18MSEC

Question 1

Bloom’s Taxonomy

Answer 1

1. Remembering
2. Understanding
3. Applying
4. Analyzing
5. Evaluating
6. Creating

Question 2

3 stage task process

Answer 2

1. Pre-task
2. Task
3. Language Focus / Post-task

Question 3

Theory of Multiple Intelligences

Answer 3

1. Naturalist
2. Musical
3. Logical-mathematical
4. Existential
5. Interpersonal
6. Bodily-kinesthetic
7. Linguistic
8. Intrapersonal
9. Spatial

Question 4

ELP 3 parts

Answer 4

1. Language Passport
2. Language Biography
3. Dossier

Question 5

Formative assessment

Answer 5

activities undertaken by teachers THROUGHOUT THE COURSE that provide information to be used as FEEDBACK to modify teaching and learning activities
Assessment FOR learning

Question 6

Summative assessment

Answer 6

uses data to assess about how much a student knows or has retained AT THE END of a learning sequence
Assessment OF learning

Question 7

ISTE 7 quality standards for TEACHERS in the digital age

Answer 7

1. Learner
2. Leader
3. Citizen
4. Collaborator
5. Designer
6. Facilitator
7. Analyst

Question 8

CALL

Answer 8

Computer Assisted Language Learning

Question 9

3 Phases of CALL

Answer 9

1. Behavioristic
2. Communicative
3. Integrative

Question 10

CEFR

Answer 10

Common European Framework of Reference for Languages

Question 11

Erasmus + 3 Key Actions

Answer 11

1. Mobility of Individuals
2. Cooperation for Innovation and the exchange of good practices
3. Support for policy reform

Question 12

Halliday’s 7 language functions

Answer 12

1. Instrumental
2. Regulatory
3. Interactional
4. Personal
5. Heuristic
6. Imaginative
7. Representation

Question 13

Linguistic competence (Chomsky) vs Communicative competence (Hymes)

Answer 13

Linguistic = one’s ability to produce grammatically correct sentences in a language
Communicative = one’s ability to communicate in a language

Question 14

4 essential elements PBL

Answer 14

1. A central topic
2. Access to means of investigation
3. Opportunities for sharing ideas
4. Final product

Question 15

Types of Motivation

Answer 15

1. Extrinsic
2. Intrinsic
3. Integrative
4. Instrumental

Question 16

Advantages of GBL/Gamification

Answer 16

1. motivation/engagement increase
2. improves knowledge/retention
3. provides immediate feedback
4. creates meaningful/authentic context
5. shy ss can participate in meaningful way

Question 17

Principles of CLT

Answer 17

• communication-centered learning
• real communication process
• avoiding constant error correction

Question 18

Types of Cooperative Learning

Answer 18

• Formal
• Informal
• Cooperative Base Groups
• Integrated all 3 types

Question 19

5 steps in cooperative learning

Answer 19

• interpersonal + social skills
• promotive interaction
• positive interdependence
• individual accountability
• group processing

Question 20

Gamification

Answer 20

process of applying game-related principles to non-game contexts such as education

Question 21

Emotional Intelligence

Answer 21

The capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships

Question 22

Linguistic relativity (Sapir-Whorf)

Answer 22

Relationship between gramatical categories of a language and the way a person conceptualizes the world (i.e. Inuit words for “snow”)

Question 23

Conceptual transfer

Answer 23

The area which deals with crosslinguistic differences and crosslinguistic influences in mental constructions and verbal expressions of meanings

Question 24

Bidirectional transfer

Answer 24

Influence L1 -> L2 but also L2 -> L1
Ex: English syntax (L2) affecting Spanish syntax (L1) in writings

Question 25

Language Attrition

Answer 25

The loss of, or changes to, grammatical and other features of a language as a result of declining use by speakers who have changed their linguistic environment and language habits. Ex: After living abroad for many years and lack of exposure to the L1 (i.e., loss of certain words).

Question 26

Thinking-for-speaking Hypothesis

Answer 26

The idea that the way human beings view of REALITY is strongly INFLUENCED BY the semantic and grammatical categories of their LANGUAGE. Weak form of the controversial Sapir-Whorf hypothesis. Ex: The Portuguese word saudade (no equivalent word in English)

Question 27

Transfer

Answer 27

the influence of a learner’s NATIVE language usually on another language they are learning (L2, L3, etc.)

Question 28

Cross-Linguistic Influence

Answer 28

The influence that knowledge of one language has on an individual's learning or use of another language. Can involve various aspects of language. Refers to the FIELD + includes phenomena such as transfer, avoidance, and borrowing.

Question 29

Psychotypology

Answer 29

Learner's perceived distance between one language and another (doesn't reflect true distance)

Question 30

Aims of the Council of Europe language education policies

Answer 30

- Plurilingualism - Linguistic diversity - Mutual understanding - Democratic citizenship - Social cohesion

Question 31

Plurilingual

Answer 31

A person who speaks several languages

Question 32

Multilingual

Answer 32

A place or medium where several languages are spoken/used

Question 33

Accomodation

Answer 33

NO change in complexity Expectations DO NOT change Ex: A dyslexic S listening to audio book

Question 34

Modification

Answer 34

Change in complexity Expectations DO change Ex: A S assigned shorter/easier writing assignments

Question 34

LOMLOE 8 Key Competences

Answer 34

1. Linguistic 2. Plurilingual 3. STEM 4. Digital 5. Personal, Social, Learning to Learn 6. Citizenship 7. Entrepreneurial 8. Cultural + Artistic

Question 35

9 Sections of a Syllabus

Answer 35

1. Introduction 2. Context 3. Temporary distribution of objectives, contents + evaluation criteria 4. Key competences 5. Didactic methodology 6. Didactic units 7. Assessment 8. Attn to diversity 9. Complementary/extracurricular activities

Question 36

A syllabus must have: (3 standards)

Answer 36

1. coherence 2. viability 3. flexibility

Question 37

Didactic Unit 8 Sections

Answer 37

1. Title 2. Evaluation criteria 3. Didactic goals 4. Curricular correlations 5. Lesson structure + timing 6. Materials + resources 7. Methodology 8. Assessment

Question 38

5 domains of EQ

Answer 38

1. Self-awareness 2. Motivation 3. Self-regulation 4. Empathy 5. Adeptness