SUBJECTS
|
BROWSE
|
CAREER CENTER
|
POPULAR
|
JOIN
|
LOGIN
Business Skills
|
Soft Skills
|
Basic Literacy
|
Certifications
About
|
Help
|
Privacy
|
Terms
|
Email
Search
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. Computer Assisted Language Learning - ex: The Rosetta Stone - refers to the application of computers in teaching and learning languages. (pg 408 - ch 12)
CALL
AATSP
OPIc
interpersonal
2. Total participation techniques
IRE
TPT
accuracy
AATSP
3. 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)
co-construction
SOPI
comparisons
affective filters
4. 'visuals that display words or concepts in categories to illustrate how they relate to one another.' (p. 129)
output hypothesis
graphic organizers
co-construction
PDE-SAS
5. 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
information gap activities
graphic organizers
interlanguage
6. LINK with other disciplines and ACQUIRE info: 3.1 reinforce knowledge in other academic areas through the TL: 3.2
summative assessment
AATG
OPI
connections
7. ACTFL Writing Proficiency Test measures how well you write in a language as well as
bottom-up approach
WPT
portfolio assessment
output hypothesis
8. (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
AATG
direct method
accuracy
Venn diagram
9. Oral Proficiency Interview offered by ACTFL
guided participation
OPI
heritage language learner
authentic materials
10. Second Language Acquisition
AATG
SLA
TPR
PDE-SAS
11. 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
grammar translation method
scaffolding
jigsaw activity
FLEX
12. '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)
affective filters
summative assessment
episode hypothesis
TPT
13. 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
explicit grammar instruction
scaffolding
input hypothesis
14. 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
presentational
interpersonal
comparisons
FLES
15. PA State Modern Language Association
communities
PSMLA
TPR
FLTEACH
16. 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
OPIc
attention
authentic materials
comparisons
17. Traditional FORL teaching. Students analyze and learn grammar and vocab and later practice using them in communication. 'Skill getting'before
AATSP
TPR
TL
bottom-up approach
18. 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
interpretive
PACE
jigsaw activity
OPIc
19. (Process oriented approach Pg. 301-302) the steps involved in writing a text [...] organized around 3 components: Planning - Translating - Reviewing
process writing
IRF
output hypothesis
Venn diagram
20. Pennsylvania Department of Education-Standards Aligned System-includes proposed standards for world languages (not yet promulgated)
communicative competency
co-construction
input hypothesis
PDE-SAS
21. American Association of Teachers of German
CALL
accuracy
AATG
TPT
22. Target Language
graphic organizers
implicit grammar instruction
IRF
TL
23. North East Conference for Teaching Foreign Language
pre-reading
presentation
PSMLA
NECTFL
24. 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
OPI
formative assessment
task-based instruction
25. 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.
co-construction
TPT
communicative competency
cultures
26. Audio-lingual method; teaching oral skills by means of stimuls-response learning; repetition - dialogue memorization - and manipulation of grammatical pattern drills.
ALM
AATSP
presentation
connections
27. 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
PACE
co-construction
TELL
PSMLA
28. 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
ZPD
communication
graphic organizers
29. 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.
cultures
AATF
interlanguage
information gap activities
30. 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
SFLL
jigsaw activity
closure
ZPD
31. Communication - comparisons - communities - connections - cultures-->National 'Standards of Foreign Language Learning' -->SFLL developed by ACTFL
Warning
: Invalid argument supplied for foreach() in
/var/www/html/basicversity.com/show_quiz.php
on line
183
32. '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)
ACTFL
TPR
differentiated instruction
natural order hypothesis
33. (p.21) characterized as 'exchanges between learners and their interlocutors as they attempt to resolve communication breakdown and to work toward mutual comprehension.'
top-down approach
AATSP
negotiation of meaning
immersion
34. '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
portfolio assessment
WPT
IRE
cultures
35. 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)
FLEX
output hypothesis
differentiated instruction
co-construction
36. 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
FLES
communities
communicative competency
connections
37. 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
contextualizing instruction
FLES
differentiated instruction
episode hypothesis
38. Standards for Foreign Language Learning-national standards: 5c's developed by ACTFL - AATF - AATG - AATSP
SFLL
attention
heritage language learner
FLES
39. '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
TPR
TL
heritage language learner
setting the stage
40. 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
heritage language learner
FLES
episode hypothesis
guided participation
41. '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
connections
proficiency
WPT
PDE-SAS
42. 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
AATF
NECTFL
TPT
formative assessment
43. (p. 183) involves beginning with the whole - the big picture and purpose - and the idea in L2 - e.g. poem. Then allow the student to experience it - then comprehend it then interact with others - and then focus on specific linguistic ideas like vocab
FLEX
differentiated instruction
top-down approach
cultures
44. 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
top-down approach
connections
authentic materials
45. 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
SFLL
attention
TPT
CBI
46. Present info - concepts - ideas on variety of topics to an audience of listeners or readers
AATF
summative assessment
presentational
episode hypothesis
47. Teaching Proficiency through Reading and Storytelling (?Google)
task-based instruction
TPRS
guided participation
interaction hypothesis
48. Deciding standards to be addressed - enduring understandings - and ultimate goals of lesson prior to constructing the lesson.
backward design
task-based instruction
setting the stage
portfolio assessment
49. '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
5 C's
authentic materials
explicit grammar instruction
PACE
50. 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).
FLES
formative assessment
FLEX
natural approach