14-05-2015_19-15-42 / AНСМОВА_ПДРУЧНИК

Teacher-Centred (Conventional) Focus

Learner-Centred Focus

Relationships are hierarchical, blaming, controlling.

Relationships are caring and promote positive expectations and

participation.

Curriculum is fragmented, non-experiential, limited, and exclusive of

Curriculum is thematic, experiential, challenging, comprehensive, and

multiple perspectives.

inclusive of multiple perspectives.

Instruction focuses on a narrow range of learning styles, builds from

Instruction focuses on a broad range of learning styles; builds from

perceptions of student deficits, and is authoritarian.

perceptions of student strengths, interests, and experiences; and is

participatory and facilitative.

Grouping is tracked by perceptions of ability; promotes individual

Grouping is not tracked by perceptions of ability; promotes cooperation,

competition and a sense of alienation.

shared responsibility, and a sense of belonging.

Evaluation focuses on a limited range of intelligences, utilizes only

Evaluation focuses on multiple intelligences, utilizes authentic

standardized tests, and assumes only one correct answer.

assessments, and fosters self-reflection.

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Appendix 5. Subject index

A lingua franca

1.3.

Accents

3.4.

Accountability

6.4.

Accuracy

4.2.

Achievement tests

6.4.

Acquisition

1.1.

Active model of teaching

5.2.

Active vocabulary

3.3.

Activity

5.1.

Aim

5.1.

Anticipated problems

5.1.

Antonymy

3.3.

Approach

1.4.

Approximated pronunciation

3.4

Approximation

3.4

Aptitude test

6.4.

Articulation

3.4

Audiolingual approach

1.3.

Audiolingualism

1.5.

Audio-visual aid

4.1.

Auditory discrimination

3.4.

Auditory

3.4

Aural

3.1.

Authentic materials

2.2; 4.1.

Automaticy

3.4.

Behaviorism

1.5.

Body language

6.1.

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Bottom-up process

4.1.

Brainstorming

6.1.;

6.3.

Breakdown in communication

2.3.

Burn-out

6.3.

Buzz groups

6.1.

Changeable stages of lesson

5.2.

Channel of communication

2.1.

Choir work

2.4.

Classroom interaction

6.3.

Classroom management

6.1.

Closed pair work

5.3.

Cognition

1.4.

Cognitive psychology

1.4.

Cognitive

1.4.

Coherence

4.4.

Cohesion

4.4.

Collaborative learning

6.3.

Collaborative skills

6.1.

Collocation

3.3.

Common Reference Levels

1.2.

Communication/ to communicate

2.1.;

4.2.

Communicative activity

4.2.

Communicative Approach

1.3.;

2.2.; 4.4.

Communicative competence

2.3.

Communicative function

2.2.

Communicative language teaching

2.2.

Communicatively-oriented English lesson

5.3.

Community Language Learning

1.3.

Competence/performance

5.4.

Comprehensive classroom management

6.2.;

6.3.

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Conductor/director

6.2.

Connotation

3.3.

Content of pronunciation teaching

3.4.

Controlled practice

1.5.;

2.4.

Controlled-to-Free Approach

4.4.

Controller

6.2.

Cooperation

4.2.;

6.3.

Cooperative /collaborative interaction

5.3.

Cooperative learning

4.2.;

5.2.

Cross-over groups

6.1.

Current /boundary testing

6.4.

Curriculum

1.2.

Deductive learning or approach

3.2.

Denotation

3.3.

Developmental function

6.4.

Diagnostic test

6.4.

Dialects

3.4.

Dialogue

4.2.

Direct Method

1.3.;

1.5.

Discourse

4.2.;

4.4.

Discourse competence

2.3.

Discrimination exercise

3.4

Drill

1.5.

Educational/teaching process

1.1

Effective classroom interaction

6.3.

Elicitation

3.2.

ELT

1.1

Error

3.2.

Evaluation function/function of grading

6.4.

Exercise

2.4.