TEFL Module 2 Questions with correct Answers 2023

TEFL Module 2 Questions with correct Answers 2023 Advantages of General Rubric -can reuse the same rubric with several tasks or assignments -supports learning by helping learners to "see" good work goes beyond one assignment -supports learner self-evaluation/reflection -learners can help to create the rubric ESL English as a Second Language English as a Second Language refers to the teaching of English to learners in English speaking countries. For example, when a learner from a non-English speaking country moves to an English-speaking country, they would be placed in ESL classes in order to study and learn English. After they leave the classroom setting, they encounter the English language in many other settings (e.g., shopping, entertainment, home-stay family, etc.) EFL English as a Foreign Language English as a Foreign Language refers to the teaching of English to learners where English is not commonly used in their countries of residence. For example, the learners you are working with in this context reside in China. After they leave your online classroom setting, they will encounter very little English in their everyday lives. ESL Learners reside in non-Englishspeaking countries, and have many opportunities to use newly learned concepts after they leave the classroom setting EFL learners -use their newly-learned English while they are learning with you, but after they head out to the rest of their day with family and friends, they are back in the context of their native language, and -have few opportunities to practice English outside of intentional or created situations. Receptive Skills are those skills that require learners to receive information. Both listening and reading are receptive skills. -Think of the learner as a sponge that is soaking up new information. Productive Skills are those skills that require learners to express ideas, share information, or give a response. Speaking and writing are productive skills. -Think of the learner now taking their sponge and squeezing out a response using newly acquired or mastered information. BICS Basic Interpersonal Communication Skills Basic Interpersonal Communication Skills (BICS) refer to skills needed in everyday, social, face-to-face interactions. -Think of BICS as the language used on the playground or to interact socially with other people. -The language used is context-embedded. That is, it is meaningful, cognitively undemanding, and non-specialized. -It takes the learner from six months to two years to develop BICS, largely depending on intensity of study. CALP Cognitive Academic Language Proficiency Cognitive Academic Language Proficiency (CALP) focuses on proficiency in academic language or language used in the classroom in the various content areas. -Academic language is characterized by being abstract, context-reduced, and specialized. -In addition to acquiring the language, learners need to develop skills such as comparing, classifying, synthesizing, evaluating, and inferring when developing academic competence. -It takes learners at least five years to develop CALP. performance They have memorized an accurate response to a prompt. With a performance, the learner -addresses the task at hand and creates an accurate response to meet the requirements of the task; -gives a grammatically accurate, beautiful textbook response; -is unable to formulate a response to a follow-up question as they do not know what the accurate response to the question should be; and -was prepped for the performance, but not for a follow-up. Competence is when your learners are able to communicate clearly and understandably their wants, needs, or ideas. -It may not be grammatically accurate and have slightly shuffled syntax, but you clearly understand what they desired to communicate. -The learner may not have the most accurate vocabulary, but they use what they do know to communicate with you. -This is competency, the willingness to attempt, using what they do know to communicate with you. suggestions for maximizing learning -First, a curriculumthat recycles content -A second way to maximize learning is to ensure that all of the activities and materials are connected. -Third, make sure that every lesson has multiple opportunities for learners to listen, speak, read, and write. -The final strategy captures your learner's interests recycles content goes back and pulls forward previously taught content Confirmation Check checking that the learners understand the directions given T:Which dialogue are we reading?" L:The first one T:Correct Clarification Request eliciting more information when something is unclear T:What color is your mother's car L: it is white T:okay Comprehension Check checking to see what the learner understood from an activity T:what was the name of the baby L: the baby's name is jojo T: okay. what was the sister's name L: the sister's name is dede Recasting Rephrasing a statement that a child has said, perhaps turning it into a question, or restating a child's immature utterance in the form of a fully grammatical sentence. immediate correction correcting the mistake as soon as it is made (if they do not self-correct) Subsequent Corrections keeping a list of mistakes and going back over them later Prompt to Self-Correct Use a facial expression while repeating verbatim what they said ask for clarification "Who's going?" Elicitation Repeat what they said up to the mistake, then let them correctly complete the thought. "I am going to ____." Repetition Repeat back to them exactly what they said and allow them to self-correct. What does feedback look like? -The simplest example is giving your learners genuine praise. When they do something correctly, affirm what they have done well. For example, if you are focusing on using descriptive language, praise them for the specific vocabulary words that they use well. -Second, give them understandable feedback. That means do not talk to them using highly technical terms; grade your language down to their level while still being constructive and helpful. -Third, give them short or simple models of the target language with which to work and affirm their correct usage. -Last, use visual cues such as pictures, drawings, hand gestures, or facial expressions to reinforce either the use of the target language or to encourage them. Sandwich structure feedback -First, comment about positive elements of the learner's performance. -Next, comment about key things that need improving (constructive feedback).Be careful to not list every little mistake; focus on one to three things that can be worked on. -Finally, give a second piece of positive feedback. Language Awareness -making learners aware of multiple-meaning words -the social registers that they will encounter, -and the unique variations of the English language -and ways to ask learners to engage with the language. Scaffolding is a teaching strategy where the teacher allows the learner to carry out a task or reach a learning goal through the gradual shedding of support from the teacher. Having established i + 1, the teacher provides ongoing and changing support to encourage the learner to greater success and independence. Every lesson should include listening, speaking, reading, and writing though with different foci for each lesson How does a teacher promote learner autonomy -Be sure that you are building upon their prior knowledge. -Connect the last lesson with the current lesson. -Connect the lessons of a month ago with today's lesson. -Encourage them to take risks in using the language they do know. -Provide opportunities for learners to express themselves by using what they have previously learned. -Provide scaffolding that supports the learner whenever possible. -Structure activities so that learners are working independently and/or with a partner or a small group. -Give them directions for activities both orally and in writing. -As they progress through the activity and are not sure what to do next, they can look at the written instructions first before asking you what they should be doing next. -As you come to the end of a lesson, have learners reflect on what they learned that day. ---This simple yet powerful activity helps to better embed that lesson's learning. -What was most interesting? What would they like to know more about? Teacher-centered When the emphasis is on a teacher teaching (pouring into) a learner Learner-centered When the emphasis is on a learner learning (acquiring knowledge) Encouraging Spontaneous Interaction create an element of surprise to get an excited or spontaneous response. -You make an intentional mistake to see if they are paying attention and catch you. -You change the pitch or volume of your voice as you give them directions or read sentences or a short story to them. Think of it as giving each character their own voice. -You give them a fun reward such as a standing ovation, a high five, or digital fireworks when they take great risks. approach a broad, theoretical way of doing something. method a practical way in which an approach is carried out