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Theories And Models Of Teaching

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. 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






2. Learners find it easier to to acquire patterns that confrom to linguistic universals than those that do not.






3. Context reduced






4. Face to face conversation - Art - Music - Physical education






5. Congnitively demanding






6. The flow and the structures of a conversation or topics within






7. Role playing - Mapping - Lower level questioning






8. 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.






9. Used for specific uses of the language. People who do not want to travel abroad - but just need to read it.






10. Learning is formal knowledge(rules) - acquistion- at the subconsious level (child's acquiring his first language).


11. Refers to the process by which te learners incorporates new learner incorporates new learning item into his or her developing system or interlanguage.






12. Need to know o be functionsl






13. Refers to the observed results of the learners efforts






14. Reading - Writing - Math word problems






15. Proficiency of the academic Language






16. Motivation is the primary determinant of L2 proficiency;The more motivated you are the better you will perform






17. L1 is never used. Everything is done in target language.






18. Language Acquisition hypothesis






19. Drills and exercises






20. Learning the lingusitic rules will help you develope competence of the new language






21. 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






22. Language student's will emerge naturally whey they are given the opprotunity and need (motivation) to speak in a non-coercive/low anxiety situations.


23. Refers to language sources that are used to initiate the language process






24. That subset of the input that is comprehended and attended to in some way.






25. Learners must be exposed to messages a little bit beyond proficiency


26. You give a list of vocabulary words in L2. Classes are taught in L1.






27. Teaching them know how to learn on their own based on their prior knowledge






28. Refers to the learner's ability to draw on his or her interlanguage system during communication






29. 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






30. Ruled that providing the same access to cirriculum - instruction - and material to students of LEP as is provided to English Dominante






31. Grammatical structures need not be the center of cirriculum organization. Certain rules are acquired before others.


32. 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.






33. Preproduction - early production - speech emergence - intermediate fluency


34. Cognative Academic Language Learning Approach






35. 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)


36. 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






37. Quadrant of comprehensible input






38. Congitively undemanding






39. Context embedded






40. Emotional variables such as anxiety - motivation and self confidence play a part in language aquisition






41. I.Input-----II.Intake------III.Acquisitions------IV.Access------V.Output