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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. 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
TPRS
accuracy
attention
interpersonal
2. 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
explicit grammar instruction
TPRS
communication
implicit grammar instruction
3. Beginning part of a lesson where teacher must engage the students with interesting topic - essential question and activating vocabulary.
setting the stage
presentation
input hypothesis
TPT
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
presentation
FLES
interaction hypothesis
ZPD
5. Present info - concepts - ideas on variety of topics to an audience of listeners or readers
ALM
explicit grammar instruction
presentational
interaction hypothesis
6. '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)
scaffolding
natural order hypothesis
episode hypothesis
CBI
7. (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
semantic mapping
explicit grammar instruction
summative assessment
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
information gap activities
scaffolding
Venn diagram
direct method
9. Deciding standards to be addressed - enduring understandings - and ultimate goals of lesson prior to constructing the lesson.
co-construction
information gap activities
backward design
PACE
10. Computer Assisted Language Learning - ex: The Rosetta Stone - refers to the application of computers in teaching and learning languages. (pg 408 - ch 12)
closure
TPT
CALL
accuracy
11. 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
comparisons
SOPI
SLA
12. Foreign lanuguage teaching forum which offers discussion boards and internet resources for foreign language teachers
TPRS
input hypothesis
FLTEACH
IRF
13. 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
FLEX
presentational
communicative competency
interaction hypothesis
14. 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
SFLL
output hypothesis
CBI
ACTFL
15. Direct instruction of grammar focusing on form and accuracy but has been shown not to be effective on accuracy of written product
formative assessment
SLA
explicit grammar instruction
negotiation of meaning
16. 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
differentiated instruction
closure
pre-reading
episode hypothesis
17. American Association of Teachers of German
AATG
direct method
episode hypothesis
bottom-up approach
18. Focus on translation of written text - learn grammar rules and memorization of bilingual vocab list (e.g. Latin
grammar translation method
process writing
comparisons
ALM
19. (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
interlanguage
presentation
episode hypothesis
top-down approach
20. 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
setting the stage
differentiated instruction
IRF
FLES
21. 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
TPT
connections
input hypothesis
cultures
22. '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
process writing
interpretive
connections
authentic materials
23. Total participation techniques
TPT
jigsaw activity
guided participation
authentic materials
24. (Process oriented approach Pg. 301-302) the steps involved in writing a text [...] organized around 3 components: Planning - Translating - Reviewing
process writing
CBI
FLES
portfolio assessment
25. '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
summative assessment
proficiency
graphic organizers
communication
26. 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).
WPT
FLEX
output hypothesis
NECTFL
27. Total physical response - approach based on 'the way in which children acquire vocab naturally in native language.
guided participation
TPR
TL
proficiency
28. 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
AATG
communities
negotiation of meaning
process writing
29. Offered by ACTFL: test of oral proficiency that can be delivered electronically and on demand.
TPR
comparisons
OPIc
IRE
30. 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
TPR
natural approach
differentiated instruction
FLES
31. 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
comparisons
co-construction
accuracy
interlanguage
32. ACTFL Writing Proficiency Test measures how well you write in a language as well as
natural approach
WPT
interlanguage
heritage language learner
33. Target Language
SOPI
TPR
interaction hypothesis
TL
34. 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
task-based instruction
grammar translation method
PSMLA
35. 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
information gap activities
contextualizing instruction
immersion
36. '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
interlanguage
scaffolding
portfolio assessment
ZPD
37. 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
communities
scaffolding
CBI
IRF
38. PA State Modern Language Association
pre-listening
differentiated instruction
ZPD
PSMLA
39. '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)
output hypothesis
SOPI
summative assessment
attention
40. 'visuals that display words or concepts in categories to illustrate how they relate to one another.' (p. 129)
immersion
graphic organizers
PSMLA
TESOL
41. 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
WPT
interpretive
Venn diagram
PACE
42. Understand and interpret variety of topics in spoken and written TL
pre-reading
episode hypothesis
interpretive
5 C's
43. 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.
comparisons
TPT
pre-reading
information gap activities
44. Audio-lingual method; teaching oral skills by means of stimuls-response learning; repetition - dialogue memorization - and manipulation of grammatical pattern drills.
presentational
FLTEACH
ALM
CBI
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.
information gap activities
authentic materials
communicative competency
AATSP
46. Second Language Acquisition
semantic mapping
task-based instruction
SLA
graphic organizers
47. 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
interlanguage
scaffolding
TESOL
top-down approach
48. 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
IRF
ZPD
ALM
49. 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)
AATG
proficiency
interpersonal
differentiated instruction
50. 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
SOPI
accuracy
bottom-up approach
differentiated instruction