Download TESOL Exam Questions and Answers: A Comprehensive Guide to Key Concepts and Theories and more Exams Advanced Education in PDF only on Docsity!
TESOL NEW EXAM QUESTIONS AND CORRECT ANSWERS (A+)
Behaviorist Model - ANSWER BF Skinner - individuals learn language as a direct response to stimuli.
Considered to be overly simplistic
Nativist Model - ANSWER Noam Chomsky - individuals are born with a universal wired into their brains
Zone of Proximal Development - ANSWER Vygotsky - the difference between what a person knows and what he could know if given assistance from someone else -- scaffolding, modeling, cues, encouragement.
Socio-cultural theory of language learning
BICS - ANSWER Jim Cummins - Basic Interpersonal Communicative Skills - basic expressions and linguistic formations that an individual would need to conduct himself in normal situations
CALP - ANSWER Cognitive Academic Language Proficiency - ability to read, write, listen, speak on grade level - takes 5 to 7 years - ability to participate in formal and grammatically correct discourse
CUP - Common Underlying Proficiency - incorporation of ideas and skills learned in their first language
Learning types - ANSWER Verbal/lingustic
Logical/mathematical
kinesthetic
Visual/spatial
Musical
Interpersonal
Intrapersonal
naturalistic
Language variation - ANSWER Languages are constantly changing to meet the needs of its speakers.
Dialect - ANSWER a form of a language which is used by a specific group of individuals -- quarky vocabulary
Register - ANSWER the form of a language that is appropriate to a given situation - classroom form v. informal form.
Comprehensive language instruction should incorporate opportunities for both formal and informal commuication
Slang - ANSWER any non-standard form of language -- known for being ephemeral does not last long)
Phonics - ANSWER method for teaching reading and writing of the English language by developing learners' phonemic awareness
Development of Phonics Knowledge - ANSWER 1) Logographic phase - sight words - teachers will label classroom
Analytic Phase - students pay closer attention to the components of words - rhyming words, teachers will create word families
Orthographic Phase - students have acquired almost all the tools required to sound out familiar and unfamiliar words - this coincides with the development of large sight vocabulary
Developmental Spelling - ANSWER 1) Pre-phonetic to phonetic
Nonperishable contains three morphemes: non-, perish, and -able. It actually contains five syllables though, which is a good example of why morphemes and syllables are not synonymous.
non- is a good example of a prefix, or a morpheme that precedes a base morpheme
perish is an example of a base morpheme, in that it provides the word with its fundamental meaning
-able is an example of a suffix, or a morpheme that follows a base morpheme
Syntax - ANSWER the fundamental set of linguistic rules that must be adhered to for linguistic expressions to be comprehensible.
Grammar is distinct in that grammar provides suggestions for correct syntax, while syntax is the sum of both correct and incorrect grammar.
Phonetics - ANSWER The study of sounds made during human speech.
Phonetics is different than phonology because it deals with sounds without any concern for semantics. Phonetics is production, phonology is interpretation.
Semantics - ANSWER the meanings of words.
denotations and connotations
denotation- what the word refers to
connotation - set of judgments and references associated with the word
Pragmatics - ANSWER the system by which language is used in social situations.
"Will you go out with me?"
Consonant blends - ANSWER a combination of two or more consonants into a single sound
diphthong - ANSWER a single but shifting sound made by the combination of two or more vowels -- a gliding vowel sound.
Example - boil - boy- ull
digraph - ANSWER a group of two or more letters that create a sound different from the individual sound of the letters -- sh, ph, ch
Onsets and rimes - ANSWER The sound that initiates the phoneme is the onset, the vowel and any consonant after the vowel is the rime.
Beginning, end, and medial phonemes - ANSWER bully--> b = beginning, u and l= medial, y = end
Phonemic Awareness-ANWER Skils that combine to demonstrate phonemic awareness include the performance of the following six tasks: 1) sound matching, 2)sound isolation,
- sound blending, 4) sound substitution, 5) sound deletion, 6) sound segmentation
Sheltered English v. ESL-ANSWER Sheltered instruction, involves teaching for mastery of the content area. ESL involves developing English skills specifically. Both lectured emphasize use of metacognitive strategies.
SDAIE - ANSWER Specifically Designed Academic Instruction in English- students pick up language almost incidentally as they go through the process of learning course content.
Krashen's Input Hypthesis - ANSWER The Input hypothesis is Krashen's attempt to explain how the learner acquires a second language - how second language acquisition takes place. The Input hypothesis is only concerned with 'acquisition', not 'learning'. The improvement and progression of the learner, according to this hypothesis, occurs when he/she receives second language 'input' that is one step beyond his/her current stage of linguistic competence. For instance, if a learner is at a stage 'i', then acquisition takes place when he/she is exposed to 'Comprehensible Input' that belongs to level 'i + 1'.
Then look at dipthongs and other irregular vowel formations.
R and L controlled vowels like car, walk, and bird (discuss these but it is not necessary to give an entire linguistic explanation)
Start to explore basic multisyllabic words
Synthetic and analytic phonics instruction - ANSWER Synthetic: activities that require students to make words out of disparate sounds.
Analytic: students break the word into its component sounds.
Phonics activity 1 (Synthetic) - ANSWER Students are given cards printed with letters, digraphs, and blends and are asked to make short words. Teacher would write the rime at the board and students would tape it up, etc.
