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TESOL FINAL Exam Correctly Solved, Exams of English Literature

West Virginia University (WVU)English Literature

TOEFL - ANSWERSTest of English as a Foreign Language SLA - ANSWERSSecond Language Acquisition TESOL - ANSWERSTeachers of English to Speakers of Other Languages TESL - ANSWERSTeaching English as a Second Language CLT - ANSWERSCommunicative Language Teaching

Typology: Exams

2024/2025

Available from 01/20/2025

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TESOL FINAL Exam Correctly Solved
TOEFL - ANSWERSTest of English as a Foreign Language
SLA - ANSWERSSecond Language Acquisition
TESOL - ANSWERSTeachers of English to Speakers of Other Languages
TESL - ANSWERSTeaching English as a Second Language
CLT - ANSWERSCommunicative Language Teaching
ALM - ANSWERSAudio Lingual Method
TBL - ANSWERSTask Based Learning
ESA - ANSWERSengage, study, activate
PPP - ANSWERSPresentation, Practice, Production (deductive model)
ZPD - ANSWERSzone of proximal development. Where children are ready to learn
something new if the new info is via SCAFFOLDING led by an "expert"
CPH - ANSWERScritical period hypothesis. The proposal that there is a limited period
during which language acquisition can occur. Lenneberg
Monitor model (hypothesis) - ANSWERSKrashen. Comprehensive input (i+1), affective
filter makes a difference between L acquisition (subconscious) and L learning
(conscious)
Innateness hypothesis - ANSWERSthe idea that humans are genetically equipped to
acquire language. Putnam
Noticing Hypothesis - ANSWERSSchmidt. FoF is helped by paying attention to the new
language being taught.
Behaviorism - ANSWERSEven though pure behaviorism in language learning/teaching
is discredited, there are still benefits in drill and repetition techniques, if done well,
especially within a communicative task or similar task
Speech Act Theory - ANSWERSbranch of pragmatics that suggests that when people
communicate, they do not just say things, they also do things with their words. Austin
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TESOL FINAL Exam Correctly Solved

TOEFL - ANSWERSTest of English as a Foreign Language SLA - ANSWERSSecond Language Acquisition TESOL - ANSWERSTeachers of English to Speakers of Other Languages TESL - ANSWERSTeaching English as a Second Language CLT - ANSWERSCommunicative Language Teaching ALM - ANSWERSAudio Lingual Method TBL - ANSWERSTask Based Learning ESA - ANSWERSengage, study, activate PPP - ANSWERSPresentation, Practice, Production (deductive model) ZPD - ANSWERSzone of proximal development. Where children are ready to learn something new if the new info is via SCAFFOLDING led by an "expert" CPH - ANSWERScritical period hypothesis. The proposal that there is a limited period during which language acquisition can occur. Lenneberg Monitor model (hypothesis) - ANSWERSKrashen. Comprehensive input (i+1), affective filter makes a difference between L acquisition (subconscious) and L learning (conscious) Innateness hypothesis - ANSWERSthe idea that humans are genetically equipped to acquire language. Putnam Noticing Hypothesis - ANSWERSSchmidt. FoF is helped by paying attention to the new language being taught. Behaviorism - ANSWERSEven though pure behaviorism in language learning/teaching is discredited, there are still benefits in drill and repetition techniques, if done well, especially within a communicative task or similar task Speech Act Theory - ANSWERSbranch of pragmatics that suggests that when people communicate, they do not just say things, they also do things with their words. Austin

Scaffolding - ANSWERSVygotsky's idea that learners should be given only just enough help so that they can reach the next level Approach - ANSWERSphilosophy or theories behind the way we teach Method - ANSWERSwhat we do while teaching, practical application of an approach 4 main approaches - ANSWERS1. Original

  1. CLT
  2. Lexical
  3. Humanisitc Community Language Learning - ANSWERSAn "expert" helps learners guiding them in what they want/need to say. Then students exchange their feelings about the experience. Curran Suggestopedia - ANSWERSrelaxed environment (dim lights, soft music) students listen to dialogues then practice them Students may "become" a character in the target langauge. Designed to place as much language teaching emphasis on learner personality and motivation as that typically placed on intellect. "Infantilized" Lozanov TPR - ANSWERSteachers give commands to students; students physically comply. Asher. Total physical response Silent Way - ANSWERSStudents take responsibility for their own learning. Teacher is silent most of the time. Speaks to give clues, not model language. Gattegno Direct method - ANSWERSemerged in opposition to grammar-translation. L2 ONLY Stages of Cognitive Development - ANSWERSsensorimotor (0-2), preoperational (2-7), concrete operational (7-11) , formal operational (11+). Piaget Stages of Psychosocial Development - ANSWERSErik Erikson's proposed progressive stages of human development in which we decide how to behave with regard to others Hierarchy of needs - ANSWERSMaslow's pyramid of human needs, beginning at the base with physiological needs that must first be satisfied before higher-level safety needs and then psychological needs become active Multiple Intelligences - ANSWERSthe idea that there are different types of intelligence that are independent of one another. Gardner Explicit instruction - ANSWERSshows that explicit knowledge works. Together, implicit and explicit instruction is the best combination for SLA.

