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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. Teaching all subjects in TL so that TL not only becomes the object of instruction but the vehicle of instruction as well
immersion
TELL
task-based instruction
guided participation
2. 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
summative assessment
IRE
comparisons
direct method
3. Technology Enhanced Learning - refers to all uses of technology in language education
TELL
pre-listening
WPT
AATF
4. 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
WPT
episode hypothesis
Venn diagram
5. '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
heritage language learner
authentic materials
direct method
CALL
6. (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
authentic materials
top-down approach
affective filters
contextualizing instruction
7. (Process oriented approach Pg. 301-302) the steps involved in writing a text [...] organized around 3 components: Planning - Translating - Reviewing
interlanguage
process writing
attention
task-based instruction
8. 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
formative assessment
SOPI
co-construction
AATF
9. 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.
information gap activities
natural approach
semantic mapping
comparisons
10. ACTFL Writing Proficiency Test measures how well you write in a language as well as
TPT
WPT
PDE-SAS
bottom-up approach
11. 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
interaction hypothesis
cultures
TELL
12. 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
natural order hypothesis
interaction hypothesis
proficiency
scaffolding
13. 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
FLTEACH
presentational
heritage language learner
14. Beginning part of a lesson where teacher must engage the students with interesting topic - essential question and activating vocabulary.
input hypothesis
affective filters
setting the stage
OPIc
15. Second Language Acquisition
interlanguage
SLA
formative assessment
graphic organizers
16. 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.
ZPD
contextualizing instruction
closure
AATF
17. 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
process writing
pre-listening
top-down approach
contextualizing instruction
18. (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
interlanguage
contextualizing instruction
direct method
output hypothesis
19. 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
natural approach
backward design
AATF
comparisons
20. PA State Modern Language Association
PSMLA
grammar translation method
WPT
IRF
21. Focus on translation of written text - learn grammar rules and memorization of bilingual vocab list (e.g. Latin
process writing
grammar translation method
IRE
PDE-SAS
22. 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
negotiation of meaning
co-construction
TPT
WPT
23. 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
setting the stage
comparisons
TPT
24. Pennsylvania Department of Education-Standards Aligned System-includes proposed standards for world languages (not yet promulgated)
authentic materials
Venn diagram
interaction hypothesis
PDE-SAS
25. LINK with other disciplines and ACQUIRE info: 3.1 reinforce knowledge in other academic areas through the TL: 3.2
AATSP
connections
OPI
attention
26. The simulated oral proficiency interview is a performance-based - tape-mediated speaking test.
SOPI
bottom-up approach
AATSP
FLES
27. 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
pre-listening
authentic materials
episode hypothesis
differentiated instruction
28. Target Language
TL
NECTFL
jigsaw activity
PACE
29. Audio-lingual method; teaching oral skills by means of stimuls-response learning; repetition - dialogue memorization - and manipulation of grammatical pattern drills.
semantic mapping
pre-reading
ALM
SFLL
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
attention
pre-reading
ZPD
contextualizing instruction
31. Computer Assisted Language Learning - ex: The Rosetta Stone - refers to the application of computers in teaching and learning languages. (pg 408 - ch 12)
natural approach
process writing
CALL
interpretive
32. '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
graphic organizers
TL
5 C's
33. American Council on Teaching of Foreign Languages
ACTFL
presentational
comparisons
TPRS
34. 'visuals that display words or concepts in categories to illustrate how they relate to one another.' (p. 129)
CBI
guided participation
graphic organizers
co-construction
35. 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
information gap activities
jigsaw activity
TESOL
implicit grammar instruction
36. Total participation techniques
contextualizing instruction
TPT
closure
differentiated instruction
37. 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
negotiation of meaning
scaffolding
cultures
task-based instruction
38. Converse - provide/obtain info - exchange opinions - two-way communication - express feelings and emotions
PACE
communities
interpersonal
explicit grammar instruction
39. 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
interlanguage
episode hypothesis
direct method
co-construction
40. 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
FLES
OPIc
output hypothesis
5 C's
41. 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)
SFLL
affective filters
PSMLA
NECTFL
42. '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
authentic materials
information gap activities
OPI
43. COMMUNICATE in other language besides English/native language: converse (interpersonal) - understand spoken and written (interpretive) - present spoken or written info (presentational)
TESOL
communication
semantic mapping
process writing
44. Direct instruction of grammar focusing on form and accuracy but has been shown not to be effective on accuracy of written product
explicit grammar instruction
summative assessment
bottom-up approach
communities
45. North East Conference for Teaching Foreign Language
AATSP
pre-reading
interpretive
NECTFL
46. Teachers of English to Speakers of Other Languages
accuracy
portfolio assessment
explicit grammar instruction
TESOL
47. 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
pre-reading
co-construction
implicit grammar instruction
Venn diagram
48. 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
TPT
interpersonal
graphic organizers
49. 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
IRF
explicit grammar instruction
negotiation of meaning
ACTFL
50. Present info - concepts - ideas on variety of topics to an audience of listeners or readers
PSMLA
presentational
communicative competency
comparisons