Teach English Now! Theories of Second Language Acquisition Quizzes & Risposte – Coursera

Benvenuto a Teach English Now!, a study of theories of second language apprendimento, where pedagogy meets linguistic theory in the field of language education. Discover our engaging quizzes and expert answers that shed light on the different perspectives and methods that shape how individuals learn a second linguaggio. These quizzes serve as a gateway to understanding the theories underlying linguaggio apprendimento, from behaviourism to cognitive approaches and much more.

Whether you are a teacher looking to improve your teaching strategies or a linguaggio enthusiast looking to delve into the science of linguaggio apprendimento, this collection provides valuable insights into the theories underlying second linguaggio apprendimento. Join us on a pedagogical journey of discovery as we unravel the complexities of linguaggio apprendimento theories and open up possibilities for effective linguaggio teaching and communication. Insieme, let’s embark on this enlightening journey and explore the theories that guide second language learning and their implications for linguaggio teaching and learning.

Quiz 1: Checkpoint 1

Q1. According to the videos, what are the three elements that teachers can think about when reviewing different teacher philosophies?

• Scopo
• Vincoli
• Technique
• Soddisfare

Q2. When we ask “Who should we teach?” we think most directly about

• learners’ reasons and goals.
• the materials and activities a teacher uses in a class.
• students’ learning styles.
• teachers’
  own reasons for teaching a language.

Q3. According to the lecture, content shapes purpose and technique.

• falso
• Vero

Q4. Which statements are reasons for teachers to examine their own teaching philosophies?

• to understand their own purposes.
• to inform other teachers about various ideas.
• to think about useful strategies and methodologies.

Q5. The caricatures Dr. Dixon will show in the upcoming videos are a complete representation of each approach.

• Vero
• falso

Quiz 2: Checkpoint 2

Q1. The example, “Dogs make good pets,” was used

• to illustrate that animals, such as dogs, cannot effectively learn languages.
• to show how much we love dogs.
• to demonstrate both the strengths and weaknesses of an argument.

Q2. What is the importance of the “believing and doubting” game?

• To demonstrate Peter Elbow’s language approach theory.
• To show that the devil causes doubt.
• It helps viewers critically analyze each historical figure and language approach.

Q3. According to the videos, new approaches were usually created as a result of

• theorists wanting to build and expand on the ideas of the previous generation.
• doubts formed about language approaches from the last generation.
• nuovo, extremist ideas.

Q4. The term “pendular swing” refers to

• language approaches’ move from one extreme to another throughout history .
• the artistic differences between abstract Expressionism and the Photorealism movement.
• the continuum of time, which remains constant throughout the ages, as all else changes.

Q5. Teach English Now! encourages participants to make immediate decisions about the effectiveness of the language approaches as they’re presented.

• Vero
• falso

Quiz 3: Modulo 1 Review Quiz

Q1. According to the lectures, why is it important to have an in depth understanding of the
history of ESL/EFL?

• to have a deeper insight into your own teaching theory and practices
• to learn history for the sake of learning
• to help participants realize that they must align their teaching methods and practices with only one approach.

Q2. According to the lectures, what are the elements you are invited to examine in each teaching approach?

• scopo, Ci sono molti modi in cui le parole chiave possono essere utilizzate per migliorare l'ottimizzazione dei motori di ricerca, technique
• Chi, che cosa, perché, come
• diagrammi, mappe, audio recordings

Q3. “Why should we teach languages?” is asked in order to
stabilire

• scopo
• technique
• Ci sono molti modi in cui le parole chiave possono essere utilizzate per migliorare l'ottimizzazione dei motori di ricerca

Q4. According to the lectures, why is the content of each teaching approach important to
examine?

• to greater understand the number of different reasons why students study language.
• to consider the materials used for teaching each approach.
• to focus on the aims of the learners.

Q5. Which is not a question that would allow for a discussion of teacher technique?

• Who should we teach?
• How should a teacher teach?
• How does a learner learn a language?

Q6. Why was the idea that “purpose shapes both content and
technique” emphasized?

• because it’s unreasonable to think any other way
• because content and technique are changed and adapted for each purpose.
• because it’s important to understand how we can help students remember a language.

