venn diagram
process writing
9. Total participation techniques
WPT
TPT
affective filters
task-based instruction
10. 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
connections
attention
interaction hypothesis
ZPD
11. Audio-lingual method; teaching oral skills by means of stimuls-response learning; repetition - dialogue memorization - and manipulation of grammatical pattern drills.
guided participation
WPT
backward design
ALM
12. Oral Proficiency Interview offered by ACTFL
CALL
episode hypothesis
ZPD
OPI
13. 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
cultures
PSMLA
CBI
CALL
14. 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.
communicative competency
TPT
TPRS
SOPI
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
OPIc
SLA
heritage language learner
semantic mapping
16. 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.
ACTFL
PDE-SAS
presentation
PACE
17. 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
guided participation
setting the stage
communities
interlanguage
18. 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
direct method
proficiency
OPI
task-based instruction
19. 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
output hypothesis
OPIc
pre-reading
TESOL
20. Deciding standards to be addressed - enduring understandings - and ultimate goals of lesson prior to constructing the lesson.
backward design
proficiency
ALM
information gap activities
21. American Council on Teaching of Foreign Languages
FLTEACH
negotiation of meaning
jigsaw activity
ACTFL
22. 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
IRE
grammar translation method
natural order hypothesis
communication
23. Foreign Language in Elementary School
communication
formative assessment
cultures
FLES
24. 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
semantic mapping
ZPD
grammar translation method
PDE-SAS
25. 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)
FLES
differentiated instruction
proficiency
interpretive
26. ACTFL Writing Proficiency Test measures how well you write in a language as well as
IRF
SOPI
input hypothesis
WPT
27. '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)
summative assessment
differentiated instruction
implicit grammar instruction
ACTFL
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
formative assessment
affective filters
explicit grammar instruction
bottom-up approach
29. Traditional FORL teaching. Students analyze and learn grammar and vocab and later practice using them in communication. 'Skill getting'before
bottom-up approach
pre-reading
OPIc
ACTFL
30. 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
AATG
episode hypothesis
accuracy
interaction hypothesis
31. 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
negotiation of meaning
CALL
AATF
natural approach
32. American Association of Teachers of French
bottom-up approach
AATF
output hypothesis
cultures
33. 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).
pre-listening
FLEX
process writing
Venn diagram
34. Pennsylvania Department of Education-Standards Aligned System-includes proposed standards for world languages (not yet promulgated)
SLA
PDE-SAS
TPT
proficiency
35. 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
top-down approach
differentiated instruction
episode hypothesis
summative assessment
36. Target Language
task-based instruction
FLES
NECTFL
TL
37. 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
scaffolding
implicit grammar instruction
presentational
communities
38. Converse - provide/obtain info - exchange opinions - two-way communication - express feelings and emotions
guided participation
interaction hypothesis
semantic mapping
interpersonal
39. COMMUNICATE in other language besides English/native language: converse (interpersonal) - understand spoken and written (interpretive) - present spoken or written info (presentational)
communication
SOPI
presentation
output hypothesis
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
graphic organizers
formative assessment
output hypothesis
explicit grammar instruction
41. 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
Venn diagram
TELL
explicit grammar instruction
output hypothesis
42. 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.
semantic mapping
interlanguage
formative assessment
FLTEACH
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
ACTFL
attention
natural order hypothesis
explicit grammar instruction
44. 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
authentic materials
contextualizing instruction
comparisons
implicit grammar instruction
45. Focus on translation of written text - learn grammar rules and memorization of bilingual vocab list (e.g. Latin
FLES
task-based instruction
grammar translation method
pre-listening
46. Standards for Foreign Language Learning-national standards: 5c's developed by ACTFL - AATF - AATG - AATSP
SFLL
attention
process writing
explicit grammar instruction
47. '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
AATG
authentic materials
jigsaw activity
cultures
48. Communication - comparisons - communities - connections - cultures-->National 'Standards of Foreign Language Learning' -->SFLL developed by ACTFL
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49. 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
formative assessment
affective filters
jigsaw activity
WPT
50. American Association of Teachers or Spanish and Portuguese
interaction hypothesis
presentational
connections
AATSP