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Existential competences

2.3.

Extensive reading

4.3.

Face-to-face interaction

6.3.

Facilitator

6.1.;

6.2.

False beginner

5.4.

Feedback function

6.4.

Feedback

5.1.

FL

1.1

FLT

1.1

Fluency

4.2.

Form

3.2.

Formal assessment or testing

6.4.

Formal grammar

3.2.

Formative test

6.4.

Free practice

2.4.

Free-Writing Approach

4.4.

Frequency

3.3.

Full autonomy of learners

5.4.

Function of an utterance

3.3

Functional competences

2.3.

Functional grammar

3.2.

Functional view of language

1.4.

Functional vocabulary

3.3.

Game

5.4.

General proficiency tests

6.4.

Gist

4.3.

Global questions

4.3.

Goals

5.1.

Grading

5.4.

Grammar Translation Method

1.3.;

1.5.

Grammar

3.2.

Grammar-Syntax Organization Approach

4.4.

Grammatical competence

2.3.

Gricean maxims

2.1.

Group dynamics

6.1.

Grouping

6.1.

Habit

1.1

Habit formation

3.1.

Heterogeneous groups

6.3.

Holistic approach

2.2.

Homogenious groups

6.3.

Homonymy

3.3.

Homophones

3.3.

Humanistic approaches

1.2.

Hyponymy

3.3.

IATEFL

1.1

Icebreakers

2.4.

Identification exercise

3.4

Imitation exercise

3.4

Imprint effect

5.4.

Individual forms

5.3.

Individualized instruction

5.4.

Inductive learning or approach

3.2.

Informal assessment

6.4.

Information gap

2.2.

Initial/ early-school stage

5.4.

Input

4.1.

Integrated skills

5.2.

Integration

3.4

Intelligibility

3.4

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Intensive reading

4.3.

Interact

4.2.

Interaction

5.2.

Interactional language

4.2.

Interactional view of language

1.4.

Interactive activities

2.4.

Interactive model of instruction

5.2.

Interactive principles

6.3.

Interlanguage

6.3.

Intonation

3.4

Investigator/researcher

6.2.

Jigsaw reading

4.3.

Jumbled paragraphs

4.3.

Junior stage

5.4.

L1

1.1

L2

1.1

Language acquisition

1.4.

Language competence

2.3.

Language input

1.4.

Language learning

1.4.

Language proficiency

1.2.

Language-culture connection

6.3.

Layout of lesson

5.1.

Lead-in

5.2.

Learner-based teaching

5.3.

Learner-centered instruction

6.1.

Learner-centred teaching

1.2.

Learner's autonomy

1.2.

Learning strategy

6.1.

Learning style

6.1.

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Lesson

5.2.

Lexical competences

2.3.

Lexis

3.3.

Linguistic competence

2.3.

Main activity

5.2.

Manipulated activities

2.4.

Meaning

3.3.

Meaningful drill

1.5.

Mechanical drill

1.5.

Method

1.4.

Mingle activity

5.3.

Mistake

4.4.

Mistake

3.2.

Mixed-ability class

5.4.

Mixed-ability groups

6.3.

Mode of interaction

2.4.

Model (modeling)

6.2.

Monitor

6.2.

Monitoring

6.1.

Monologue

4.2.

Motivation

5.2.

Needs analysis

5.2.

Non-verbal communication

2.1.

Notional categories

2.2.

Notional Functional Approach

2.2.

Notional grammar

3.2.

Object of Methods of FLT

1.1

Object of teaching

5.2.

Objective

5.1.

Observation

5.2.

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On-task behavior

2.4.

Open pair work

5.3.

Oral

3.1.

Organizer

6.2.

Paragraph-Pattern Approach

4.4.

Passive model of teaching

5.2.

Passive vocabulary

3.3.

Perception/perceptive skills

3.1.

Personalization

3.2.

Placement/entry test

6.4.

Plenary mode of interaction

5.3.

Polysemy

3.3.

Positive interdependence

6.3.

Potential vocabulary

3.3.

Practicality

6.4.

Practice

3.1.

Pragmatic competences

2.3.

Presentation, Practice, Production (PPP)

1.4.

Presenting language in context

3.2.

Pre-teach

4.1.

Problem-solving activity

2.4.

Procedure

5.1.

Process approach

4.4.

Product approach

4.4.

Production

3.1.

Productive vocabulary

3.3.

Progress tests

6.4.

Prompter

6.2.

Rapid reading

4.3.

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Rapport

2.4.

Reading approach

1.3.

Reading method

4.3.

Realia

2.2.

Received Pronunciation (RP) standard

3.4

Reception

3.1.;

4.1.

Receptive skills

4.1.

Receptive vocabulary

3.3.

Recognition exercise

3.4

Recognition vocabulary

3.3.

Re-grouping activities

2.4.

Reliability

6.4.

Repair

4.2.

Reproduction

3.1.

Resource

6.2.

Retention

3.3.

Risk-taking

6.3.

RP

3.4

Scanning

4.3.

Self-assessment

6.4.

Self-instruction

5.4.

Semantic competences

2.3.

Simulation

2.4.

Skill

1.1.;

3.1.

Skill-integrated character of lesson

5.3.

Skills integration

1.2.

Skills/subskills

4.1.

Skimming

4.3.

Sociolinguistic competence

2.3.

Speech activity

2.1.;

2.4.

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Speech competence

2.3.

Speed reading

4.3.

SQ3R technique

4.3.

Stable stages of lesson

5.2.

Staging a lesson

5.1.

Strategic competence

2.3.

Strategic investment into interaction

6.3.

Strategy

4.4.

Structural view of language

1.4.

Structuralism

1.5.

STT

5.3.

Subject of Methods of FLT

1.1

Substitution exercise

3.4

Suggestopedia

1.3.

Summative tests

6.4.

SWOT analyses

1.5.

Syllabus

1.2.

Synonymy:

3.2.

Task

2.4.

Task-Based Learning (TBL)

1.4.

Task-based materials

2.2.

Teacher‘s management skills

6.2.

Teacher-dominated teaching

1.2.

Teacher-dominated classroom

6.1.

Teaching aids

1.1

Teaching materials

1.1

Technique

1.4.

TEFL

1.1

TENL

1.1

TESL

1.1

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Test

6.4.

Text-based materials

2.2.

The Silent Way (SW)

1.3.

Top-down process

4.1.

Total Physical Response (TPR)

1.3.

Training/practising function

6.4.

Transactional language

4.2.

Transformation exercise

3.4

True-beginner

5.4.

TTT

5.3.

Usage

3.2.

Use

3.2.

Validity

6.4.

Varieties

3.4.

Verbal communication

2.1.

Warmer/warming-up activity

5.2.

Washback effect

6.4.

Whole person learning

2.2.

Working in chain

2.4.