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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. Standards for Foreign Language Learning-national standards: 5c's developed by ACTFL - AATF - AATG - AATSP
FLES
NECTFL
presentation
SFLL
2. 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
communication
presentation
scaffolding
FLES
3. Teaching Proficiency through Reading and Storytelling (?Google)
TPRS
OPIc
ACTFL
scaffolding
4. 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
CBI
co-construction
interaction hypothesis
semantic mapping
5. 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.
TL
grammar translation method
scaffolding
closure
6. 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
FLEX
SOPI
IRE
connections
7. Oral Proficiency Interview offered by ACTFL
bottom-up approach
PSMLA
CBI
OPI
8. (Process oriented approach Pg. 301-302) the steps involved in writing a text [...] organized around 3 components: Planning - Translating - Reviewing
interlanguage
process writing
graphic organizers
TPR
9. 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
heritage language learner
episode hypothesis
pre-listening
closure
10. Present info - concepts - ideas on variety of topics to an audience of listeners or readers
presentational
TELL
FLES
CBI
11. '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
natural approach
cultures
authentic materials
interlanguage
12. 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
co-construction
proficiency
graphic organizers
ACTFL
13. Traditional FORL teaching. Students analyze and learn grammar and vocab and later practice using them in communication. 'Skill getting'before
presentational
pre-reading
bottom-up approach
PSMLA
14. Pennsylvania Department of Education-Standards Aligned System-includes proposed standards for world languages (not yet promulgated)
TPT
PDE-SAS
ZPD
guided participation
15. Understand and interpret variety of topics in spoken and written TL
summative assessment
interpretive
ZPD
communities
16. 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
FLES
implicit grammar instruction
communication
immersion
17. Focus on translation of written text - learn grammar rules and memorization of bilingual vocab list (e.g. Latin
backward design
grammar translation method
CALL
interpretive
18. 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
information gap activities
top-down approach
contextualizing instruction
FLTEACH
19. American Association of Teachers of German
jigsaw activity
AATG
accuracy
OPIc
20. 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
authentic materials
Venn diagram
differentiated instruction
presentation
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
summative assessment
natural approach
TL
portfolio assessment
22. Total participation techniques
SFLL
NECTFL
TPT
co-construction
23. Converse - provide/obtain info - exchange opinions - two-way communication - express feelings and emotions
PACE
interpersonal
OPI
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
communicative competency
authentic materials
CALL
ZPD
25. Teachers of English to Speakers of Other Languages
TESOL
CBI
closure
WPT
26. Second Language Acquisition
FLES
ACTFL
SLA
attention
27. The simulated oral proficiency interview is a performance-based - tape-mediated speaking test.
TESOL
presentation
SOPI
guided participation
28. American Association of Teachers of French
SLA
summative assessment
AATF
contextualizing instruction
29. 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
interlanguage
OPIc
task-based instruction
connections
30. '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)
direct method
summative assessment
communities
interlanguage
31. 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)
affective filters
communicative competency
AATF
Venn diagram
32. (p.21) characterized as 'exchanges between learners and their interlocutors as they attempt to resolve communication breakdown and to work toward mutual comprehension.'
negotiation of meaning
5 C's
interlanguage
TPR
33. 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
IRF
affective filters
grammar translation method
accuracy
34. 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
CALL
direct method
process writing
natural approach
35. (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
interaction hypothesis
TPRS
OPIc
direct method
36. 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
interpersonal
cultures
setting the stage
TPR
37. '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)
interaction hypothesis
graphic organizers
task-based instruction
natural order hypothesis
38. Foreign lanuguage teaching forum which offers discussion boards and internet resources for foreign language teachers
episode hypothesis
top-down approach
PACE
FLTEACH
39. '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
guided participation
5 C's
differentiated instruction
proficiency
40. LINK with other disciplines and ACQUIRE info: 3.1 reinforce knowledge in other academic areas through the TL: 3.2
connections
interaction hypothesis
proficiency
interpersonal
41. American Association of Teachers or Spanish and Portuguese
AATSP
TPRS
natural order hypothesis
top-down approach
42. Beginning part of a lesson where teacher must engage the students with interesting topic - essential question and activating vocabulary.
bottom-up approach
portfolio assessment
output hypothesis
setting the stage
43. 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)
differentiated instruction
TESOL
connections
presentation
44. 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
FLEX
attention
input hypothesis
45. ACTFL Writing Proficiency Test measures how well you write in a language as well as
process writing
setting the stage
formative assessment
WPT
46. 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
WPT
output hypothesis
graphic organizers
SFLL
47. 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).
FLEX
heritage language learner
FLTEACH
grammar translation method
48. 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
communities
PDE-SAS
formative assessment
negotiation of meaning
49. 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
ALM
ZPD
TELL
PACE
50. 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
accuracy
SOPI
interaction hypothesis