Input - ANSWERSlanguage students get via eyes/ears; from teachers/peers/media; in/out of class Output - ANSWERSwhat students produce; students get feedback from listeners, teachers, themselves Top-down - ANSWERS(looking at the whole forest) students get the whole meaning Bottom-up - ANSWERS(studying individual trees in the forest) explain the meaning before getting overall meaning Teaching receptive skills - ANSWERS1. activate schema

  1. students predict what they will read/hear or ask question they think will be answered
  2. present general comprehension task/question of the whole text (must be challenging but doable)
  3. students face the text
  4. students answer task, guided by teacher
  5. bottom-up task Teaching productive skills - ANSWERS1. engage with topic
  6. give clear instructions
  7. students get feedback on their task
  8. repeating the task Types of reading - ANSWERSIntensive: teacher-chosen, enables students for specific purposes, done in L1 then in English (skimming) Extensive: encouraged to read as much as possible outside of class, improves vocab and grammar, mostly authentic texts (reading log) BICS - ANSWERSBasic Interpersonal Communication Skills CALP - ANSWERSCognitive Academic Language Proficiency Title VI - ANSWERSprohibits discrimination due to race/color/origin Lau v. Nichols - ANSWERSrequires all schools in the US to take the necessary actions to provide students who do no speak English as their L1, the ability to overcome the educational barriers associated with not being able to properly comprehend what is being taught to them Equal Educational Opportunities Act - ANSWERSrequires US school districts to "take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs"

Castaneda v. Pickard - ANSWERS"Appropriate action" means 1. a program based on recognized theory 2. faithfully implemented with adequate resources 3. effectiveness over time Every Student Succeeds Act - ANSWERScommitment to equal opportunity for all students ESL Pull-out - ANSWERSstudents spend most of the day in regular classes but at some point are pulled out for ESOL classes Total immersion - ANSWERSmethod of teaching ESL students in the regular classroom while modifying assignments to help foster language acquisition Transitional bilingual programs - ANSWERS1. Early Exit

  1. Initial instruction in English for clarification and reading instruction
  2. Phase out by 1st or 2nd grade 2-way bilingual programs - ANSWERSsome students with same L1 are together with English-speaking students. Instruction is provided in both English and the foreign L1. Typically, the teacher is bilingual or by two teachers Sheltered English or content-based programs - ANSWERSgroup language minority students from different language backgrounds together in classes where teachers use English as the medium for providing content area instruction, adapting their language to the proficiency level of the students. They may also use gestures and visual aids to help students understand. Although the acquisition of English is one of the goals of sheltered English and content-based programs, instruction focuses on content rather than language. Austin Speech Act Theory - ANSWERSex: bet, vow, affirm, believe, greet, farewell, deny, insult, invite, pledge, promise TTT vs. STT - ANSWERS1st. P: 60% 2nd P: 30% 3rd STT: 100% Sub skills of writing - ANSWERS1. punctuation
  3. handwriting
  4. spelling An ELL approaches the ESOL teacher and says, "Give me a piece of paper." The ELL's utterance is best characterized as an error in... - ANSWERSRegister Which of the following terms refers to how the level of a language learner's negative feelings and motivation correlates to his or her ability to acquire new language skills? - ANSWERSAffective filter

An ESL teacher is conducting a lesson on the woolly mammoth. Sandra, an intermediate level ELL, is having trouble taking notes on the characteristics of the animal during the lesson. Based on Sandra's needs, the ESL teacher should provide her with a ... - ANSWERSgraphic organizer with a word bank about the woolly mammoth Mr. Jenkins...Which of the following best describes the instructional approach being utilized by Mr. Jenkins? - ANSWERSlanguage experience approach The following conversation takes place between an ELL and an ESOL teacher. The response that the teacher gives to the ELL can most accurately be described as... - ANSWERSa recast Which three of the following strategies can an ESOL teacher use to most effectively create a culturally responsive classroom? - ANSWERSReflecting on the influence, gaining knowledge, becoming familiar Which of the following is the best example of an error in sociolinguistc competence? - ANSWERSAn ELL wants to borrow a pen from the teacher's desk and says, "I need this" while taking it A middle school English teacher...the ENglish teacher to closely examine the passage for which of the following? - ANSWERScultural content that may bias the test against the ELLs A first grade teacher...Which of the following instructional strategies would most appropriately assist Hassan in increasing his communication skills? - ANSWERSHaving Hassan use pictures and gestures when interacting with others In contrast to collectivist cultures, individualist cultures are more likely to... - ANSWERSregard personal ambition and initiative favorably Listen to an ESOL...The verb "arrive" in the first line is incorrect with respect to... - ANSWERStense Which of the following situations most likely indicates that an ELL may require testing for special education services? - ANSWERSthe ELL exhibits an English-language pattern that is highly unusual compared to that of others who speak the same L A social studies teacher plans to administer a chapter test that include multiple-choice and short-answer questions. Which of the following testing accommodations would be most appropriate for the intermediate-level ELLs in the class? - ANSWERSallotting the ELLs more time to complete the test

People across the United States use a variety of terms to refer to sugary, flavored carbonated beverages, including "soda,""pop," and "soft drink." Which of the following best identifies this occurrence? - ANSWERSdialect variation Ms. Yamatoto...Which of the following is the most effective strategy Ms. Yamamoto can use to benefit the ELLs in the class during the brainstorming process? - ANSWERSencouraging ELLs to use their first languages and cultural knowledge in brainstorming discussions Which of the following activities most effectively helps beginning-level ELLs develop decoding skills? - ANSWERSpresenting predictable spelling patterns in word families to the ELLs Mr. Lambert...which sounds they recognize the word "bee' and he moves on to the next picture on the work sheet. Which of the following best describes the primary focus of the activity? - ANSWERSit develops phonemic awareness The activity is most appropriate for students in which of the following stages of second language acquisition? - ANSWERSearly production