UNIVERSITY IN BIHACPEDAGOGICAL DEPARTMENT

METHODOLOGYGLOSSARY

Dupanović Šerka Sanja Elezović- Josifović

ACCURACY:

- Accuracy refers to the ability to produce grammatically correct sentences

that are comprehensible. This is often contrasted with fluency

ACCURATE REPRODUCTION:

– One of the ways students learn new language forms bect is through an

accurate reproduction stage.

ACHIEVEMENT:

– Something accomplished successfully, especially by means of exertion,

skill, practice, or perseverance

ACQUISITION:

- Picking up a lanaguage through meaningful conversation the way

children pick up languages. There is no study of forms and grammar.

Acquisition is contrasted to learning a language through conscious study

of forms. In Krashen's acquisition-learning hypothesis, acquisition is far

superior to learning because it is language that is acquired that is

available for fluent, rapid, and natural speech. Acquisitiion will occur

when a learner is exposed to meaningful, comprehensible input.

ACQUISITION – LEARNING HYPOTHESIS:

- According to Stephen Krashen, adult second language learners can

develop second language learning. One method is learning, a conscious

study of the forms of language. The other method is acquistion, or just

picking up a language the way children do without conscious attention to

forms. Krashen further argues that acquisiton is far more beneficial in

terms of producing fluent, natural communication in another language.

Krashen also asserts that learning cannot change into acquistion.

AFFECTIVE FEEDBACK:

- Affective feedback is when teachers (or anybody) display signs about

how interested they are in trying to understand the student. These signs

come in the form of gestures, facial expressions, and intonations.

Positive affective feedback will encourage the learner to continue even if

it is clear that the listener cannot fully understand.

- Negative affective feedback will stop a learner from speaking entirely

and raise their affective filter.

AFFECTIVE FILTER:

- This is an imaginary wall that is placed between a learner and language

input. If the filter is on, the learner is blocking out input. The filter turns

on when anxiety is high, self-esteem is low, or motivation is low. Hence,

low anxiety classes are better for language acquisition. Another

implication is that too much correction will also raise the affective filter

as self-esteem in using the language drops.

ALTE:

- Association of Language Testers in Europe.

APPROACH:

– refers to theories about the nature of language and language learning

which are the source of the way things are done in the classroom and

which provide the reasons for doing them.

APTITUDE:

– Acquired or natural ability for learning and proficiency in a specific area

or discipline. Aptitude is expressed in interest, and is reflected in current

performance which is expected to improve over time with training.

ATTITUDE:

– A predisposition or a tendency to respond positively or negatively

towards a certain idea, object, person, or situation.

Attitude influences an individual's choice of action, and responses to

challenges, incentives, and rewards (together called stimuli).

As well, a structural syllabus is used in class. As a result grammatical

structures are brought to the forefront with meaning being neglected.

ASSESSING A LANGUAGE STUDY ACTIVITY FOR USE IN CLASS:

- When assessing an activity designed for the study of language form we

need to decide how effective it will be when we take it into class

ASSIMILATION:

- a linguistic process by which a sound becomes similar to an adjacent

sound.

Audio – lingual method (ALL ):

– is a style of teaching used in teaching foreign languages. In this method

there is no explicit grammar instruction; everything is only memorized in

form.

AUTHORITARIAN LEADERS:

- Leaders who use authoritarian decision-making make all of the major

group decisions and demand compliance from the group members.

BEHAVIOURISM:

- This is the theoretical view that language learning is a matter of habit

formation. The learner mimics the language they hear, and when they

receive some positive feedback, that language becomes a habit. This

view is criticised because it does not explain how a child can acquire

something as complex as a language with so little input and feedback

BILINGUAL:

- Using or able to use two languages, especially with equal or nearly equal

fluency.

BODILY/KINESTHETIC INTELLIGENCE:

- the capacity to use your whole body or parts of your body (your hands,

your fingers, your arms) to solve a problem, make something, or put on

some kind of production. The most evident examples are people in

athletics or the performing arts, particularly dancing or acting.

BORIS NAIMUSHIN:

- is the man who sees translation as the 'fifth skill' after reading, writing,

speaking and listening.

BREATHTAKING:

- For example, colours have different metaphorical meanings and uses in

different languages and cultures, and the variety of idiomatic ways of

saying that something is obvious in different languages that have been

reported to me (translated into English).

