Final Exam

Question 1

Total Immersion

Answer 1

*best, not not always most practical
*Submersion
*structured immersion
(teacher speaks L1 to help them)

Question 2

Idea that children learn FL faster than adults, T o F

Answer 2

may not be true, but start them young because it takes forever!

Question 3

Partial/Dual Immersion

Answer 3

1/2 day in L2 and 1/2 day in L1
works for ELLs
aka: 2-way bilingual education

Question 4

Traditional Bilingual Programs

Answer 4

ELLs are transitioned into English from classes in their L1

Question 5

Concurrent Translation Programs

Answer 5

Says in L1 then L2

Question 6

FLES

Answer 6

Foreign Language in the Elementary Schools

• teacher gives 20 min lesson 3x per week
• 1 teacher for whole school

Question 7

Developmental Bilingual Programs

Answer 7

Push-in: sit L2 by L1 and sit by them to help

Pull-out: Pull a student out to give a special English Lesson

Question 8

FLEX

Answer 8

Foreign Language Experience

Question 9

Interlanguage

Answer 9

Learner assumes rules are transferable, confusion of L1 to L2

Question 10

Fossilization

Answer 10

used to say suck in their L1, now they say its a necessary phrase
only danger of ELLS don’t want to learn/improve

Question 11

Lary Selinker

Answer 11

developed idea of interlanguage

Question 12

Language Transfer

Answer 12

Interlanguage error

*transfer grammar and words that don’t actually transfer

Question 13

Transfer Training

Answer 13

You were taught the wrong thing

know everything you teach well, especial grammar!

Question 14

Strategies of Second Language Learning

Answer 14

when you were taught the right way, but you never got it

Question 15

Strategies of Second Language Communication

Answer 15

You’re not good enough to do it, so you improvise

ex: switching in L1 words

Question 16

Overgeneralization of the target language rules

Answer 16

not paying attention to exceptions

Question 17

When to correct errors:

Answer 17

1) if the error interferes w/ meaning
2) if the error would be embarrassing
3) when its the focus of the day

Question 18

Explicit Correction

Answer 18

(least effect, most used)

Stop right then and explain the correction (long and boring)

Question 19

Recasts

Answer 19

Say it back the correct way

Question 20

Clarification Requests

Answer 20

Never have them mess up more than 3x
have them repeat/fix what they said
“¿perdon?”

Question 21

Metalinguistic Feedback

Answer 21

“Good sentence but does your adj agree with your noun”?

*short version of explicit correction in form of a question

Question 22

Elicitation Technique

Answer 22

pause and try to drag it out of them

“fill in the blank”

Question 23

Repetition of the incorrect utterance

Answer 23

repeat w/emphasis on mistake

Question 24

Reading

Answer 24

make it authentic

Question 25

Proficiencies needed to be addressed and discussed in class

Answer 25

1. speaking
2. listening
   3 reading
   4 writing
   5 culture

Question 26

States that require advanced low

Answer 26

Michigan, NY, TX, NC, SC, Illinois,Ohio, NJ, CN (also highest paid), WY

Question 27

3 communicative modes:

Answer 27

1) interpersonal: 1 on 1 communication
* face to face
* back and forth immediate communication
2) Interpretive mode: reading, listening to speaker
3) presentational mode: presenting
* do all three modes*

Question 28

Profession wants

Answer 28

unmodified authentic discourse

*native speaker talking or writing to other native speakers

Question 29

Put pre-____ activities before activities

Answer 29

pre-speaking, pre-listening, pre-reading, pre-writing

Question 30

simulated authentic discourse

Answer 30

textbook w/actors

Question 31

Writing

Answer 31

expressive writing: stuff they can do in the real word
*grade content vs. form
form-grammar and spelling

Question 32

How to correct writing

Answer 32

1) students take it home and correct it (peer review)
they will find 5% of errors
2) Error codes-teacher does
underling mistakes and write code
Students take it home and fix it
3) then go through and actually fix errors (teacher)
bottom line of correcting things is that students will learn

Question 33

Authentic Realia

Answer 33

made for native speakers

Question 34

1. Big C culture

Answer 34

everyone things about it when they thing about culture

food, fiestas

Question 35

2. Little C culture

Answer 35

everyday life-what they eat, dress, etc.

Question 36

3. Deep Culture

Answer 36

the “why”

Paradigms, concepts, emotional expressivity, personal space, punctuality, fatalism, respectfulness

Question 37

Sapir-whorf hypothesis

Answer 37

culture and language are intrinsically tied

not true, but some connections: england, ireland, and america are verrry different

Question 38

Cutlure differences to be aware of:

Answer 38

1) non-fatalists: born like a blank slate
50% of personality comes from parents
45%culture and peers
5% what parents teach
2) fatalists: life wil turn out like God planned it. You can add/change but the result is the same
3)Age
4) Ethnicity
5)gender
6)sexual orientation
7)religion
8) socio-economic background

Question 39

exams

Answer 39

FL: proficiency over achievement tests

• real world tasks
• doesn’t matter how you learned it,just that you use it

Question 40

Exams should…

Answer 40

1) calculate student performance
2) provide feedback to teacher
3) provide feedback to student

Question 41

formative vs. summative

Answer 41

formative: see if students are progressing at the right rate to do summative evaluation

Question 42

exam problems

Answer 42

. There are variations because of linguistic and cultural differences may lead to a lower score:
may not understand directions, there are certain english linguistic forms that are challenging depending on L1, cultural differences.
ex: wont be familiar with food, trash collection, gender roles
also, most of world is collectivistic-don’t want to stand out!
They will sabatoge themselves so they don’t stand out

Question 43

OPI test

Answer 43

phase 1: warm up
*not really tested, easy ?s
*get jitters out
*interviewer will take questions and use information later
*preliminary indication of where you are
Phase 2: level check
*establish floor (where you can easily function)
Phase 3: Probes
Establish the ceiling (Can’t go higher)
push until you experience linguistic breakdown
*they take the opposite side
tips: be easily understood, speak in paragraphs (make them shut you up!), handle past, present and future, don’t worry too much about grammar!
Phase 3: Wind down
*return to floor
*doesn’t really count, just helps you feel better.
“What are your plans for the rest of today?

Question 44

10 most irritation teacher behaviors

Answer 44

10) Teacher requires a text book and never uses it
9) teacher assumes students have basic knowledge for course
8) teacher gets behind, and crams the rest in to remaining time
7) teacher gives test on stuff that was never covered
6) teacher delivers lecture in a mono-tone manner
5) trick-questions on tests
4) teacher is not specific on everything test will cover
3) teacher makes students feel inferior when the ask questions
2) teacher lectures too fast and fails to slow down when requested (Students are taking notes!)
1) teacher assigns work as if it’s the only class student’s have!

Question 45

The Dark Side

Answer 45

Don’t scream and yell!