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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.
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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. '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
OPIc
natural approach
PDE-SAS
2. (Process oriented approach Pg. 301-302) the steps involved in writing a text [...] organized around 3 components: Planning - Translating - Reviewing
process writing
interpretive
5 C's
immersion
3. 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.
contextualizing instruction
presentation
differentiated instruction
immersion
4. 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
Venn diagram
communities
co-construction
summative assessment
5. (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
direct method
interpersonal
communities
interaction hypothesis
6. Total participation techniques
FLTEACH
interpersonal
bottom-up approach
TPT
7. 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-reading
bottom-up approach
negotiation of meaning
top-down approach
8. 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
OPIc
guided participation
top-down approach
task-based instruction
9. Computer Assisted Language Learning - ex: The Rosetta Stone - refers to the application of computers in teaching and learning languages. (pg 408 - ch 12)
pre-listening
CALL
FLES
immersion
10. Direct instruction of grammar focusing on form and accuracy but has been shown not to be effective on accuracy of written product
negotiation of meaning
OPI
heritage language learner
explicit grammar instruction
11. '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
interlanguage
proficiency
contextualizing instruction
information gap activities
12. Second Language Acquisition
PACE
information gap activities
SLA
PSMLA
13. (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
interaction hypothesis
top-down approach
formative assessment
14. 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
presentation
FLES
Venn diagram
guided participation
15. ACTFL Writing Proficiency Test measures how well you write in a language as well as
cultures
WPT
natural approach
guided participation
16. 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.
SLA
episode hypothesis
semantic mapping
negotiation of meaning
17. Offered by ACTFL: test of oral proficiency that can be delivered electronically and on demand.
OPIc
negotiation of meaning
accuracy
Venn diagram
18. Oral Proficiency Interview offered by ACTFL
communication
bottom-up approach
heritage language learner
OPI
19. '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
closure
ZPD
TESOL
heritage language learner
20. 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
portfolio assessment
pre-listening
FLEX
21. Total physical response - approach based on 'the way in which children acquire vocab naturally in native language.
interpretive
TPR
TL
connections
22. 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
heritage language learner
ZPD
input hypothesis
AATSP
23. 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
input hypothesis
natural approach
proficiency
authentic materials
24. American Association of Teachers of German
jigsaw activity
presentational
differentiated instruction
AATG
25. 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
semantic mapping
guided participation
PACE
Venn diagram
26. 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
attention
direct method
proficiency
cultures
27. 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)
TPRS
affective filters
CBI
jigsaw activity
28. LINK with other disciplines and ACQUIRE info: 3.1 reinforce knowledge in other academic areas through the TL: 3.2
episode hypothesis
summative assessment
connections
pre-reading
29. 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
WPT
scaffolding
process writing
CALL
30. Communication - comparisons - communities - connections - cultures-->National 'Standards of Foreign Language Learning' -->SFLL developed by ACTFL
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31. 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
CALL
formative assessment
comparisons
TPR
32. The simulated oral proficiency interview is a performance-based - tape-mediated speaking test.
TPT
SOPI
TPRS
portfolio assessment
33. 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
direct method
TESOL
ZPD
TELL
34. Converse - provide/obtain info - exchange opinions - two-way communication - express feelings and emotions
interpersonal
ZPD
information gap activities
TELL
35. 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
natural order hypothesis
CALL
FLES
accuracy
36. 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
output hypothesis
setting the stage
accuracy
37. Audio-lingual method; teaching oral skills by means of stimuls-response learning; repetition - dialogue memorization - and manipulation of grammatical pattern drills.
FLES
natural order hypothesis
TPR
ALM
38. Foreign lanuguage teaching forum which offers discussion boards and internet resources for foreign language teachers
WPT
FLTEACH
scaffolding
communities
39. 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)
semantic mapping
input hypothesis
OPI
differentiated instruction
40. 'visuals that display words or concepts in categories to illustrate how they relate to one another.' (p. 129)
FLTEACH
TESOL
graphic organizers
setting the stage
41. 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
semantic mapping
interaction hypothesis
TL
task-based instruction
42. 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
heritage language learner
proficiency
pre-listening
CBI
43. 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
CALL
presentational
PSMLA
interaction hypothesis
44. '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
communities
5 C's
authentic materials
co-construction
45. 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
interpretive
PACE
process writing
46. Standards for Foreign Language Learning-national standards: 5c's developed by ACTFL - AATF - AATG - AATSP
input hypothesis
graphic organizers
OPI
SFLL
47. Foreign Language in Elementary School
FLTEACH
CBI
FLES
IRE
48. (p.21) characterized as 'exchanges between learners and their interlocutors as they attempt to resolve communication breakdown and to work toward mutual comprehension.'
OPI
comparisons
input hypothesis
negotiation of meaning
49. American Association of Teachers or Spanish and Portuguese
closure
AATSP
pre-listening
CBI
50. 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
setting the stage
ACTFL
presentation
communities
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