CHECK QUESTION:

- We can use check question to see if students have understood meaning

and use

CLASS SIZE:

- Currently understood by the educational community to be the best

measure of a teacher's "true opportunity to build direct relationships

with each student." A more malleable definition and one now held in

dubious regard, pupil to teacher ratio, would declare a situation in which

one teacher leads a class while another does paperwork in the back but

does not interact with students as being half as large as its group size.

COGNITIVE FEEDBACK:

- Cognitive feedback is when teachers (or anybody) display signs that they

understand what a learner is trying to communicate. Essentially, the

listener is signaling, "I understand." or "I don't understand." Positive

cognitive feedback sometimes has a negative consequence: Learners

make mistakes, but because they are understood, they don't change

their language habits. This can result infossilization of errors. Therefore,

some error correction may be necessary, but too much will lower self-

esteem and raise learners' affective filter s . There are no hard rules, but

teachers will eventually develop intuition on when correction is

necessary.

- Cognitive feedback can be contrasted with affective feedback, where a

listener (teacher) signals the extent that the want to listen.

COMMUNICATIVE APPROACH:

- A set of principles about teaching including recommendations about

method and syllabus where the focus is on meaningingful

communication not structure, use not usage. In this approach, students

are given tasks to accomplish using language, instead of studying the

language. The syllabus is based primarily on functional development

(asking permission, asking directions, etc.), not structural development

(past tense, conditionals, etc.). In essence, afunctional syllabus replaces

a structural syllabus. There is also less emphasis on error correction

as fluency and communication become more important than accuracy As

well, authentic and meaningful language input becomes more important.

The class becomes more student-centered as students accomplish their

tasks with other students, while the teacher plays more of an observer

role.

- In recent years, some authors have combined an emphasis on lexis with

the communicative approach to suggest a lexical approach to language

learning and teaching.

COMPREHENSIBLE INPUT:

- Hypothesis that learners will acquire language best when they are given

the appropriate input. The input should be easy enough that they can

understand it, but just beyond their level of competence. If the learner is

at level i, then input should come at level i+1. Comprehensible input is an

essential component in Stephen Krashen'sInput Hypothesis, where

regulated input will lead to acquistion so long as the input is challenging,

yet easy enough to understand without conscious effort at learning.

- One problem with this hypothesis is that i and i+1 are impossible to

identify, though arguably teachers can develop an intuition for

appropriate input. That is, teachers develop an intution of how to speak

to be understood.

COMMUNICATIVE LANGUAGE LEARNERS ( CLT ):

- Is an approach to language teaching that emphasizes interaction as both

the means and the ultimate goal of study.

COMMUNICATIVE LEARNERS:

- Are comfortable out of class and show a degree of confidence and a

willingness to take risks which their colleagues may lack. They are

interested in social interaction with other speakers of the language.

CONCRETE LEARNERS:

– are like confromists, they also enjoy the social aspects of learning and

like to learn from direct experience. They enjoy games and groupwork in

class.

CONFORMISTS:

– Tend to be dependent on those in authority and are perfectly happy to

work in non-communicative classrooms, doing what they are told.

CONTROLLER:

- The teacher is in complete charge of the class, what students do, what

they say and how they say it. The teacher assumes this role when new

language is being introduced and accurate reproduction and drilling

techniques are needed.

CONVERGERS:

– Students who are by nature solitary, prefer to avoid groups, and who are

independent and confident in their own abilities.

CURRICULUM:

- Is the planned interaction of pupils with instructional content, materials,

resources, and processes for evaluating the attainment of educational

objectives. It refers to the means and materials with which students will

interact for the purpose of achieving identified educational outcomes.

D. JABR DAJANI:

- He suggests its use in planning, self- evaluation and learner training,

where, if the teacher speaks the students' L1, these topics can be

discussed fluently instead of in the halting English of a beginner or

elementary student.

DANIEL LINDER:

- Suggests a number of translation activities for use in the general

classrooms. These include straight translation of short texts and a

translation summary of a longer text.

DEMOCRATIC LEADERS:

- Leaders who use democratic decision -making encourage group

discussion and believe in decision-making through consensus.

