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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. 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






2. 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.






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






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






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






6. 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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7. 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






8. Refers to the observed results of the learners efforts






9. 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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10. Proficiency of the academic Language






11. 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






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






13. 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.






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






15. Congitively undemanding






16. 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






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






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






19. Quadrant of comprehensible input






20. Drills and exercises






21. Context reduced






22. Role playing - Mapping - Lower level questioning






23. Cognative Academic Language Learning Approach






24. Congnitively demanding






25. Context embedded






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






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






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

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






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






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






32. Language Acquisition hypothesis






33. Need to know o be functionsl






34. Reading - Writing - Math word problems






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






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






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

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

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

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






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