Q7. Which answer is NOT a primary reason for the the use of caricatures in the upcoming videos?

• to provide a clear contrast of the approaches through exaggeration
• to entertain the viewers
• to save time and avoid lengthy explanations

Q8. Peter Elbow is associated with the idea of

• the believing and doubting game
• “dogs make good pets”
• the angel and devil debate

D9. The artistic examples of abstract expressionism and the photorealism movement were used to
mostrare

• the similarities and differences between the two movements.
• how the pendulum swings back and forth, creating extreme opposites of the former movement.
• that even ESL/EFL teachers can appreciate art.

Q10. When was the pendular swing most prominent in the field oflanguage teaching?

• 1860-1960
• 1880-1980
• 1818-1918

Settimana 2: Teach English Now! Theories of Second Language Acquisition Quiz Answers

Quiz 1: Checkpoint 1

Q1. Why was the grammar translation approach taught? Check all that apply.

• to teach values and morals.
• to better prepare travelers for interacting with people in a foreign country.
• to teach correct grammar and language rules.

Q2. Who was the typical student in the Grammar Translation approach?

• Wealthy young men
• Middle class men and women
• Poor young men

Q3. Which languages did the Grammar Translation Approach focus on? Seleziona tutto ciò che si applica.

• spagnolo
• Latin
• greco

Q4. What is “back translation?”

• Translating a text from its original form into a 2nd language.
• Translating a text into one’s own language, and then translating it back into its original language.
• Tradurre sistematicamente un testo dal retro del libro alla parte anteriore.

Q5. Si tratta di tecniche prese dall'approccio grammaticale alla traduzione che potrebbero essere utilizzate ancora oggi? Scegliere tutte le opzioni pertinenti.

• Domande sulla comprensione della lettura
• Attuazioni (spettacoli teatrali e drammatizzazioni)
• Uso di affini
• Attività da compilare

Quiz 2: Checkpoint 2

Q1. Quale di queste strategie sostiene l’approccio diretto??

• Comprendere una lingua abbastanza per superare un test
• Immersione linguistica totale
• Memorizzazione di testi

Q2. L'approccio diretto dovrebbe utilizzare due linguaggi: La prima lingua dello studente e la lingua target che lo studente sta studiando.

• Vero
• falso

Q3. Qual è stato uno degli argomenti del Diavolo contro il Diretto
Approccio?

• Memorizzare le lingue non aiuta gli studenti a usare praticamente la lingua target nella vita di tutti i giorni.
• La maggior parte delle persone non visiterà effettivamente altri paesi e non trascorrerà anni ad imparare la lingua locale.
• Le lingue connettono e uniscono le persone, ma non c’erano abbastanza persone che parlavano la seconda lingua da portare in classe.

Q4. Quali tecniche sono state utilizzate nell'approccio diretto? Scegliere tutte le opzioni pertinenti.

• Disegnando immagini
• Coppie minime
• Autocorrezione degli studenti

Q5. Cos'è il "trasferimento negativo".?”

• Trasferimento errato di un elemento linguistico da una lingua all'altra.
• Supponendo che la lingua funzioni allo stesso modo sia nella prima che nella seconda lingua.
• L’idea che uno studente adulto non impari la lingua allo stesso modo di un bambino.

Quiz 3: Modulo 2 Review Quiz

Q1. In quale anno le lezioni sono state associate all'approccio diretto?

• 1930
• 1910
• 1880
• 1940

Q2. Quali libri/materiali potrebbero essere stati utilizzati dagli insegnanti di lingua durante la grammatica
Metodo di traduzione? Controlla tutto questo
Workshop sulla mappatura delle storie degli utenti.

• Gli scritti di Cicerone
• The Koran
• The New Testament
• The Writings of Homer (Odyssey, Illiad)
• The Writings of Aristotle

Q3. Which was NOT an acceptable method of helping students remember the target language using the Grammar Translation Approach?

• Acting out the texts that are being studied
• Repeatedly reading the same texts
• Writing essays reflecting what they learned from each text

Q4. A word in a target language that is similar to the native language is called a(n)

• synonym
• cognate
• antonym
• homonym

Q5. The Direct Approach was specifically designed for wealthy,
young men.

• Vero
• falso

Q6. Why did the teacher from the Direct Approach describe his time with the Oohooto tribe?