DEMONSTRATION:

- We can demonstrate the language forms which we want students to

study by offering them a situation which shows the language in action

and then modelling the language ourselves

DIFFERENTATION:

- The process by which differences between learners are accommodated

so that all students in a group have the best possible chance of learning.

DIRECT METHOD ( DM):

- A system of teaching a foreign language using only that language and

without emphasis on the study of grammar.

DISCOURSE:

- Enotes written and spoken communications such as:

in semantics and discourse analysis: A generalization of the concept

of conversation within all modalities and contexts. And the totality of

codified language (vocabulary) used in a given field of intellectual

enquiry and of social practice, such as legal discourse, medical discourse,

religious discourse.

DISCOVER:

- Students can be encouraged to understand new language forms either

by discovering them for themselves in a text, or by looking at

grammatical evidence in order to work out a grammar rule

DISCOVERY ACTIVITIES:

- Students are encouraged to work out for themselves how language

forms are constructed and used

DISCRETE SLOTS:

- Some teachers insert short, separate bits of pronunciation work into

lesson sequences. Such separate pronunciation slots can be extremely

useful, and provide a welcome change of pace and activity during a

lesson.

EAP:

– English for Academic Purposes

EFL:

- English as a Foreign Language

- It is described situations where students were learning English in the

world, for example , as a tourist or bussines people.

ELF:

- English as Lingua Franca

- describes situations between two people who don't share the same

language and for whom English isn't their mother tongue.

ELISION:

- The name refers to the disappearance of one or more sounds in

connected speech which would be present in a word pronounced in

isolation; the effect is also found when we compare rapid speech with

slow, careful speech.

EMOTIONAL INTELLIGENCE:

- Which includes ability to empathise, control impulse and self-

motivation.

EQUALITY RULES:

- Any student who behaves in a certain way is treated exactly the same as

another student who behaves similarly in the same circumstances.

ESA:

- A different trilogy of sequence elements is ESA : E for engage; S for stand

and A for activate.

ESL:

- English as a Second Language

- Is the use or study of English by speakers with different native

languages and it is also known as ESOL, EFL and English as an additional

language.

ESOL:

- English for Speakers of Other languages):

- English taught to people whose first language is not English, but who live

in an English - speaking country and need English to communicate in

daily life. ( U.K., Ireland )

EVALUATING A STUDY ACTIVITY AFTER USE IN CLASS:

- We need to evaluate the success of an activity which focuses on

language form, whether we do this formally or informally

EXPLANATION:

- We can explain the construction of language in diagrams using the board

or overhead projector

FACE-TO-FACE LEARNING:

- One in which participants, instructors, and facilitators meet together in

the same place and at the same time.

FEEDBACK:

- Feedback is an essential (crucial) part of education. It is the process of

helping our students assess their performance, identify areas where they

are right on target and provide them tips on what they can do in the

future to improve in areas that need correcting.

FIRST LANGUAGE:

- (also native language, mother tongue , arterial language, or L1) is

the language a person has learned from birth or within the critical period,

or that a person speaks the best and so is often the basis

for sociolinguistic identity

FLEXIBLE TASK:

- Tasks that make a virtue out of differences between students

FLUENCY:

- Is a speech language pathology term that means the smoothness or flow

with which sounds, syllables, words and phrases are joined together

when speaking quickly.

FOCUS ON FORM:

- Students direct their conscious attention to some feature of the language,

such as verb tense.

FOCUS ON FORMS:

- Students and teachers focus on forms one by one because they are on

syllabuses and coursebooks.

FOLLOWING PLANNING PRINCIPLES:

– When deciding how to have students study language form we need to

bear general planning principles in mind

FOREIGN LANGUAGE:

– Is a language indigenous to another country. It is also a language not

spoken in the native country of the person referred to, i.e. an English

speaker living in Japan can say that Japanese is a foreign language to him

or her.

FUNCTIONAL SYLLABUS:

- Language programs with functions being the primary organizing feature.

The course content is based on functions not grammatical structures. A

typical unit might be Giving Advice. The content of the unit would

include:

I think you should . . .

Why don't you . . .

If I were you, I would . . .

You'd better . . .

- This could be a very basic unit taught to beginners even though the

grammatical complexity of these expressions is quite high (including a

second conditional with subjunctive mood!). This can be contrasted

tostructural syllabuses where the syllabus is ordered according to

grammatical complexity.

