| Term | Definition |
|---|
| Phonetic | a branch of linguistics that comprises the study of the sounds of human speech. It is concerned with the physical properties of speech sounds (phones), and the processes of their physiological production, auditory reception, and neurophysiological perception. |
| Semiphonetic | *writing that demonstrates some awareness that letters represent speech sounds |
| Superlative Adjectives | Superlative adjectives are used to define the highest degree of a noun. Superlative adjectives are used only if 3 or more things or people are being compared. ie (biggest) |
| number agreement | agreement in number between words in the same grammatical construction (e.g., between adjectives and the nouns they modify) |
| achievement test | a test designed to measure the knowledge or proficiency of an individual in something that has been learned or taught, as arithmetic or typing. |
| diagnostic test | is individually administered tests designed to identify weaknesses in the learning preocesses. Usually these are administered by trained professionals and are usually prescribed for elementary, sometimes middle school, students. |
| minimal pairs | pairs of words or phrases in a particular language, which differ in only one phonological element, such as a phone, phoneme, toneme or chroneme and have a distinct meaning. They are used to demonstrate that two phones constitute two separate phonemes in the language. |
| IATEFL | International Association of Teachers of English as a Foreign Language and our mission is to link, develop and support English Language Teaching professionals throughout the world |
| TESOL | Teachers of English to Speakers of Other Languages.TESOL Quarterly provides a forum for TESOL professionals to share their research findings and explore ideas in English language teaching and learning. |
| ACTFL | American Council for Teachers of Foreign Language. To provide vision, leadership and support for quality teaching and learning of languages. |
| NAFSA | Association of International Educators is a member organization promoting international education and providing professional development opportunities to the field. |
| consonant digraph | a consonant cluster that makes only one sound (sh, ch, th, wh, ph) |
| bottom-up reading strategies | is a reading model that emphasizes the written or printed text,says reading is driven by a process that results in meaning (or, in other words, reading is driven by text), andproceeds from part to whole |
| direct method | sometimes also called natural method, is a method for teaching foreign languages that refrains from using the learners' native language and just uses the target language |
| relia | used in the direct method.objects from real life used in classroom instruction. The two meanings are closely related because of the support many types of libraries give to educational endeavors. |
| inductive approach | used in direst method. A way to teach grammer.having learners find out rules through the presentation of adequate linguistic forms in the target language) |
| Direct method | centrality of spoken language (including a native-like pronunciation) |
| Direct method | focus on question-answer patterns |
| Direct method | teacher-centeredness |
| Suggestopedia | based on a modern understanding of how the human brain works and how we learn most effectively |
| Suggestopedia | include a rich sensory learning environment (pictures, colour, music, etc.), a positive expectation of success and the use of a varied range of methods: dramatised texts, music, active participation in songs and games, etc. |
| Suggestopedia (Presentation) | A preparatory stage in which students are helped to relax and move into a positive frame of mind, with the feeling that the learning is going to be easy and fun. |
| Suggestopedia (Second Concert - "Passive Review) | The students are now invited to relax and listen to some Baroque music, with the text being read very quietly in the background. The music is specially selected to bring the students into the optimum mental state for the effortless acquisition of the material. |
| Suggestopedia (Practice) | The use of a range of games, puzzles, etc. to review and consolidate the learning |
| Community Language Learning | is an approach in which students work together to develop what aspects of a language they would like to learn. The teacher acts as a counsellor and a paraphraser, while the learner acts as a collaborator, although sometimes this role can be changed. |
| Natural Approach (stage 1) | "Birth stage" feeling of security and belonging are established |
| Natural Approach (stage 2) | As the learner's ability improve, they achieve a measure of independence from the parent |
| Natural Approach (stage 3) | Learners can speak independently |
| Natural Approach(stage 4) | The learners are secure enough to take criticism and being corrected |
| Natural Approach (stage 5) | The child becomes an adult and becomes the knower |
| Natural Approach (Method of Community Language Learners | The foreign language learner's tasks, according to CLL are (1) to apprehend the sound system of the language (2) assign fundamental meanings to individual lexical units and (3) construct a basic grammar. In these three steps, the CLL resembles the Natural Approach to language teaching in which a learner is not expected to speak until he has achieved some basic level of comprehension. |
| Pidginization | a simplified speech used for communication between people with different languages |
| Information gap activites | each student has information that the other student(s) |
| Culture Shock | Euphoria over the newness of their situation |
| Culture Shock | Shock at the cultural differences in their new lives |
| Culture Shock | Gradual, tentative recovery, with periods of regression |
| Culture Shock | Acceptance of the new culture and a renewal of self-confidence |
| Culture Shock | may feel loneliness, homesickness, sadness, frustration, and even physical illness. |
| Basic Interpersonal Communication Skills (BICS) | Observing students' and teachers' non-verbal behaviors such as gestures, facial expressions, eye movements, and distances between speakers |
| Basic Interpersonal Communication Skills (BICS) | Observing students' and teachers' reactions to social conversation |
| Basic Interpersonal Communication Skills (BICS) | Using conversational cues such as phrasing, pausing, intonation, and word stress. |