• To show how he totally immersed himself in the Oohooto language and culture.
• To indicate how fascinated the Oohooto people are with flowers, Questo incanalamento viene spesso realizzato stratificando vari materiali con diverse proprietà termiche ed elettriche, roots and seeds.
• To demonstrate how easy Spanish can be to learn.
• Per illustrare come viveva il popolo Oohooto.

Q7. Nell'approccio diretto, le capacità di ascolto e conversazione vengono de-enfatizzate.

• falso
• Vero

Q8. Quale approccio si concentra sull'uso esplicito della lingua target nelle lezioni.

• L'approccio grammaticale alla traduzione
• L'approccio diretto

D9. L’Approccio Diretto afferma che le persone imparano una seconda lingua proprio come i bambini imparano la loro prima lingua esplorando il mondo che li circonda. Controlla gli argomenti che supportano questa affermazione.

• Studenti, come i bambini, sviluppare abilità attraverso sequenze prevedibili.
• Studenti di lingue, come i bambini, possono attingere alla propria conoscenza della lingua per acquisire rapidamente la lingua di destinazione.
• L'uso di ausili visivi e oggetti nella classe di lingua consente agli studenti, e bambini, acquisire la lingua in modo più efficace.

Q10. Quali tecniche potrebbero essere utilizzate in una classe ad Approccio Diretto? Check all that apply.

• Incoraggiamento all'autocorrezione degli studenti
• Utilizzo delle mappe
• Back Translation
• Use of Synonyms
• Use of Drawing Pictures based on Dictation
• Enactment of plays and skits

Settimana 3: Teach English Now! Theories of Second Language Acquisition Quiz Answers

Quiz 1: Checkpoint 1

Q1. As a reaction to the Direct Approach, the Reading Approach was developed for which reasons? Choose all that are correct.

• Many people didn’t have the opportunities to travel at that time, so language as in depth as the Direct Approach wasn’t needed.
• Standardized testing became more wide-spread in public schools.
• Not enough teachers spoke target languages well enough to make the Direct Approach effective.
• Teachers were tired of teaching languages, so this simplistic approach lightened teachers’ work load.

Q2. Which two aspects of language did the Reading Approach mainly focus on?

• A proposito di
• Grammar
• Ascoltando
• Vocabulary

Q3. Which technique was NOT discussed as a common activity of practitioners in the Reading Approach?

• Guided Reading
• Extensive Reading
• Skimming
• Lettura veloce

Q4. In the video of the Reading Approach teacher, you saw a teacher that was convinced his approach would help students effectively learn French.

• Vero
• falso

Q5. Which techniques were commonly utilized in the Reading Approach?

• Memorization
• Back Translation
• Extensive Reading

Quiz 2: Checkpoint 2

Q1. According to the video, what was a major purpose behind teaching language using the Audio-Lingual Approach?

• to motivate soldiers to act more peacefully while abroad.
• to teach soldiers to communicate with allies and enemies
• to teach soldiers about the cultures of the countries they’d be sent to.

Q2. Whose behaviorist theories predominantly impacted the Audio-Lingual Approach?

• Peter Elbow
• B. F. Skinner
• Noam Chomsky
• Pavlov

Q3. What are some of the basic tenets of the Audio-Lingual Approach? Check all that apply.

• habit formation
• overlearning
• behavioral psychology
• deductive grammar instruction

Q4. Which methods were used for instruction of the Audio Lingual Approach? Check all that apply.

• Composition Writing
• Dialogues
• Coppie minime
• Language Labs

Q5. The Audio-Lingual Approach is most effective for students who have a lot of time to study and focus on the target language.

• falso.
• Vero

Quiz 3: Modulo 3 Review Quiz

Q1. Which is an example of a chain drill?

• Alunno 1: I like tennis.

Alunno 2: She likes tennis. I like football.

Alunno 3: She likes tennis. He likes football. I like baseball.

• Insegnante: Torta.

Studenti: Torta.

Insegnante: Torta. Tie.

Studenti: Torta. Tie.

• Insegnante: The sky is blue.

Studenti (repeating after the teacher): The sky is blue!

Q2. Which approach utilizes chain drills, as demonstrated above?

