TESOL Final Exam Questions With 100% Correct Answers | Latest 2024/2025 Graded A+

Behaviorism - Answer- Theory of first language acquisition. B.F. Skinner: language learning is a culturally determined and learned behavior. Learners learn by undergoing training and practice through a series of stimulus and response chains and operant conditioning. Baby babble: stimulus. Parent celebrating: response. Fails to account for how children can produce novel utterances thy have never heard before. Nativist/Mentalist perspective - Answer- Theory of first language acquisition. Noam Chomsky. Believes language learning is biologically determined: each person is born with an innate ability to learn language. Chomsky refers to it as the Language Acquisition Device. Also states that children actively listen to the language around them and try to determine the patterns in the utterances. Argues that the child will not respond to error correction if the child isn't developmentally ready. Fails to account for adults correcting children: the theory that children simply figure out the rules on their own may lack support Social Interactionist - Answer- Theory of first language acquisition. Lev Vygotsky. Believe that human language emerged from the social role that language plays in human interaction. Views learners as participants who are actively negotiating meaning with those with whom they interact. Vygotsky believed learners bring two levels of development to their learning: actual developmental level and a potential " ". Referred to as the Zone of Proximal Development. Krashen's Monitor Model - Answer- Model of second language acquisition. Stephen Krashen. Outlines five hypotheses: 1. Acquisition vs. Learning Hypothesis 2. The Natural Order Hypothesis 3. The Monitor Hypothesis 4. The Input Hypothesis 5. The Affective Filter Hypothesis Krashen's MM Acquisition vs. Learning Hypothesis - Answer- Learning = formal knowledge of a language (rules). Acquisition = language acquired at the subconscious level. Communicating meaning is more important than drill and practice. Learners are given time to internalize language before they respond. Partial and incomplete utterances are acceptable. Krashen's MM The Natural Order Hypothesis - Answer- Hypothesis: Certain rules within a language are acquired before others. Correct usage of grammatical structures is acquired gradually by children acquiring their first and/or second language. Applications: Grammatical structures need not be the center of curriculum organization. Problemsolving structures will promote acquiring of rules. Krashen's MM The Monitor Hypothesis - Answer- Hypothesis: An error-detecting mechanism that is responsible for accuracy. It is an editor that confirms or repairs student utterances. There are 3 types: optimal, overusers, and underusers. Overusers refer to conscious grammar all the time. Underusers do not refer to their conscious grammar at all, and optimal monitor when to focus on form. Applications: Students may not internalize teachers' explicit corrections because of their developing grammatical system. Students should be given time to correct their own errors. Krashen's MM The Input Hypothesis - Answer- Hypothesis: Language is acquired when learners understand messages (comprehensible input.) Applications: Teachers should provide comprehensible input in many forms. ex: visuals, less complex structures, paraphrases, etc. Krashen's MM The Affective Filter - Answer- Hypothesis: Emotional variables such as anxiety, motivation, and self-confidence play a par in language acquisition. Applications: A safe and secure environment. Cooperative learning, mutual respect, and high expectations Cummin's Second Language Framework - Answer- Jim Cummins: makes a distinction between social language and academic language. Developed a 4 quadrant diagram. Quadrant A and C are cognitively undemanding (easy) and Quadrant B and D are cognitively demanding (hard). Quadrant A and B are context-embedded (clues for ELL's) and Quadrant C and D are context-reduced (no clues = harder.) Cummin's Quadrant A and C - Answer- Quadrant A is cognitively undemanding and context-embedded. It includes developing social vocab, following demonstrated directions, playing simple games, face-to-face talking, art, music, PE. Quadrant C is cognitively undemanding but context-reduced. It involves phone calls, and reading and writing for personal purposes Cummin's Quadrant B and D - Answer- Quadrant B is cognitively demanding but context-embedded. It includes science and math activities, maps, models, charts, and graphs, oral presentations, academic presentations through visuals. Quadrant D is cognitively demanding and context-reduced. It involves lectures, formal oral presentations, math word problems, writing essays and research, standardized achievement tests Cummin's Common Underlying Proficiency vs. Separate Underlying Proficiency - Answer- CUP implies that knowledge and literacy skills in a student's native language will transfer to his or her learning of a target language, whereas SUP says they won't. McLaughlin's Attention-Processing Model - Answer- Controlled and automatic processing mechanisms. Controlled processing mechanism: a limited and temporary capacity. Automatic processing mechanism: "relatively permanent" process. Less advanced learners focus on communication, while more advanced learners can juggle more without thinking about it Bialystok's Analysis/Automaticity Model - Answer- Maintains that language processing involves the use of both explicit and implicit knowledge. Explicit knowledge refers to a person's knowledge about a language and their ability to articulate that knowledge. Implicit knowledge refers to information that is automatically and spontaneously used in language tasks. Selinker's Interlanguage theory - Answer- Second language learners have their own language system. It proceeds in steps: 1. Random errors 2. experimentation and inaccurate guessing 3. Emergent-growing in consistency in linguistic production 4. Backsliding- appear to have grasped but later regressed and unable to correct errors 5. Systematic stage- ability to correct errors on their own; rules may not be well-formed but display more internal self-consistency-approximating the target language system 6. Stabilization- few errors mad,e have mastered the system to the point of fluency; ability to self-correct; fossilization may occur 7. Intralingual- inconsistencies within the target language itself When is the Mainstream (inclusion) model most appropriate? - Answer- With intermediate levels of ESOL and you have ESOL endorsed teachers Pros of the mainstream (inclusion) model - Answer- Students challenged to learn English, and student exposed to native speakers/same curriculum Cons of the mainstream (inclusion) model - Answer- Students can fall behind, very overwhelming, may not fully benefit from the lesson if not using proper ESOL strategies When is the self-contained/sheltered classrooms (elementary) most appropriate? - Answer- 15 students in a grade level, some native language, low levels of acquisition Pros of the self-contained/sheltered classrooms (elementary) - Answer- receive intensive english lang instruction, kids can relate to one another, home lang support Cons of the self-contained/sheltered classrooms (elementary) - Answer- sheltered for more than one year, teacher only speaks native lang, don't interact with native english speakers When is the self-contained/sheltered classrooms (secondary) model most appropriate? - Answer- Intermediate ESOL levels that need support in the content areas Pros of the self-contained/sheltered classrooms (secondary) - Answer- Provide native lang support, support from ESOL trained teacher in content area Cons of the self-contained/sheltered classrooms (secondary) - Answer- may not get support in content areas that they need, not trained teacher/no resources When is the ESOL pull-out model most appropriate? - Answer- few ESOL students at a school site, few students at a grade level