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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. Teaching Proficiency through Reading and Storytelling (?Google)
PDE-SAS
setting the stage
TPRS
NECTFL
2. Converse - provide/obtain info - exchange opinions - two-way communication - express feelings and emotions
summative assessment
FLEX
setting the stage
interpersonal
3. Total physical response - approach based on 'the way in which children acquire vocab naturally in native language.
ACTFL
ALM
TPR
IRF
4. (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
semantic mapping
accuracy
AATF
top-down approach
5. 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
SLA
guided participation
ALM
attention
6. 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
communicative competency
TPT
authentic materials
7. Second Language Acquisition
SLA
TPT
explicit grammar instruction
Venn diagram
8. 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
negotiation of meaning
output hypothesis
TESOL
ZPD
9. 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
input hypothesis
presentational
FLTEACH
TPR
10. '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)
CBI
summative assessment
explicit grammar instruction
negotiation of meaning
11. (Process oriented approach Pg. 301-302) the steps involved in writing a text [...] organized around 3 components: Planning - Translating - Reviewing
process writing
communication
backward design
graphic organizers
12. 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
guided participation
cultures
ALM
proficiency
13. 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.
FLEX
portfolio assessment
implicit grammar instruction
presentation
14. Focus on translation of written text - learn grammar rules and memorization of bilingual vocab list (e.g. Latin
AATF
formative assessment
natural order hypothesis
grammar translation method
15. Oral Proficiency Interview offered by ACTFL
AATG
co-construction
OPI
explicit grammar instruction
16. Deciding standards to be addressed - enduring understandings - and ultimate goals of lesson prior to constructing the lesson.
interaction hypothesis
semantic mapping
input hypothesis
backward design
17. '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
closure
interlanguage
CALL
proficiency
18. 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
ACTFL
AATG
heritage language learner
19. Direct instruction of grammar focusing on form and accuracy but has been shown not to be effective on accuracy of written product
SFLL
AATG
IRF
explicit grammar instruction
20. 'visuals that display words or concepts in categories to illustrate how they relate to one another.' (p. 129)
top-down approach
ACTFL
FLTEACH
graphic organizers
21. Pennsylvania Department of Education-Standards Aligned System-includes proposed standards for world languages (not yet promulgated)
implicit grammar instruction
pre-reading
PDE-SAS
affective filters
22. 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.
immersion
formative assessment
information gap activities
backward design
23. 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
interpersonal
IRF
negotiation of meaning
communities
24. ACTFL Writing Proficiency Test measures how well you write in a language as well as
semantic mapping
IRE
WPT
NECTFL
25. 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.
CBI
closure
comparisons
CALL
26. The simulated oral proficiency interview is a performance-based - tape-mediated speaking test.
SOPI
AATSP
TL
task-based instruction
27. (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
attention
direct method
pre-reading
cultures
28. 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.
TPR
formative assessment
semantic mapping
OPI
29. 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
communities
interaction hypothesis
communication
pre-listening
30. Offered by ACTFL: test of oral proficiency that can be delivered electronically and on demand.
OPIc
negotiation of meaning
PACE
presentation
31. '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)
portfolio assessment
SFLL
attention
natural order hypothesis
32. 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
Venn diagram
jigsaw activity
interaction hypothesis
FLEX
33. PA State Modern Language Association
setting the stage
PSMLA
interpretive
formative assessment
34. 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)
OPI
AATG
differentiated instruction
authentic materials
35. 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
comparisons
episode hypothesis
guided participation
TPRS
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
guided participation
attention
contextualizing instruction
episode hypothesis
37. North East Conference for Teaching Foreign Language
setting the stage
NECTFL
contextualizing instruction
interpersonal
38. 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
Venn diagram
explicit grammar instruction
backward design
process writing
39. Communication - comparisons - communities - connections - cultures-->National 'Standards of Foreign Language Learning' -->SFLL developed by ACTFL
40. Computer Assisted Language Learning - ex: The Rosetta Stone - refers to the application of computers in teaching and learning languages. (pg 408 - ch 12)
direct method
WPT
AATSP
CALL
41. 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
TL
co-construction
AATSP
IRF
42. American Association of Teachers of German
WPT
AATG
proficiency
explicit grammar instruction
43. Teaching all subjects in TL so that TL not only becomes the object of instruction but the vehicle of instruction as well
grammar translation method
TESOL
proficiency
immersion
44. Present info - concepts - ideas on variety of topics to an audience of listeners or readers
NECTFL
presentational
comparisons
cultures
45. 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
PACE
presentational
immersion
SFLL
46. 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
contextualizing instruction
TPR
top-down approach
47. Audio-lingual method; teaching oral skills by means of stimuls-response learning; repetition - dialogue memorization - and manipulation of grammatical pattern drills.
affective filters
ALM
heritage language learner
TPRS
48. 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
formative assessment
interaction hypothesis
presentational
Venn diagram
49. 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.
SLA
communicative competency
immersion
co-construction
50. 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 approach
SFLL
scaffolding
IRF