• L'approccio grammaticale alla traduzione
• L'approccio diretto
• The Reading Approach
• The Audio-lingual Approach

Q3. Which approach became popular as a result of standardized tests, such as the Scholastic Aptitude Test, or the SAT?

• The Reading Approach
• The Audio Lingual Approach
• L'approccio diretto
• L'approccio grammaticale alla traduzione

Q4. Which approaches focused mainly on language production, specifically listening and speaking skills?

• L'approccio diretto
• L'approccio grammaticale alla traduzione
• The Reading Approach
• The Audio Lingual Approach

Q5. As a result of pedagogical developments, teachers now continue to utilize vocabulary list memorization, but to a lesser extent than that of the Reading Approach in the 1930’s.

• falso
• Vero

Q6. Which approach combined memorization and automatic responses?

• The Reading Approach
• The Audio-lingual Approach
• L'approccio grammaticale alla traduzione
• L'approccio diretto

Q7. What was the main purpose of using minimal pairs in the Audio Lingual Approach?

• To reward correct answer.
• To improve conversation skills.
• To improve grammar.
• To improve pronunciation.

Q8. The use of textbooks in the classroom was vital for the success of students acquiring language using the Audio Lingual Approach.

• falso.
• Vero.

D9. Which activity uses scaffolding to help students better understand and comprehend readings?

• Guided Reading
• Extensive Reading
• Scansione
• Skimming

Q10. Which approaches are more suited to students who probably won’t need to use or speak the target language outside the classroom?

• L'approccio diretto
• The Reading Approach
• L'approccio grammaticale alla traduzione
• The Audio Lingual Approach

Q5. The Audio-Lingual Approach is most effective for students who have a lot of time to study and focus on the target language.

• falso.
• Vero

Settimana 4: Teach English Now! Theories of Second Language Acquisition Quiz Answers

Quiz 1: Checkpoint 1

Q1. L’approccio cognitivo è stato ampiamente utilizzato nell’educazione linguistica in tutti gli Stati Uniti.

• Vero
• falso

Q2. L'approccio cognitivo ha offerto agli insegnanti tecniche relative a quali idee? Check all that apply.

• utilizzo dei laboratori linguistici.
• attività di pre-lettura
• feedback sugli errori
• coppie minime
• strategie per l’apprendimento delle lingue

Q3. In quali attività potrebbero impegnarsi gli studenti se eseguissero una “prova”.?”

• memorizzare i dialoghi, parola per parola
• Vocabolario chiave pre-apprendimento
• mettere insieme le idee scrivendo le parole del vocabolario.
• esercitandosi da solo
• praticare ripetutamente la lingua
• parla velocemente, anche quando la grammatica o il vocabolario sono difficili.

Q4. L’analisi degli errori degli studenti dà agli insegnanti

• la consapevolezza che agli studenti non interessa.
• un'opportunità per punire gli studenti.
• idee per le quali regole grammaticali specifiche dovrebbero essere insegnate esplicitamente.
• una comprensione più chiara dei processi mentali degli studenti.

Q5. Why do cognitive scientists recommend pre-reading and pre-listening activities? Scegliere tutte le opzioni pertinenti.

• To prompt students to think about language that will probably be used in the main reading/listening activity.
• To stimulate the same part of the brain required for the main reading/listening activity.
• To engage students in grammar activities.

Quiz 2: Checkpoint 2

Q1. The Affective Humanistic Approach mostly focused on

• How the brain processes language and how language structures and knowledge are acquired and remembered.
• Quickly teaching language to soldiers to communicate with allies and enemies.
• Teaching culture and morality.
• The value of human beings in society and culture.

Q2. why would students select names from the culture of the
target language?

• To more deeply connect to the culture and people of the target language.
• Because their real names were too difficult for their teachers to pronounce.
• To show students how to improve their grammar.
• To help the teacher better understand students’ thought patterns.

Q3. The concept of helping students conquer their fear of learning a language through an environment that would unlock the potential of the conscious and subconscious mind is called

• Desuggestopedia
• Metacognition
• Inductive grammar
• Deemphasizing of speech

Q4. What were some popular techniques used by Affective
Humanistic teachers? Select all that
Workshop sulla mappatura delle storie degli utenti.

