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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
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. '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
natural approach
formative assessment
TESOL
2. Understand and interpret variety of topics in spoken and written TL
grammar translation method
interpretive
output hypothesis
process writing
3. Pennsylvania Department of Education-Standards Aligned System-includes proposed standards for world languages (not yet promulgated)
top-down approach
PDE-SAS
TPRS
immersion
4. Deciding standards to be addressed - enduring understandings - and ultimate goals of lesson prior to constructing the lesson.
affective filters
TELL
AATF
backward design
5. Teaching Proficiency through Reading and Storytelling (?Google)
TPRS
authentic materials
scaffolding
output hypothesis
6. '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
bottom-up approach
portfolio assessment
contextualizing instruction
FLES
7. 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.
implicit grammar instruction
heritage language learner
IRE
presentation
8. 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).
task-based instruction
FLEX
episode hypothesis
WPT
9. 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)
task-based instruction
differentiated instruction
IRE
natural approach
10. Second Language Acquisition
output hypothesis
closure
PDE-SAS
SLA
11. 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
graphic organizers
cultures
jigsaw activity
backward design
12. 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
jigsaw activity
semantic mapping
accuracy
differentiated instruction
13. 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
communicative competency
co-construction
portfolio assessment
heritage language learner
14. 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
interpretive
IRE
ALM
explicit grammar instruction
15. American Association of Teachers of German
AATG
contextualizing instruction
interpretive
TL
16. Communication - comparisons - communities - connections - cultures-->National 'Standards of Foreign Language Learning' -->SFLL developed by ACTFL
17. Audio-lingual method; teaching oral skills by means of stimuls-response learning; repetition - dialogue memorization - and manipulation of grammatical pattern drills.
ALM
TL
TPRS
proficiency
18. '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
input hypothesis
presentation
FLEX
authentic materials
19. 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
FLEX
information gap activities
interaction hypothesis
differentiated instruction
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
IRE
Venn diagram
scaffolding
21. Converse - provide/obtain info - exchange opinions - two-way communication - express feelings and emotions
IRF
jigsaw activity
graphic organizers
interpersonal
22. Present info - concepts - ideas on variety of topics to an audience of listeners or readers
connections
communities
communication
presentational
23. Total participation techniques
closure
TPT
interaction hypothesis
5 C's
24. 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
TPT
CBI
negotiation of meaning
communicative competency
25. 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
summative assessment
connections
IRE
backward design
26. 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
authentic materials
interlanguage
AATF
FLEX
27. Focus on translation of written text - learn grammar rules and memorization of bilingual vocab list (e.g. Latin
natural approach
interaction hypothesis
scaffolding
grammar translation method
28. LINK with other disciplines and ACQUIRE info: 3.1 reinforce knowledge in other academic areas through the TL: 3.2
SLA
connections
SOPI
SFLL
29. 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
AATSP
top-down approach
ZPD
communities
30. Computer Assisted Language Learning - ex: The Rosetta Stone - refers to the application of computers in teaching and learning languages. (pg 408 - ch 12)
process writing
CALL
TPT
IRF
31. Total physical response - approach based on 'the way in which children acquire vocab naturally in native language.
TPR
heritage language learner
IRE
semantic mapping
32. Standards for Foreign Language Learning-national standards: 5c's developed by ACTFL - AATF - AATG - AATSP
WPT
SFLL
TL
presentational
33. 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
NECTFL
attention
accuracy
ACTFL
34. 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
episode hypothesis
AATG
immersion
communities
35. 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
AATSP
FLEX
SLA
36. 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
setting the stage
PACE
task-based instruction
FLTEACH
37. 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.
FLEX
graphic organizers
setting the stage
closure
38. 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
TPR
top-down approach
input hypothesis
heritage language learner
39. American Association of Teachers of French
explicit grammar instruction
presentational
guided participation
AATF
40. 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
differentiated instruction
TPRS
communities
41. COMMUNICATE in other language besides English/native language: converse (interpersonal) - understand spoken and written (interpretive) - present spoken or written info (presentational)
bottom-up approach
communication
interpretive
ZPD
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.
explicit grammar instruction
formative assessment
TELL
communicative competency
43. 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
accuracy
negotiation of meaning
formative assessment
authentic materials
44. 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
implicit grammar instruction
TPT
SLA
presentation
45. 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
FLEX
summative assessment
graphic organizers
46. 'visuals that display words or concepts in categories to illustrate how they relate to one another.' (p. 129)
NECTFL
graphic organizers
cultures
SOPI
47. Teaching all subjects in TL so that TL not only becomes the object of instruction but the vehicle of instruction as well
scaffolding
immersion
closure
bottom-up approach
48. ACTFL Writing Proficiency Test measures how well you write in a language as well as
TESOL
episode hypothesis
PSMLA
WPT
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
implicit grammar instruction
accuracy
heritage language learner
direct method
50. North East Conference for Teaching Foreign Language
5 C's
NECTFL
comparisons
OPIc