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Teaching Methods Foreign Language
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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. Technology Enhanced Learning - refers to all uses of technology in language education
TELL
IRF
co-construction
pre-listening
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
OPIc
comparisons
contextualizing instruction
interlanguage
3. Converse - provide/obtain info - exchange opinions - two-way communication - express feelings and emotions
interpersonal
contextualizing instruction
AATSP
co-construction
4. 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
heritage language learner
ZPD
information gap activities
backward design
5. (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
AATG
interpersonal
PACE
top-down approach
6. 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
FLES
AATSP
pre-listening
communicative competency
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.
presentation
heritage language learner
ACTFL
scaffolding
8. North East Conference for Teaching Foreign Language
attention
episode hypothesis
ACTFL
NECTFL
9. Traditional FORL teaching. Students analyze and learn grammar and vocab and later practice using them in communication. 'Skill getting'before
TPRS
heritage language learner
output hypothesis
bottom-up approach
10. Total participation techniques
TPT
PSMLA
information gap activities
FLTEACH
11. LINK with other disciplines and ACQUIRE info: 3.1 reinforce knowledge in other academic areas through the TL: 3.2
negotiation of meaning
presentation
connections
FLEX
12. 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
guided participation
ACTFL
summative assessment
interaction hypothesis
13. American Association of Teachers of German
cultures
AATG
closure
explicit grammar instruction
14. Total physical response - approach based on 'the way in which children acquire vocab naturally in native language.
TPR
NECTFL
SLA
interlanguage
15. Teaching all subjects in TL so that TL not only becomes the object of instruction but the vehicle of instruction as well
pre-reading
immersion
accuracy
AATF
16. Computer Assisted Language Learning - ex: The Rosetta Stone - refers to the application of computers in teaching and learning languages. (pg 408 - ch 12)
CALL
IRF
NECTFL
direct method
17. Understand and interpret variety of topics in spoken and written TL
graphic organizers
interpretive
jigsaw activity
affective filters
18. 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
TPRS
jigsaw activity
co-construction
CBI
19. '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
authentic materials
guided participation
comparisons
co-construction
20. 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
scaffolding
explicit grammar instruction
input hypothesis
bottom-up approach
21. 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
interaction hypothesis
grammar translation method
communities
immersion
22. Foreign Language in Elementary School
FLES
comparisons
proficiency
backward design
23. '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
PSMLA
proficiency
AATG
24. 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
SOPI
backward design
input hypothesis
SLA
25. 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.
TL
semantic mapping
bottom-up approach
TPT
26. Foreign lanuguage teaching forum which offers discussion boards and internet resources for foreign language teachers
interpretive
natural order hypothesis
FLTEACH
OPI
27. '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
implicit grammar instruction
TELL
semantic mapping
28. Offered by ACTFL: test of oral proficiency that can be delivered electronically and on demand.
interpretive
OPIc
IRF
presentation
29. 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
explicit grammar instruction
SOPI
AATSP
30. 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
AATG
pre-listening
natural approach
output hypothesis
31. 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
PACE
explicit grammar instruction
contextualizing instruction
interpersonal
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)
negotiation of meaning
episode hypothesis
summative assessment
natural order hypothesis
33. 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
negotiation of meaning
attention
CBI
TPT
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
interaction hypothesis
portfolio assessment
TL
differentiated instruction
35. 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)
formative assessment
information gap activities
affective filters
proficiency
36. Focus on translation of written text - learn grammar rules and memorization of bilingual vocab list (e.g. Latin
FLEX
IRE
grammar translation method
ALM
37. 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.
SFLL
communication
contextualizing instruction
communicative competency
38. Teaching Proficiency through Reading and Storytelling (?Google)
affective filters
TPRS
AATG
ACTFL
39. (p.21) characterized as 'exchanges between learners and their interlocutors as they attempt to resolve communication breakdown and to work toward mutual comprehension.'
negotiation of meaning
process writing
interaction hypothesis
CBI
40. American Association of Teachers of French
graphic organizers
natural order hypothesis
TPRS
AATF
41. Standards for Foreign Language Learning-national standards: 5c's developed by ACTFL - AATF - AATG - AATSP
SFLL
task-based instruction
natural approach
co-construction
42. 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
episode hypothesis
5 C's
implicit grammar instruction
connections
43. 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
contextualizing instruction
presentation
co-construction
Venn diagram
44. Present info - concepts - ideas on variety of topics to an audience of listeners or readers
FLEX
communities
presentational
SFLL
45. 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
SLA
cultures
PSMLA
jigsaw activity
46. 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
Venn diagram
contextualizing instruction
grammar translation method
AATF
47. COMMUNICATE in other language besides English/native language: converse (interpersonal) - understand spoken and written (interpretive) - present spoken or written info (presentational)
co-construction
communication
CALL
scaffolding
48. 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
task-based instruction
accuracy
information gap activities
49. 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
semantic mapping
FLEX
guided participation
closure
50. (Process oriented approach Pg. 301-302) the steps involved in writing a text [...] organized around 3 components: Planning - Translating - Reviewing
pre-listening
process writing
scaffolding
TESOL
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