- Other examples of functions include asking for directions, telling stories

about the past, talking about rules, and requesting information.

GET IT RIGHT FROM THE BEGINNING:

- This is a behaviouralist view to learning language and error correction.

Language is a matter of habit and getting speakers into good habits

means producing error free speech from the beginning. Drills are hoisted

on students until they get it right. This is the least enlightened of

language teaching and error correction methods. Drilling students does

not generally result in competency and fluency in language. In fact, this

approach may hinder more than help language acquisition.

GET IT RIGHT IN THE END:

- This view of language teaching is similar to 'teach what is teachable'.

Learners will acquire most language naturally, and they should be

exposed to meaningful, comprehensible input from the beginning.

However, there are some things that won't be acquired such as language

where there is transfer from a learner's first language. In these cases, it

is approriate to offer some corrective feedback and study some linguistic

forms, although this focus does not have to involve explicit explanations

of language grammar and rules

GESTURE:

- Is a form of non-verbal communication or non-vocal communication in

which visible bodily actions communicate particular messages, either in

place of, or in conjunction with, speech. Gestures include movement of

the hands, face, or other parts of the body.

GRAMMAR TRANSLATION METHOD (GTM):

- Students learn grammatical rules and then apply those rules by

translating sentences between the target language and their native

language.

HOME LANGUAGE:

- Refers to the language spoken most often or on a regular basis at home

(someone's native language)

- However, there are some problems with the view that student talking is

good for students. For one, communication should be meaningful. Two,

at the lowest levels, students may not be able to communicate effectively

with each other. Three students may teach or reinforce each other's bad

habits or incorrect expressions and grammar. Four, students will lack

pragmatic competence in English and will not be able to pick it up from

each other. A lot of research has shown that language is for the most part

input driven. That is students learn most when they are being given

sufficient comprehensible input.

IMMEDIATE CREATIVITY:

- where students show an understanding of the meaning, use, and

construction of the language form we are focusing on, we can ask them

to create their own sentences using the language form

INDIGENOUS LANGUAGE:

– Or autochthonous language is a language that is native to a region and

spoken by indigenous people, often reduced to the status of a minority

language. This language would be from a linguistically

distinct communitythat has been settled in the area for many

generations.

INNATISM:

- This is the theoretical view that children have an innate knowledge of the

structures of language. Children are born with a knowledge of Universal

Grammar (or as called by Krashen a language acquisition device) that

gives them access to the universal principles of human language. It is

because of this innate knowledge that children can learn a complex

language with relatively little input. Innatism can be contrasted

with interactionism, a theory where meaningful interaction along with

innate knowledge combine to make language acquisition possible.

INPUT HYPOTHESIS:

- Claims that language which we acquire subconsciously is language we

can easily use in spontaneous conversation because it is instantly

available when we need it.

INSTRUMENTAL MOTIVATION:

- Wanting to learn a language for the purpose of obtaining some concrete

goals such as a job, graduation, or the ability to read academic materials.

This form of motivation is thought to be less likely to lead to success

than integrative motivation.

INTELLIGENCE:

– The capacity to acquire and apply knowledge.

INTERPERSONAL INTELLIGENCE:

- the ability to understand other people. It's an ability we all need, but is

especially important for teachers, clinicians, salespersons, or politicians --

anybody who deals with other people.

INTONATION:

- Conveys a much subtler ways of meanings, it is a music of speech, usage:

to show the grammar of what we are saying;

INTRAPERSONAL INTELLIGENCE:

- having an understanding of yourself; knowing who you are, what you can

do, what you want to do, how you react to things, which things to avoid,

and which things to gravitate toward. We are drawn to people who have

a good understanding of themselves. They tend to know what they can

and can't do, and to know where to go if they need help.

INTRODUCING NEW LANGUAGE:

– this might develop into a quick discussion of what they read and why.

The point is to get students engaged and interested in what is coming

IT:

- Information Technology

LAISSEZ-FAIRE LEADER:

- Leaders who use laissez-faire decision-making let the groups make their

own decisions.

LARGE CLASSES:

- There is nothing like a large class. The large class is only in the mind of the

orthodox teacher. A large class is one with more students than available

facilities can support. Large classes have more than 100 students

enrolled. There is no fixed number. The large class depends on the

discipline- smaller number for engineering, science and medicine and

larger number for the arts, humanities, and social sciences.

