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[[Category:RIESI]]
[[Category:RIESI]]
[[Category:Appendix]]
[[Category:Appendix]]
'''A Glossary of ELT Terms'''
* '''Accent:''' This can mean word stress - control has the accent on the second syllable but we use it to mean the pronunciation used by some speakers - a regional or class accent.
'''Acculturation:''' The process of adapting to a new culture. This involves understanding different systems of thought, beliefs, emotions, and communication systems. Acculturation is an important concept for understanding S.L.A., since successful learning is more likely when learners succeed in acculturating.
'''Acquisition:''' A term used to describe language being absorbed without conscious effort; i.e. the way children pick up their mother tongue. Language acquisition is often contrasted with language learning. The internalization of rules and formulas which are then used to communicate in the L2. For some researchers, such as Krashen, 'acquisition' is unconscious and spontaneous, and 'learning' is conscious, developing through formal study.
* '''Active Vocabulary:''' The words and phrases which a learner is able to use in speech and writing. Contrasted with Passive Vocabulary.
* '''Applied Linguistics:''' The study of the relationship between theory and practice. The main emphasis is usually on language teaching, but can also be applied to translation, lexicology, among others. ''' '''
'''Authentic Materials:''' Unscripted materials or those which have not been specially written for classroom use, though they may have been edited. Examples include newspaper texts and TV broadcasts.
'''Behaviorist Learning theory''': This a general theory of learning, developed by B F Skinner. It sees learning as the formation of habits. Environmental factors (input, teacher, classroom, etc.) are seen as more important than the student's mental, internal factors.
'''Bilingualism:''' Being able to communicate effectively in two or more languages, with more or less the same degree of proficiency.
'''Blended Learning:''' Learning which involves a combination of e-learning and face-to-face learning.
'''CALL (Computer Assisted Language Learning):''' An approach to language teaching and learning which uses computer technology.
* '''Communicative Language Teaching:''' An approach concerned with the needs of students to communicate outside the classroom; teaching techniques reflect this in the choice of language content and materials, with emphasis on role play, pair and group work, among others.
'''Comprehensible Input:''' When native speakers and teachers speak to L2 learners, they often adjust their speech to make it more comprehensible. Such comprehensible input may be a necessary condition for acquisition to occur.
'''Comprehensible Output:''' The language produced by the learner (the 'output') may be comprehensible or incomprehensible. The efforts learners make to be comprehensible may play a part in acquisition.
* '''Content-based E.S.L.:''' A model of language education that integrates language and content instruction in the second language classroom; a second language learning approach where second language teachers use instructional materials, learning tasks, and classroom techniques from academic content areas as the vehicle for developing second language, content, cognitive and study skills.
'''Corpus (s.); Corpuses, Corpora (pl.):''' A corpus is an amount of collected texts, held in a computer, which can be accessed and analyzed by means of a concordancer. Corpuses can be based on spoken text, or on written text. Well-known corpuses are the British National Corpus, and the COBUILD Bank of English corpus. CONCORDANCER and WORDSMITH TOOLs
* '''Contrastive Analysis Hypothesis:''' According to this hypothesis, L2 errors are the result of differences between the learner's first language and the target language, and these differences can be used to identify or predict errors that will occur.
'''Cooperative/Collaborative Group:''' A grouping arrangement in which positive interdependence and shared responsibility for task completion are established among group members; the type of organizational structure encouraging heterogeneous grouping, shared leadership, and social skills development.
'''Dialect''': The regional variety of a language, differing from the standard language, in grammar, vocabulary, pronunciation or idiomatic usage.
'''E.S.P.: English for Specific Purposes'''; e.g., for business, science and technology, medicine among others.
* '''EAP: English for Academic Purposes''' – The study or teaching of English with specific reference to an academic (usually a university- or college-based) course.
* '''EFL:''' English as a Foreign Language – English language programs in countries where English is not the common or official language. It is used in American university programs where international students study English although the use of the word “foreign” is now avoided in some schools because of its xenophobic connotations.
