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PRAXIS II English to Speakers of Other Languages Exam

This exam is designed for individuals who would like to teach English as a second language in elementary and secondary schools. This test is comprised of two 15 minute, listening sections and a 90 minute writing section. You will be given two hours and 30 minutes to complete this 120 multiple-choice question exam.

Section 1 parts A and B are on an audio recording. Part A covers oral grammar and vocabulary, part B covers pronunciation. The recorded questions of this section are speech samples from students who are non-native English speakers. You will be asked to identify errors in their speech. The recorded speech samples are also printed in the test booklet. You should mark the student errors in the test booklet as you listen to the audiotape.

Section I, part C, and section II comprise the last 100 questions of the exam. Section 1 part C will assess your knowledge of writing analysis. Section 2 will assess your knowledge of language theory and educational instruction.

Analysis of Student Language Production
This section of the exam will assess your knowledge of English grammar, vocabulary and punctuation 20 of the questions are regarding audio examples for you to evaluate and 10 are written examples for you to evaluate.

Linguistic Theory
This section of the exam will assess your knowledge of phonetic transcription, phonology, articulation, morphology, syntax, psycho linguistics and social linguistics.

Teaching Methods and Techniques
This section of the exam will assess your knowledge of identification and selection of various language teaching methodologies. The following teaching methodologies may be included in the exam: direct method, total physical response, and the natural approach. Your knowledge of student instruction in the areas of pronunciation and vocabulary will be assessed. Knowledge of various student assessment methods will be assessed in this portion of the exam.

Assessment Techniques and Cultural Issues
This section of the exam will assess your knowledge of student learning styles, nonverbal communication, acknowledgment and support of student diversity. Understanding of the utilization of various formal and informal assessment tools to test for student language proficiency will also be assessed.

Professional Issues
This section of the exam will assess your knowledge of legal foundations for ES0L programs, professional organizations for ES OL instructors, resources and curriculum materials to teach ESOL at the elementary and secondary level.

PRAXIS II English To Speakers Of Other Languages Practice Questions

1. The most common methods used to teach English as a Second Language are:

A. grammar-based
B. communication-based
C. content-based
D. All of the above

2. Which of the following is not part of the continuum of learning theory?

A. Silent/Receptive
B. Early Production
C. Comfortable Communication
D. Speech Emergence

3. Potential pronunciation problems for ESL students include:

A. variations in consonant sounds
B. vowel combinations
C. stressed and unstressed vowels
D. All of the above

4. Which of the following is not a potential problem learning English?

A. Idiomatic words and phrases
B. Using pictures and gestures
C. Large vocabulary
D. Use of the articles "a," "an," and "the"

5. Reasons for the differences between written and spoken English include:

A. country of origin
B. ethnic and cultural heritage
C. dialects and accents
D. All of the above

Answer Key For English To Speakers Of Other Languages

1. Answer: D

The three methods most commonly used to teach English as a Second Language (ESL) are grammar-based, communication-based, and content-based. Grammar-based ESL teaches students the rules of English, including structure, function, and vocabulary. Emphasis is on the why and how of the language.

Communication-based ESL teaches students how to use English in realistic everyday situations. This approach emphasizes practical conversational usage.

Content-based ESL teaches students grammar and vocabulary and uses written assignments to practice these skills. This approach includes using English as the main method of classroom communication between teacher and student. This method emphasizes an integrated approach to learning English.

2. Answer: C

The continuum of learning Theory outlines predictable steps when learning a new language.

The SILENT/RECEPTIVE OR PREPRODUCTION stage can last from a few hours to six months. Students usually don't say much and communicate by using pictures and pointing.
In the EARLY PRODUCTION stage, students use one- and two-word phrases. They indicate understanding with yes/no and who/what/where questions. This stage can last six months.
The SPEECH EMERGENCE stage may last a year. Students use short sentences and begin to ask simple questions. Grammatical errors may make communication challenging.
In the INTERMEDIATE LANGUAGE PROFICIENCY stage students begin to make complex statements, share thoughts and opinions, and speak more often. This may last a year or more.
The ADVANCED LEARNING PROFICIENCY stage lasts five to seven years. Students have acquired a substantial vocabulary and are capable of participating fully in classroom activities and discussions.

3. Answer: D

Variations in consonant and vowel sounds can cause problems and make the pronunciation of English language learners sound stilted, monotone, and flat. For example, the "th" combination is relatively rare in other languages, so it is hard for some students to pronounce. American English has sixteen different combinations of vowels with sometimes only slight variations in the sound of the spoken word. Many languages have very few vowel sounds which means students can have problems hearing, and consequently, pronouncing these sounds.

English allows for clusters of consonants before a vowel is needed, while several other languages do not. So students may try to insert a vowel where there is none. Stressed and unstressed vowels also can be very confusing for English language learners. Native English speakers can determine the pronunciation by the word's placement in a sentence; learners sometimes can't distinguish the slight variations, as with able, enable, unable.

4. Answer: B

The English language has one of the largest vocabularies of any language currently in use. English has adopted, adapted, and integrated words, phrases, and expressions from many other languages. English uses more idiomatic words and phrases than most other languages, and these idioms can be specific to a particular region of the country or segment of the population. The same word can be used in multiple ways and have different meanings (i.e., to "spell" a word or come sit a "spell") or two words can sound alike but be spelled differently and have different meanings (i.e., wood and would).

English uses articles a lot, especially the, a, and an; other languages may lack articles altogether or use their versions sparingly. There isn't just one rule to make a positive word into its negative counterpart. For example: unable, inappropriate, dishonest, and amoral. All of these differences can make learning the English language a challenge.

5. Answer: D

Spoken English sounds different depending upon the country of origin, geographic location within the country, the particular idioms used in a region, the educational level of the speaker, and his ethnic and cultural heritage. Dialects, accents, and slang all influence how a person speaks. Two English speakers from different countries may have difficulty understanding each other because of these variations. A third party listening to the conversation might think they were speaking totally different languages.

Written English, on the other hand, is based on a defined set of rules (grammar), so a person reading a document written in formal English would not be able to determine what country or region the writer is from. The only indication might be the way a word is spelled (i.e., colour instead of color) or the context in which it is used (lift instead of elevator). However, these variations would not prevent the reader from understanding the material.