LET:

- Local English Teacher

LEXICAL APPROACH:

- is a method of teaching foreign languages described by M.Lewis in the

1990s.The basic concept is the idea that an important part of learning a

language consists of being able to understand and produce lexical phrases

as chunks.

LINGUA FRANCA:

- Is a language used to make communication possible between two people

not sharing a mother tongue, when it is a third language, distinct from

both mother tongues. Lingua Franca was a mixed language composed

mostly of Italian with a broad vocabulary drawn from Old French, Greek,

Arabic, Portugese, Occitan and Spanish.

LINGUISTIC INTELLIGENCE:

- The capacity to use language to express what's on your mind and to

understand other people. Any kind of writer, orator, speaker, lawyer, or

other person for whom language is an important stock in trade has great

linguistic intelligence.

LOGICAL/MATHEMATICAL INTELLIGENCE:

- The capacity to understand the underlying principles of some kind of

causal system, the way a scientist or a logician does; or to manipulate

numbers, quantities, and operations, the way a mathematician does.

MEDALS:

- This is information about what a student has done well, e.g. ‘Your

paragraphs and punctuation are good’ or ‘That’s good evidence’ written

in the margin next to a well made point by the student. Grades and marks

are measurements not medals. Medals are information about what

exactly was done well.

METHOD:

- A particular procedure for accomplishing or approaching something.

MIME:

- A performance done without speaking often used in classroom.

MISSIONS:

- This is information about what the student needs to improve, correct, or

work on. It is best when it is forward looking and positive. e.g. ‘try to give

more evidence for your views’ or ‘Use more paragraphs to show the

structure of your writing’. Again, measurements such as grades do not

usually give this information.

MIXED ABILITY CLASS:

- A mixed ability school or class teaches all children of the same age

together, even if they have different levels of ability.

MONOLINGUAL:

- Speaking or using only one language

MOTHER TONGUE:

- (also native language, first language , arterial language, or L1) is

the language a person has learned from birth or within the critical period,

or that a person speaks the best and so is often the basis

for sociolinguistic identity.

MOTIVATION:

- Some kind of internal drive which pushes someone to do things in order

to achieve something.

MULTILINGUAL:

- Using, speaking, or written in several different languages

MULTILINGUAL CLASS:

- is EFL or ESL classes made up of students from different countries and

who do not share a common mother tongue.

MUSICAL RHYTHMIC INTELLIGENCE:

- The capacity to think in music; to be able to hear patterns, recognize

them, and perhaps manipulate them. People who have strong musical

intelligence don't just remember music easily, they can't get it out of their

minds, it's so omnipresent.

NATIVE SPEAKER:

– Is someone who speaks a language as his or her first language or mother

tongue. Native speakers can usually speak the language very well since

they speak the language since they were born. A native speaker's

language is normally the language theirparents speak and the language

of the country they live in since birth.

NATURALISTIC INTELLIGENCE:

- To account for the ability to recognise and classify patterns in nature

NET:

- Native English Teacher

NLP:

- Neuro-Linguistic Programming

NORM OF MEDIOCRITY:

- Norm which says that being too good in lessons is not desirable or

appropriate.

OFFICIAL LANGUAGE:

- Is a language that is given a special legal status in a particular country,

state, or other jurisdiction. Typically a country's official language refers to

the language used within its government – its courts, parliament,

administration, etc. – to run its operations and conduct its business.

ONE-TO-ONE TEACHING:

– That of an individual student working alone with a teacher over a period

of hours or weeks in what are often referred to as 'private classes'.

OVER GENERALIZATION:

- In linguistics, the application of a grammatical rule in cases where it

doesn't apply. The term over generalization is most often used in

connection with language acquisition by children. For example, a young

child may say "foots" instead of "feet," overgeneralizing

the morphological rule for making plural nouns.

PARALINGUISTIC FEATURES OF A LANGUAGE:

- Paralinguistic features in Communication are the aspects of non-spoken

communication that do not involve words. Examples of these are Body

language, gestures, facial expressions, tone and pitch of voice.

PARTICIPANT:

- This role of a teacher improves the atmosphere in the class when the

teacher takes part in an activity. However, the teacher takes a risk of

dominating the activity when performing it.