Activity 2 Phonics Synthetic - ANSWER Teacher writes letter on board and students have to name objects in class that begin with that letter Any activity that would encourage students to think about the beginning sound of a word is reinforcing a phonics skill
Phonics activity 3 (Analytic) - ANSWER Students underline all the appearances of a given letter, blend or digraph in a text. Teacher will then read aloud the text and point out the words as they are pronounced.
Advanced phonics activity 4 (Analytic) - ANSWER Teacher writes several sentences on the board each of which containing the same consonant sound underlined. Students will write the consonant next to the sentence with that sound
Word Sort (Analytic phonics) - ANSWER Cards on which short words have been printed are given to students. They have to organize the cards according to the same criterion. Example - all cards with a sh digraph are organized together
Encoding activity - ANSWER students put sounds together to make a written word. Example - student writes down words as teacher says them (traditional spelling test). This is good for detecting basic phonics problems
Decoding activity - ANSWER It is hard to perform decoding activities in a large class setting, therefore most decoding is on on an individual basis.
Students read words aloud - words that isolate certain letters, some nonsense words like gop, bam, rud (this is debated among linguistic experts.
During readings, teachers make informal assessments-- class assn, hw, discussion questions, 1 on 1 discussion
Theoretical Orientation to reading instruction - ANSWER Approach to reading instruction can take three forms: phonics approach, skills/balanced approach, whole language approach
Phonics approach - ANSWER focus on the relationship between sound and meaning.
Begin with the smallest units of oral language, phonemes
Progressively builds up to word inits, phrases and sentences
Heavy emphasis on sounds and letters
Sight words focus for non-decodable words
Skills/balanced approach - ANSWER provide students with a set of skills with which to make sense of simple texts
students will read authentic texts quicker than students who learn within a phonics based approach
This approach relies on building a large vocabulary of words that can be recognized on sight, with less priority on developing phonics skills
Teacher will give students skills in recognizing roots, prefixes, suffixes or configuration.
Students will be able to recognize a word from context
whole language - ANSWER teachers concentrate on the basic functions of language.
reading of children's literature texts
heavy emphasis on communication skills
role playing
PQ: How does a traditional ESL program differ from a Content-Based ESL Curriculum (CBEC)? - ANSWER Traditional ESL programs focus on social language. CBEC provides instruction in content areas that is age appropriate to the ELLs mainstream peers.
PQ: With what does Krashen's Monitor Hypthesis concern itself? - ANSWER How language learning affects acquisition. Acquisition is the utterance initiator and learning is the monitor/editor
PQ: An approach to learning that begins with practical communicative usage and that over time incorporates grammar, vocabulary, phonemic awareness, etc. - ANSWER Top-down
PQ: Second Language acquisition research suggests that L2s to integrate formulaic expressions and then apply them to understand linguistic rules. True or False? - ANSWER True
PQ: What is a possible consequence of teachers interpreting oral language proficiency, such as the Language Assessment Scales-Oral, the Woodcock-Munoz Language Survey and the IDEA Proficiency Test in terms of a ELL's general scholastic performance? - ANSWER The student is more likely to be placed in a special education program.
Oral language indicators must not serve as an overall indicator of a student's academic performance.
PQ: Cummins' Common Underlying Proficency Theory holds that using one language encourages proficiency in both L1 and L2. What is the opposing theory? - ANSWER Separate Underlying Proficiency -- no relationship between L1 and L2 exists, because each language is retained by a distinct area of the brain that is in no way connected to an area reserved for another language. Currently this theory is disregarded.
In language acquisition, what is STAGE II called? - ANSWER Early Production Stage
Stages of language acquistion - ANSWER 1) Pre-production
- Early production
Speech emergence
Nearly fluent
Reading Comprehension - ANSWER 1) Main idea
Identify details, events, and causal relationships
Inferential comprehension
Evaluative Comprehension -Detecting Propaganda, recognition of fact or opinion
Natural Order Hypothesis (Krashen) - ANSWER writing will lag behind oral proficiency
Writing Activities that improve reading comprehension ANSWER Summarizing, outlining, responding
Journals ANSWER Dialogue, double-entry, reader response, and personal
History of bilingual education ANSWER Cuban immigrants in the 1960s established successful bilingual programs. Then the Civil Rights Movement in the 1960s guaranteed federal funds for biligual education.
Bilingual Education Act of 1968- advances the principle that non-English speakers be taught English but should be allowed to continue other unique parts of their cultural identity.
Castaneda v Pickard (1981)- ANSWER Bilingual Programs must be based on sound educational theory and be implemented effectively
No Child Left Behind - ANSWER effectively ended the Bilingual Education Act - eliminated native language programs and required that students be tested in Englsih every year
Additive Bilingualism - ANSWER aims to enhance proficiency in both the first language and English
The Silent/Receptive Stage (pre-production) - ANSWER brief stage lasting only a few months in which language learners develop a bank of approx. 500 words that they understand but do not use verbally.
Cummin's Threshold Hypothesis - ANSWER a higher proficiency theshold in the first language is a core contributor to the learner's acquisition in a second language
CALP requires. - ANSWER specialized vocabulary for specific content areas and the ability to apply abstract concepts
Scaffolding - ANSWER scaffolding provides a student with a combination of strategies to support independent learning -- hands on activities, visual aids, modeling
miscue analysis - ANSWER reading assessment tool that allows teacher to evaluate deviations from the actual texts that students make during an oral reader. It can allow teachers to see how students decode and process printed words and use them to construct meaning
building context from book to book - ANSWER students can infer the meaning of unfamiliar terms if they know the characters (a series book)
SIOP - ANSWER
New York State English Language Arts Standards - ANSWER
Linguistic markers - ANSWER
