5. Глоссарий glossary

accuracy. Grammatical and lexical correctness. Accuracy practice is intended to promote this. Compare fluency.

achievement: Reaching the objectives of a lesson, unit, or course. An achievement test is intended to evaluate this.

acquiring/acquisition: Picking up a language subconsciously by using it to communicate, e.g. immigrants mostly acquire their new language through daily use. Contrast learning.

active vocabulary: Words learners are able to use in their speech and writing. Contrast passive vocabulary,

activity: Something learners do in order to promote learning or acquisition, e.g. a speaking activity or a reading comprehension activity.

aid: Support for teaching, e.g. pictures, cassette player, video.

antonym: Word opposite in meaning to another word, e.g. 'big' is an antonym of small'.

approach: Way of teaching based on ideas about language, learning, and teaching. See also method.

autonomy: See independence.

backwash effect: How tests influence teaching and studying, e.g. grammar tests can have a negative backwash effect on teachers and learners in communicative courses.

cognate: Word with a similar form and meaning in two different languages, e.g. 'doctor' is a cognate in most languages.

communication/communicative: Related to purposeful transfer of information or ideas, e.g. in the classroom, questions and answers like 'How many windows are there?' There are two¹, is not communicative; but talking about restaurants in the learners' city may be.

- Secondary meaning, often either positive or negative, means thin, but it has a negative connotation—'thin andunattractive

content validity: A test has content validity when it tests only what has been taught.

context: What surrounds something, e.g. 'It is hard¹ may mean 'It is difficult' or 'It is rigid' according to the context of the sentence. We _;,lso тalk of teaching context.

cue: Something teachers do or use to elicit language from learners, і.-.ц. asking questions and showing pictures can both be effective cues in a drill.

discourse: Language in communicative use. Conversation is the commonest form of discourse.

drill/drilling: Repetitive teacher-controlled form of practice. See also substitution practice and pattern.elicit/elicitation: Getting ideas and/or language Ігччі somebody, e.g.

teachers often start courses by eliciting personalinformation from learners such as Im__years

old'. KLT: English Language Teaching.

'rror: Incorrect form or use of language that a learner cannot correct xausc he or she does not know the correct form or use. Compare mistake and slip.

tfuation: Measuring of strengths and weaknesses. You can iluate courses and teachers as well as learning and learners. See also test/testing.

flashcard: Card with a picture or word on it used as a cue.

. « ack: Informative responses to what learners say or do, e.g. a nod, lea ^Cl ^^UZZ fr°^wn, or clarifying question are all useful feedback to fill-in: Exercise with spaces for learners to put in a word or phrase.

fluency: Ability to communicate with little hesitation. Fluency practice is intended to promote the use of language for real communication. Compare accuracy.

fossilization: Fixing of certain mistakes and errors in a learner's English, especially intermediate and advanced learners.

function: Specific communicative use of language, e.g. accusing, denying, confessing, explaining, and apologizing are related communicative functions.

functional-grammatical item: Language structure with a typical junction, e.g. 'I'd [+ verb], if I were you' for giving advice.

gist: General idea of a text. A teacher might ask a class to read a text quickly 'for gist' before studying it more closely.

goal: Long-term results aimed at, e.g. what you want the learners to know and be able to do at the end of a course or series of courses. Compare objective.

: Activity, usually communicative, done by groups of three "І-- more.

highlight: Emphasize key grammatical elements, e,g. 'He's sleeping: He is deeping.¹

independence: Ability to learn and use language without the help of a teacher; also referred to as autonomy.

information gap: Situation, normal in communication, when one person knows something another does not. It can form a good basis for communicative activities. input: Language heard or read by learners.

mistake: Incorrect form or use of language that a learner can correct because he or she knows the correct form or use. Compare error and slip-mi'dih Example of a language pattern used in presentation or clarification, of the 'going to' future for the learners to imitate.

Observe and supervise an activity, e.g. a teacher mightmonitor pairwork.

Assist a learner in Completing something he or she is trying

t when a learner has said 'My house is smaller . . . ' then to say, ^e-b-

stops, you could prompt with 'than . . .' and a questioning gesture.

apport: Positive relationship between teacher and learners. realia: Real objects used as teaching aids. review: Practice of previously encountered language.

reliability: Term used in evaluation and testing, e.g. a test would not he reliable if the questions had more than one correct answer, learners copied from one another, or teachers marked it in different ways. Compare validity,

remedial work: Work designed to help learners overcome gaps and errors in their English, especially fossilized errors.

role-play: Activity in which pairs or groups of learners act as different people, not themselves, e.g. doctor and patient, or customer and shop assistant. It is often combined with simulation.

scanning: Reading a text quickly to find specific information. Compare skimming, scramble:M\x up parts of a text for learners to put i" the correct order, script: Basic text for a dialogue, role-play, or simulation, which learners may act out, and then modify. An unscripted role-play or simulation is totally improvised by the learners.

lf~correction: Learner correcting him- or herself, perhaps assisted by e teacher. Compare peer-correction.

Wation: Activity in which pairs or groups of learners act out a ^ll°n, e.g. a visit to the doctor, or shopping. The learners may themselves or role-play different people.

«ion; Realistic context for communication, as in role-play and simulation.

skill: Each of the four major modes of communication—listening speaking, reading, and writing.

skimming: Reading a text quickly to get the general idea or gj_st Compare scanning,

slip: Mistake caused by factors such as tiredness or nerves. Compare error, spelling pronunciation; Pronouncing words as the spelling seems

to suggest.

substitution practice: Getting the learners to produce many sentences of the same pattern with some elements changed, e.g. 'My jacket is about (wo years old'; 'My watch is about five years old'. Drilling often takes the form of substitution practice.

syllabus: plan or programme for a course, specifying content, sequence, and often methodology.

synonym: Word virtually the same in meaning as another word, e.g. 'little' is a synonym of'small'. Compare antonym,

task: Activity which ends with a product or result, e.g. a poster or a solution to a problem.

technique: Way of doing a specific thing, e.g. an elicitation technique or a correction technique.

test/testing: Exercise or activity used to measure the learners' progress in a course, or their more general command of English; one possible element in evaluation. See also achievement test, proficiency test.

validity: Term in evaluation and testing, e.g. a test would not be valid if the exercises contained a large amount of language the learners had never encountered, and were quite different from the practice activities in the course. See also construct validity, consent validity-Compare reliability.

wall-chart: Large picture or chart used as a teaching aid.

warm-up: Activity used at the beginning of a lesson to get t learners thinking and speaking in English.

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