PITCH:

- A device by which we comunicate EMOTIONS AND FEELINGS.

PLACEMENT TEST:

- A test to determine a student's level of ability in one or more subjects in

order to place the student with others of the same approximate ability.

PROCEDURE:

- An established or official way of doing something (e.g. Fist you do

this,then you do that...)

PROMPTER:

- The teacher encourages students to participate and makes suggestions

about how students may proceed in an activity. The teacher should be

helping students only when necessary.

PRONUNCIATION:

- Is the way a word or a language is spoken, or the manner in which

someone utters a word.

RAPPORT:

- The relationship that the students have with the teacher and vice versa.

REMEMBERING:

– At various stages of learning teachers will want sutdents to revisit

language forms which they have been exposed to previously

REPETITION:

- Fix things in mind, very important part in language learning.

RESOURCE:

- The teacher is a kind of walking resource centre (monitor) ready to offer

help if needed or providing students with whatever language they lack

when performing communicative activities. The teacher must make

her/himself available so that students can consult her/him when (and

only when) they wish.

SECOND LANGUAGE:

– or L2 is any language learned after one's first language. Some languages,

often called auxiliary languages, are used primarily as second languages

or lingua francas

SELF-ESTEEM:

– how the students feel about themselves and what level of comfort and

self-confidence they are experiencing.

SETH LINDSTROMBERG:

– discusses the use of flexible tasks; these are tasks which make a virtue

out of differences between students.

SILENT WAY:

- Is a methodology of teaching language based on the idea that teachers

should be as silent as possible during a class but learners should be

encouraged to speak as much as possible.

SLIPS:

- Mistakes that students can correct themselves.

- Some authors think that teacher talk outside of discussing the lesson

material may be the most effective input a teacher can give, as it is the

most authentic and meaningful exchange between student and teacher.

SPATIAL INTELLIGENCE:

- The ability to represent the spatial world internally in your mind -- the

way a sailor or airplane pilot navigates the large spatial world, or the way

a chess player or sculptor represents a more circumscribed spatial world.

Spatial intelligence can be used in the arts or in the sciences.

SPEECH SOUNDS:

- Any of the minimal identifiable discrete segments of sound occurring in

speech.

STORY-TELLING:

- Is the conveying of events in words, and images, often by improvisation

or embellishment. By using this activity, the teacher behaves as language

model to his students.

STREAMING:

- The practice of placing students with others with comparable skills or

needs, as in classes or in groups within a class.

STRESS:

- a term we use to describe the point in a word or phrase where pitch

changes, vowels lengthen and volume increases;

STT:

- Student Talking Time

SUGGESTOPAEDIA:

– Was developed by Georgi Lozanov and is concrned above all with the

physical environment in which the learning takes place.

TARGET LANGUAGE:

- The target language is the language learners are studying, and also the

individual items of language that they want to learn, or the teacher wants

them to learn.

TASK – BASED LEARNING (TBL):

- Focuses on the use of authentic language and on asking students to do

meaningful tasks using the target language.

- It claims that students learn better when engaged in meaning-based tasks

than if they are concentrating on language forms just for theire own sake.

TEACHER TALK:

- The time when the teacher is speaking. H. Douglas Brown, in Teaching by

Principles, recommends that teachers articulate their language, slow it

down, use simpler vocabulary, and speak in structures just above the

student's level. He warns against speaking loudly as the students have no

problems hearing.

TEACHER – CENTERED:

- Methods, activities, and techniques where the teacher decides what is to

be learned, what is to be tested, and how the class is to be run. Often the

teacher is in the center of the classroom giving instruction with little input

from students. The teacher decides the goals of the class based on some

outside criteria.

TEACHING:

– A process of imparting knowledge and skills from a teacher to a learner.

TECHNIQUE:

- A way of carrying out a particular task (e.g. silent viewing and finger

technique.)

TESL:

- Teaching English as a Second Language.

TESOL:

- Teaching English to Speakers of Other Languages or

- Teachers of English to Speakers of Other Languages.

THE CODE:

– A kind of contract between teacher and students, it could include details

about classroom behaviour, discuss how often homework is expected, or

establish norms of learner autonomy.

THE ENTHUSIAST:

– Looks to the teacher as a point of reference and is concerned with the

goals of the learning group.