• Writing essays
• Overlearning
• Multiple Concerts
• Deductive grammar instruction
• Dramatization
• Positive Reinforcement

Q5. What are some items that might be found in a classroom of a
teacher subscribing to the Affective Humanistic Approach? Check all that apply.

• A CD/tape/record player
• Grammar charts
• Classic Greek Epic Poems
• Food and Drinks
• A piano

Quiz 3: Modulo 4 Review Quiz

Q1. Quali dei seguenti possono essere considerati componenti del multiplo
tecnica del concerto? Select all that
Workshop sulla mappatura delle storie degli utenti.

• Ascolto di diverse opere musicali contemporaneamente.
• Ripetendo esattamente ciò che dice l'insegnante.
• Andare a vedere tre o più gruppi musicali suonare in uno spettacolo all'aperto.
• Ascoltare una lettura drammatica mentre si segue una sceneggiatura.
• Completare uno schema di note.
• Prendere appunti di un dialogo.

Q2. Quale dei seguenti non è effettivamente un approccio in classe?

• L’approccio umanistico affettivo
• The Reading Approach
• L'approccio cognitivo
• The Audio Lingual Approach

Q3. L’approccio Umanistico Affettivo focalizzato sugli studenti
sentimenti.

• Vero
• falso

Q4. According to the lectures, perché il rinforzo positivo è una tecnica efficace in classe?

• Incoraggia gli studenti a correre dei rischi e a sentirsi a proprio agio nel commettere errori.
• Permette agli studenti di essere sciocchi e assumere il ruolo di altri personaggi.
• It helps students receive and comprehend information better.

Q5. Which approach would most likely be taught by someone interested in expanding the mind and helping people calm their anxieties?

• The Audio Lingual Approach
• The Reading Approach
• L’approccio umanistico affettivo
• L'approccio cognitivo

Q6. Which approach was strongly influenced by behaviorism?

• The Audio Lingual Approach
• The Reading Approach
• L’approccio umanistico affettivo
• L'approccio cognitivo

Q7. Which are characteristics of the Cognitive Approach? Scegliere tutte le opzioni pertinenti.

• It never truly developed into a classroom methodology.
• It looked for ways to remove mental barriers, come l'ansia, from language learning.
• Student errors became of particular interest to researchers.
• Teachers had a rigorous number of tools and resources to teach this particular approach.

Q8. Which activities might have helped students of an Affective Humanistic teacher to learn language more quickly?

• Dancing
• Translating a passage from a textbook
• Overlearning
• Memorizing vocabulary
• Singing

D9. Which approach is Noam Chomsky most closely associated with?

• The Audio Lingual Approach
• L'approccio cognitivo
• L’approccio umanistico affettivo
• The Reading Approach

Q10. Quali sono stati i principali focus dell’Approccio Umanistico Affettivo? Seleziona tutto ciò che si applica.

• Mettere gli studenti a proprio agio
• Traduzione di testi classici latini e greci
• Imparare troppo una lingua
• Fornire un ambiente rilassante

Settimana 5: Teach English Now! Theories of Second Language Acquisition Quiz Answers

Quiz 1: Checkpoint 1

Q1. Quali dei seguenti sono aspetti del concetto di “periodo di silenzio”.? Seleziona tutto ciò che si applica.

• gli studenti non conoscono abbastanza la lingua per iniziare a parlare, quindi restano in silenzio.
• gli studenti potrebbero non essere abbastanza sicuri di parlare la lingua di destinazione, quindi restano in silenzio.
• gli studenti si risentono del fatto di dover imparare la lingua di destinazione, quindi si rifiutano di parlare.
• gli insegnanti chiedono agli studenti di non parlare a meno che non vengano interpellati.

Q2. Quali idee sono vere riguardo alle idee di Krashen sul “filtro affettivo”.?”

• gli studenti con meno stress e ansia hanno più successo nell’apprendimento delle lingue perché possono concentrarsi più chiaramente sui loro studi.
• students with low affective filters struggle to learn languages because they are more focused on their inadequacies and limitations than the language itself.
• learners’ emotional states affect their ability to learn and retain language.

Q3. Which of the following techniques are used in the Comprehension Approach? Seleziona tutto ciò che si applica.

