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Test your basic knowledge |
Theories And Models Of Teaching
Start Test
Study First
Subject
:
teaching
Instructions:
Answer 41 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. Proficiency of the academic Language
Acculturation Model (Shumann)
Krashen Affective Filter Hypothesis
Variable Competence Model (widdowson and ellis)
CALP
2. Face to face conversation - Art - Music - Physical education
Krashen's Natural Order Hypothesis
Quadrant a
Quadarant c
Reading Approach (teaching method)
3. Refers to the learner's ability to draw on his or her interlanguage system during communication
The Grammar-translation Approach (teaching method)
The Audiolingual Method (teaching method)
Access
CALLA
4. Based on the idea that learning is habit formation (drills) and the best way to learn in memorization taught through repetative drills. Little or no grammatical explanations are provided. Teacher can speak in native language - but students are discou
Quadarant c
Krashen's Natural Order Hypothesis
The Audiolingual Method (teaching method)
Quadrant a and b
5. Congitively undemanding
Krashen's stages of second language acquisition
Functional-notional Approach
Quadrant a and b
Acquisition
6. Learning is formal knowledge(rules) - acquistion- at the subconsious level (child's acquiring his first language).
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7. Identify ELL's - design an effective program reflective of their needs - employ appropriate ESL or bilingual personell or both - align ELL's to state and local content standards - and to provide ongoing authentic assessment
Lau Plan
Quadarant a and c
The Silent Way (teaching method)
Model of Second Language Learning and Use
8. I.Input-----II.Intake------III.Acquisitions------IV.Access------V.Output
Quadarant d
Quadrant b
Model of Second Language Learning and Use
Variable Competence Model (widdowson and ellis)
9. Refers to language sources that are used to initiate the language process
Krashen Affective Filter Hypothesis
Input
Acquisition
Krashen's Input Hypothesis
10. Learners must be exposed to messages a little bit beyond proficiency
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11. The process of adapting a new culture;the new langage is seen as tied to the way the learners community and the target language community view one another.
Output
Discourse Theory (Hatch)
CALLA
Acculturation Model (Shumann)
12. Language student's will emerge naturally whey they are given the opprotunity and need (motivation) to speak in a non-coercive/low anxiety situations.
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13. You give a list of vocabulary words in L2. Classes are taught in L1.
Krashen's Input Hypothesis
Intake
The Grammar-translation Approach (teaching method)
Neurolinguistics Theory (Lamendella)
14. The teacher remains mainly silent - to give students the space they need to learn to talk. In this approach - it is assumed that the students' previous experience of learning from their mother tongue will contribute to learning the new foreign langua
The Silent Way (teaching method)
Quadrant a and b
Krashen Affective Filter Hypothesis
Krashen
15. That subset of the input that is comprehended and attended to in some way.
Intake
Krashen's stages of second language acquisition
Model of Second Language Learning and Use
CALP
16. In the classroom the teacher and students take on roles similar to that of the parent and child respectively. Students must respond physically to the words of the teacher. The activity may be a simple game such as Simon Says or may involve more compl
Lau vs. Nichols
Quadarant a and c
Total Physical Response (teaching method)
The Universal Hypothesis (Chomsky)
17. The flow and the structures of a conversation or topics within
Krashen's Input Hypothesis
Discourse Theory (Hatch)
Krashen
Krashen's stages of second language acquisition
18. Language Acquisition hypothesis
Output
The Grammar-translation Approach (teaching method)
The Silent Way (teaching method)
Krashen
19. Refers to the process by which te learners incorporates new learner incorporates new learning item into his or her developing system or interlanguage.
Quadarant b and d
Quadarant d
Acquisition
Intake
20. Context embedded
Quadarant a and c
Quadarant b and d
Quadrant b
Krashen's Natural Approach
21. Quadrant of comprehensible input
Cummins
Krashen's Natural Approach
Total Physical Response (teaching method)
The Universal Hypothesis (Chomsky)
22. Emotional variables such as anxiety - motivation and self confidence play a part in language aquisition
Direct Approach (teaching method)
Quadarant d
Krashen Affective Filter Hypothesis
Acculturation Model (Shumann)
23. Congnitively demanding
Krashen's Natural Approach
Acquisition
The Universal Hypothesis (Chomsky)
Quadarant c and d
24. Context reduced
Output
Krashen's- The Monitor
Krashen's Input Hypothesis
Quadarant b and d
25. There is a connection between language function and neural anatomy - focusing on the right and left hemisphere. There is a focus of specific aspects of SLA: age differences;fossilization;pattern practice in classroom SLA.
Neurolinguistics Theory (Lamendella)
Cummins
Quadarant a and c
Model of Second Language Learning and Use
26. Reading - Writing - Math word problems
Lau vs. Nichols
Lau Plan
Quadarant d
Quadarant b and d
27. Cognative Academic Language Learning Approach
CALLA
Krashen
Krashen's Natural Approach
Krashen's- The Monitor
28. Learning the lingusitic rules will help you develope competence of the new language
Intake
CALP
Variable Competence Model (widdowson and ellis)
Quadrant a
29. Used for specific uses of the language. People who do not want to travel abroad - but just need to read it.
The Grammar-translation Approach (teaching method)
Reading Approach (teaching method)
Access
Quadarant c and d
30. Students need to be given time to correct themselves. Teachers can be optimal (users monitor when to focus on form) - overusers (refer to conscious grammer all the time) - underusers(do not refer to grammer at all)
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31. L1 is never used. Everything is done in target language.
Model of Second Language Learning and Use
Direct Approach (teaching method)
The Universal Hypothesis (Chomsky)
Quadarant b and d
32. Need to know o be functionsl
Lau Plan
Quadarant c
Functional-notional Approach
Quadrant b
33. Teaching them know how to learn on their own based on their prior knowledge
Accommmodation Theory (Giles)
CALLA
Neurolinguistics Theory (Lamendella)
Quadarant c and d
34. Role playing - Mapping - Lower level questioning
Krashen's- The Monitor
Quadrant b
Intake
Quadarant c
35. Motivation is the primary determinant of L2 proficiency;The more motivated you are the better you will perform
The Universal Hypothesis (Chomsky)
Accommmodation Theory (Giles)
Variable Competence Model (widdowson and ellis)
The Grammar-translation Approach (teaching method)
36. Ruled that providing the same access to cirriculum - instruction - and material to students of LEP as is provided to English Dominante
Lau Plan
Neurolinguistics Theory (Lamendella)
Quadarant c
Lau vs. Nichols
37. Grammatical structures need not be the center of cirriculum organization. Certain rules are acquired before others.
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38. Refers to the observed results of the learners efforts
The Silent Way (teaching method)
Acculturation Model (Shumann)
Output
The Universal Hypothesis (Chomsky)
39. Learners find it easier to to acquire patterns that confrom to linguistic universals than those that do not.
The Universal Hypothesis (Chomsky)
The Grammar-translation Approach (teaching method)
The Audiolingual Method (teaching method)
Model of Second Language Learning and Use
40. Drills and exercises
Krashen's Acquisition vs. Learning
Quadrant b
Input
Quadarant c and d
41. Preproduction - early production - speech emergence - intermediate fluency
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