THE ORACULAR:

– Also focues on the teacher but is more oriented towards the satisfaction

of personal goals.

THE PARTICIPATOR:

– Tends to concentrate on group goals and group solidarity.

THE REBEL:

– Is mainly concerned with the satisfaction of his or her own goals.

TOEIC:

- Test of English for International Communication.

- A standardized test that is used to prove proficiency in English. The test

is given several times a year on preannounced dates. This test has

become a worldwide standard. However, in recent year, country specific

organizations are gaining acceptance (TEPS in Korea for example).

TOEFL:

- Test of English as a Foreign Language.

- TOEFL is supposed to test English proficiency for international students

who want to study abroad. Many academic programs require a high

TOEFL score to be admitted. For more information visit the TOEFL

organization homepage. TOEFL has come under criticism as being an

inaccurate test of English communicative ability.

TOTAL PHYSICAL RESPONSE ( TPR ):

- A teaching technique whereby a learner (usually young learner) responds

to language input with body motions. This could be, for example, the

acting out a chant. This technique was devised by James Asher who noted

that children listen and respond with guestures before they speak.

- One benefit is that TPR allows for low anxiety learning since students

don't have the stress of producing language. 'Robot' is an example of a

TPR activity, where the teacher commands her robots to do some task in

the classroom. Acting out stories and giving imperative commands are

common TPR activities. Great for early stages but difficult to teach

complex language.

TTQ:

- Teacher Talking Quality

TTT:

- Teacher Talking Time. The trend in ESL/EFL pedagogy has been to limit

the amount of time that the teacher is talking and increase STT (Student

Talking Time). TTT is often associated with ateacher-centered classroom

and STT with a student-centered classroom.

TUTOR:

- The teacher acts as a coach when students are involved in project work or

self-study. The teacher provides advice and guidance and helps students

clarify ideas and limit tasks

UNIVERSAL GRAMMAR:

- This is an innatist view that all people are born with some knowledge of

language. Linguists use this hypothesis to explain how it is we can acquire

a language with a 'poverty of stimulus' or not enough input to account for

the complexity of output. Essentially, we are all born with the capacity for

any kind of language. This is not to say we are born with knowledge of the

particular rules of our own language, but rather general or universal

principles of all languages. This innate knowledge allows us to select a

particular language based on a few instances of input and produce very

complex output that we he have never encountered as input. One

example of a kind of principle proposed by universal grammar theorists is

the innate parameter. Essentially, we are born with parameters of

language and minimal instances of input will allow us to figure out how to

set the parameters for our own language (keep in mind this is a

subconscious process). Evidence for this is found in the head-first or

head-last parameter of language, which has been uncovered: In English,

phrases are head-first: that means that a noun is at the head of a noun

phrase, a preposition is at the head of a prepositional phrase, and verb is

at the head of a verb phrase. Our innate parameter is such that if one of

these phrases is head-first, they all will be. And hence a few utterances

whereby a child understands that a preposition heads a prepositional

phrase will allow the child to correctly construct other phrases too. In

Korean and Japanese, prepositional phrases are head-last and

accordingly, so are the other phrases. This will resonate well with any

English speaker who has studied Japanese or Korean and discovered

that everything seems to be backwards. The Innatists claim that this is an

example of the parameter having been set differently.

VAKOG:

- stands for Visual, Auditory, Kinaesthetic, Olfactory and Gustatory.

VESL:

- Vocational English as a Second Language; Learning English to perform a

job. Some examples include tourism English and business English.

VIRTUAL LEARNING ENVIROMENT:

- VLE is a virtual classroom that allows teachers and students to

communicate with each other online. Class information, learning

materials, and assignments are typically provided via the Web. Students

can log in to the class website to view this information and may also

download assignments and required reading materials to their

computers.

- Whole lessons- some teachers devote whole lessons sequences to

pronunciation, and some schools timetable pronunciation lessons at

various stages during the week

- Worksheets are papers that contain lists of tasks or questions for student

to work on. They are also papers that are used for documenting work that

has been successfully carried out.

VISUAL LEARNERS:

- Learners who benefit more from right-brained activities. Visual learners

learn best when they see as opposed to aural learners. The implication

for ESL teaching is that visual stimulation accompanying lessons may

have some benefit for some students.