• Use of pendulums to show shifts of language.
• Use of simple questions and dialogue
• Use of visual aids to convey meaning.
• Exclusive use of the target language in the classroom
• Role reversal activities

Q4. The main focuses of the Comprehension Approach are actual input and lowering the affective filter.

• falso
• Vero

Q5. Teachers subscribing to the Comprehension Approach might use which materials or techniques in the classroom? Seleziona tutto ciò che si applica.

• observable action verbs
• computers for essay writing
• vocabulary lists
• realia

Quiz 2: Checkpoint 2

Q1. Why did the Communicative Approach come about? Seleziona tutto ciò che si applica.

• People were traveling more, for both work and pleasure, which heightened the need to communicate in foreign language.
• People realized the importance of ancient Greek and Latin philosophies, so they began focusing more on these age old texts.
• People began to realize that more than just grammar and vocabulary knowledge was necessary to effectively communicate in another language.
• People began to realize that students learned a second language much in the same way that a child learns its first language.
• People didn’t have time to sit and process language until they were ready to speak it. They needed a faster way to study language.

Q2. According to the lectures, one of the biggest problems with the Communicative Approach is that its techniques and practices are too clearly defined.

• Vero
• falso

Q3. Which are some of the techniques used in the Communicative Approach? Seleziona tutto ciò che si applica.

• Role Reversal
• Information Gaps
• Back Translation
• Role Plays
• Language Games

Q4. Which activity helps students understand how ideas flow together?

• Use of authentic materials
• Information gap activities
• sequencing

Q5. The focus of role plays, especially improvised, is the prevention of errors.

• falso
• Vero

Quiz 3: Modulo 5 Review Quiz

Q1. Which linguistic theorists are most closely associated with the Comprehension Approach?

• Noam Chomsky
• B.F. Skinner
• Stephen Krashen
• James J. Asher

Q2. Which approach utilizes the technique of using commands combined with observable physical actions for students to observe and follow?

• Cognitive Approach
• Communicative Approach
• Comprehension Approach
• Affective Humanistic Approach

Q3. Quali aspetti dell'approccio di comprensione sono simili all'approccio diretto?

• Abbassare il filtro affettivo.
• Concentrarsi sulle forme grammaticali.
• Concentrati sul rendere chiaro il significato.
• Gli studenti hanno il tempo di elaborare la lingua prima di produrla.

Q4. Un insegnante di lingua coreana porta una mappa della metropolitana di Seul e chiede agli studenti di creare conversazioni in coreano sui trasporti utilizzando le informazioni fornite nella mappa. Questo è un esempio di

• Use of authentic materials
• Divario informativo
• Attività in sequenza
• Giochi linguistici

Q5. Qual è lo scopo principale del TPR (Risposta fisica totale) attività?

• per far sì che gli studenti utilizzino la lingua target nelle loro conversazioni.
• per dare agli studenti un maggiore apprezzamento della cultura della lingua di destinazione.
• Per riassumere rapidamente le informazioni raccolte dalle attività in classe.
• per rendere chiaro il significato agli studenti

Q6. Which approach encourages learners to develop an appreciation for the target people, culture and place by connecting with them through language and use of meaningful communication?

• Communicative Approach
• Reading Approach
• Comprehension Approach
• Cognitive Approach

Q7. Which of these are teaching methods used in the Communicative Approach? Check all that apply.

• Use of books focusing on all four language skills: lettura, Ma se non vedi un'altra via di fuga, listening and speaking
• Use of books focusing on one specific language aspect: lettura, Ma se non vedi un'altra via di fuga, listening and speaking
• Use of food, musica, posters and costumes
• Use of level-appropriate books with high interest themes.

Q8. Which approach would most likely advocate for “English Only” classrooms?

• Cognitive Approach
• Comprehension Approach
• Grammar Translation Approach

D9. Which of these are a focus of the Communicative Approach? Seleziona tutto ciò che si applica.

• to love other cultures and places.
• to help make input comprehensible to students.
• to use the target language.
• to connect people together in order to create opportunity and awareness.

Q10. When students assume the role of the teacher by giving commands to other students and the teacher, questo è chiamato

• Role reversal
• Divario informativo
• Risposta fisica totale
• Role playing