TESOL Praxis II Practice Test (Latest 2023 – 2024) With Complete Solution, Exams of Advanced Education

Download TESOL Praxis II Practice Test (Latest 2023 – 2024) With Complete Solution and more Exams Advanced Education in PDF only on Docsity! TESOL Praxis II Practice Test (Latest 2023 – 2024) With Complete Solution formative assessment - Assessment during instruction. Ongoing assessment that checks for understanding while teaching and learning are still happening. Ex: Observations, discussions, questioning, exit cards, peer and self assessment. standardized assessment - Any form of test that (1) requires all test takers to answer the same questions, and (2) is scored in a consistent manner. Ex: Multiple-choice test Performance assessment - It is the application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students. EX: demonstrating proficiency in using a piece of equipment; developing athletic skills; playing musical instruments; building models; writing essays; oral presentations; Authentic task - This requires the student to use knowledge or skills to produce a product or complete a performance Diagnostic assessment - Assessment before instruction. Assessment of students' knowledge and skills prior to beginning a learning segment. Ex: Pretest Summative assessment - Traditional assessment after instruction. Ex: standardized assessments Norm-referenced assessment - Assessment that reports how students performed compared to students who have already taken the exam. Diphthong - two adjacent vowels in one word. Realia - Objects or materials from everyday life. Minimal pairs - Words that differ in only one phonological element. Ex: let and lit Chronemics - A subcategory of nonverbal communication; the study of the role of time in communication. Includes rate of speech and perceptions of time. Homophone - a word that is pronounced the same as another word but differs in meaning, and may differ in spelling. Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, and national origin in programs and activities receiving federal financial assistance. Connected speech - Spoken language that's used in a continuous sequence. Metathesis - the transposition of sounds or letters in a word. Ex: Aks and Ask Epenthesis - the addition of one or more sounds to a word. Ex: Drawring and Drawing, Athalete and Athlete Flapping - A process that modifies the sounds of some words in English. Ex: Budder for Butter; Winner for Winter Devoicing - when a voiced consonant becomes voiceless Consonant voicing - when a voiceless consonant becomes voiced Collectivist culture - such as those of China, Korea, and Japan, emphasize family and work group goals above individual needs or desires. inductive reasoning - reasoning that derives general principles from specific observations, suggests truth but does not prove it. Deductive reasoning - process of reasoning from one or more statements to reach a logically certain conclusion Foreigner talk - simplified kind of language used by many native speakers with foreigners who cannot speak their language Circumlocution - the use of many words where fewer would do, especially in a deliberate attempt to be vague or evasive Communicative Language Teaching / The Communicative Approach - an approach to language teaching that emphasizes interaction as both the means and ultimate goal. Pidginization - a linguistic process that occurs when people who do not speak the same language come into contact. It involves simplifying the contacting language and exploiting linguistic commonalities. Fossilization - Refers to the process in which incorrect language becomes a habit in ESL students and cannot easily be corrected. Stephen Krashen - linguist and educator who proposed the Monitor Model. The Monitor Model - a theory of second language acquisition including Five hypotheses: acquisition-learning, natural order, monitor, input, affective filter. the audio-lingual method - a method of language teaching that drills students in the use of grammar. Ex: rosetta stone the language experience approach - an approach to that combines all four areas of language to promote reading and writing through the use of personal experiences and oral language. communicative language teaching - an approach to language teaching that emphasizes interaction as the means and ultimate goal; engages the learner in more meaningful and authentic language use. The teacher's role is to facilitate, monitor, and then provide feedback. Direct feedback - feedback that occurs when the teacher provides students with explicit written corrections in response to error. Indirect feedback - feedback in which the teacher alerts students to error using general comments, but gives them the opportunity to fix errors themselves. Metalinguistic feedback - feedback in which a teacher asks simple questions to scaffold information toward self-correcting an error in speech. Elicitation - feedback in which the teacher elicits correct information from the student by asking direct open-ended questions. Repetition - feedback in which the teacher repeats the student's error and adjusts intonation to draw student's attention to it. Recast - feedback in which the teacher implicitly reformulates the student's error into correct speech. Ex: "...el mano." / "La mano, sí, ¡muy bien!" Irregular English verbs - verbs that have an irregular past participle Input hypothesis - A hypothesis of SLA, claims that understanding language input is the only way to increase linguistic competence, while language output is not seen as having any effect. Metacognitive learning strategies - techniques that help people become better learners by understanding the way they learn. reciprocal teaching - refers to an instructional activity in which students become the teacher in small group reading sessions. metalinguistic awareness - abilities to objectify language as a process and reflect on the use of language Howard Gardener - best known for his theory of multiple intelligences creative construction hypothesis - This hypothesis of SLA says the NL of a learner does not have much influence on the acquisition of another language. Moreover, there is not much difference between first and second language acquisition, as every learner constructs hypotheses about the language based on the input from the TL contrastive analysis hypothesis - This hypothesis of SLA states that interference is a main source of error in the process of SLA, thus, errors can be predicted. If languages have similar language patterns => positive transfer; different language patterns => negative transfer fundamental difference hypothesis - This hypothesis of SLA says that adults and children differ in significant ways when it comes to language learning, It claims that adult second language learners do not have access to Universal Grammar, which is instead fully accessible to L1; thus adults can't achieve native-like fluency direct contrast hypothesis - This hypothesis of SLA says that a child who produces an utterance with an erroneous form and is corrected by an adult, may perceive the adult to be in contrast with the erroneous form and understanding of this contrast may form the basis for perceiving the adult's correction as the correct alternative. Grammatical Competence - type of communicative competence where language rules are correctly applied to real life language situations. Sociolinguistic Competence - type of communicative competence that knows the rules of language use. Strategic Competence - type of communicative competence that is able to use appropriate verbal and non-verbal communication strategies. Discourse Competence - Type of communicative competence that is able to comprehend and produce chunks of text at the paragraph level and beyond. Paralinguistics - This branch of linguistics studies non-semantic aspects of speech, HOW things are said. Five stages of SLA - Preproduction, Early Production, Speech Emergence, Intermediate Fluency, and Advanced Fluency Stage 1 - preproduction - in this stage of SLA students have minimal comprehension, do not yet verbalize, can nod yes or no, can point and draw, Stage 2 - early production - in this stage of SLA students have some comprehension, they can produce one or two word responses, use key words and familiar phrases, use the present tense. Stage 3 - speech emergence - in this stage of SLA students have good comprehension, can produce simple sentences, makes grammatical and pronunciation errors, frequently misunderstand jokes. Stage 4 - Intermediate fluency - in this stage of SLA students have excellent comprehension, and make few grammatical errors. Stage 5 - advanced fluency - in this stage of SLA students have a near-native level of speech.