* '''ELT: English Language Teaching or Training'''–A term coined in the UK and designed to replace EFL. It is in use around the world but has yet to catch on in the USA..
* '''Error Analysis''': In this procedure, samples of learner language are collected and the errors are identified, described, and classified according to their hypothesized causes. The errors are then evaluated for relative seriousness.
* '''ESL: English as a Second Language''' – English language programs in countries where English is the dominant or official language. programs designed for non-English-speaking immigrants in the USA are ESL programs.
* '''ESOL: English to Speakers of Other Languages'''–a term often used to describe elementary and secondary English language programs. It is sometimes used to distinguish ESL classes within adult basic education programs.
* '''ESP: English for Specific Purposes'''–a term that refers to teaching or studying English for a particular career (like law or medicine) or for business in general.
* '''Interlanguage:''' The learner's knowledge of the L2 which is independent of both the L1 and the actual L2. This term can refer to: i) the series of interlocking systems which characterize acquisition; ii) the system that is observed at a single stage of development (an 'interlanguage'); and iii) particular L1/L2 combinations.
* '''Language Acquisition Device (LAD):''' a term coined by Noam Chomsky to explain an innate psychological capacity for language acquisition.
* '''Learning styles:''' The way(s) that particular learners prefer to learn a language. Some have a preference for hearing the language (auditory learners), some for seeing it written down (visual learners), some for learning it in discrete bits (analytic learners), some for experiencing it in large chunks (global or holistic or experiential learners) and many prefer to do something physical whilst experiencing the language (kinaesthetic learners).
* '''Learning:''' The internalization of rules and formulas which can be used to communicate in the L2. Krashen uses this term for formal learning in the classroom.
* '''Linguistic Competence:''' A broad term used to describe the totality of a given individual's language ability; the underlying language system believed to exist as inferred from an individual's language performance.
* '''Multilingualism:''' Ability to speak more than two languages; proficiency in many languages.
* '''Multiple Intelligences''' (Also MI): A theory of intelligence that characterizes human intelligence as having multiple dimensions that must be acknowledged and developed in education. The theory of MI is based on the work of the psychologist Gardner who posits 8 intelligences.
* '''Neuro Llinguistic Programming.''' (Also NLP): A training philosophy and set of training techniques first developed by John Grindler and Richard Bandler in the mid -1970s as an alternative form of therapy. Important within language teaching to teachers interested in humanistic approaches, i.e. those which focus on developing one’s sense of self-actualization and self-awareness
* '''Passive Vocabulary:''' The vocabulary that students are able to understand compared to that which they are able to use. Contrasted with Active Vocabulary.
* '''Process approach:''' The process approach focuses on the means whereby learning occurs. The process is more important than the product. In terms of writing, the important aspect is the way in which completed text was created. The act of composing evolves through several stages as writers discover, through the process, what it is that they are trying to say: See product approach.
* '''Product approach:''' The product approach focuses on the end result of teaching/learning. In terms of writing, there should be something "resulting" from the composition lesson (e.g. letter, essay, story, etc.). This result should be readable, grammatically correct and obeying discourse conventions relating to main points, supporting details and so on: See process approach.
* '''Second language:''' The term is used to refer to a language which is not a mother tongue but which is used for certain communicative functions in a society. Thus English is a second language in Nigeria, Sri Lanka and Singapore. French is a second language in Senegal, Cameroon and Tahiti: See foreign language.
* '''Target language:''' This is the language that the learner is attempting to learn. It comprises the native speaker's grammar.
* '''Task based:''' This refers to materials or courses which are designed around a series of authentic tasks which give learners experience of using the language in ways in which it is used in the 'real world' outside the classroom. They have no pre-determined language syllabus and the aim is for learners to learn from the tasks the language they need to participate successfully in them. Examples of such tasks would be working out the itinerary of a journey from a timetable, completing a passport application form, ordering a product from a catalogue and giving directions to the post office: See authentic tasks.
* '''Universal Grammar:''' A set of general principles that apply to all languages, rather than a set of particular rules.