| Basic Interpersonal Communication Skills (BICS) | Observing and manipulating visuals, such as pictures and concrete objects |
| Basic Interpersonal Communication Skills (BICS) | Asking for clarification or repetition of phrases, statements, and questions |
| Basic Interpersonal Communication Skills (BICS) | the social and conversational language that students first learn to communicate orally in their second language. It typically takes two to three years for students to understand the 'context embedded' social language of the classroom, residential hall, cafeteria, workplace, etc. |
| Cognitive Academic Language Proficiency (CALP) | refers to developing proficiency in the 'context reduced' language of the academic classroom or specialized technical text. Academic language takes English language learners up to seven or more years to become proficient. The reason that academic and technical language are so difficult for the ELL to master is that: |
| Cognitive Academic Language Proficiency (CALP) | There are few if any non-verbal cues to provide a context for learning |
| Cognitive Academic Language Proficiency (CALP) | There is often little, if any, face-to-face interaction or communicative discourse. |
| Cognitive Academic Language Proficiency (CALP) | Academic and technical language, unlike interpersonal language, has a higher degree of abstract concepts and content specific vocabulary. |
| Cognitive Academic Language Proficiency (CALP) | Information is contained in narrative and expository text, often without the support of graphics |
| Cognitive Academic Language Proficiency (CALP) | Textbooks and technical manuals are written at a level beyond the language proficiency of the ELL. |
| Cognitive Academic Language Proficiency (CALP) | Students need a body of cultural and linguistic knowledge, which they have not yet developed, in order to comprehend academic and technical content in a second language. |
| Common Underlying Proficiency (CUP) and the Iceberg Model | the two icebergs are separated at the top (representing the different surface features of the two languages). Under the water, the icebergs are actually attached, forming one large iceberg, symbolizing the common underlying (cognitive) proficiency that exists in bilingualism. |
| Common Underlying Proficiency (CUP) and the Iceberg Model | Concepts learned in one language are therefore transferable to the second language. Speaking, listening, reading, and writing in the first language, therefore, helps the student develop the same skills in the second language |
| Common Underlying Proficiency (CUP) and the Iceberg Model | tapping into the student's prior academic knowledge, concepts, vocabulary, word cognates, and grammatical structures from the first language to help develop fluency in the second language. |
| Common Underlying Proficiency (CUP) and the Iceberg Model | This theory is illustrated through a visual representation |
| Student Support Schema | four quadrants and provides a means for describing the linguistic and cognitive demands experienced by second language learners. |
| Qudarant A&B of Support Schema | students are exposed to cognitively undemanding tasks |
| Quadarant A of Support Schema | the 'context embedded' tasks are less demanding than the 'context reduced' tasks in B |
| Quadrants C and D of Support Schema | students are exposed to cognitively demanding tasks (CALP), but C is less demanding than D |
| Visualizing Language Learning | Jim Cummins (1980, 1984), a researcher of bilingualism and second language acquisition, has developed four concepts that help teachers visualize important aspects of the language learning process and the cognitive demands of learning content through a second language. |
| Jim Cummins | Theorists for BICS, CALP, CULP, Support Schema |
| Performance-Based assessments | student should produce evidence of accomplishment of curriculum goals which can be maintained for later use as a collection of evidence to demonstrate achievement, and perhaps also the teacher's efforts to educate the child. |
| Performance-Based Assessments | sometimes characterized as assessing real life, with students assuming responsibility for self-evaluation |
| Performance-Based Assessments | done by the student as a form of self-reflection and self-assessment |
| Performance-Based Assessments | teachers should have access to information that can provide ways to improve achievement, demonstrate exactly what a student does or does not understand, relate learning experiences to instruction, and combine assessment with teaching |
| Types of performance based-assesments | performances, portfolios, and projects |
| Summative assessment | generally carried out at the end of a course or project. In an educational setting, summative assessments are typically used to assign students a course grade. |
| Formative assessment | generally carried out throughout a course or project |
| Formative assessment | also referred to as "educative assessment," is used to aid learning |
| Formal assessment | usually implicates a written document, such as a test, quiz, or paper |
| informal assessment | occurs in a more casual manner and may include observation, inventories, checklists, rating scales, rubrics, performance and portfolio assessments, participation, peer and self evaluation, and discussion |
| pragmatics | social language |
| Prgamatics (social language) | Following rules for conversations and storytelling, such astaking turns in conversation, introducing topics of conversation, how close to stand to someone when speaking |
| Prgamatics (social language) | Changing language according to the needs of a listener or situation, such as talking differently to a baby than to an adult,giving background information to an unfamiliar listener,speaking differently in a classroom than on a playground |
| Morphology | The study of the internal structure of words, and of the rules by which words are formed |
| Lexicon | The component of the grammar containing speakers' knowledge about morphemes and words. |
| Lexicon | a speaker's mental dictionary |
| Lexicon | Each word stored in our mental dictionaries must be listed with its unique phonological representation, which determines its pronunciation, and with its meaning. For literate speakers, the spelling or orthography of most of the words we know is |
| Syntax | Part of morphology |
| Syntax | the study of the principles and rules for constructing sentences in natural languages |
| Syntax | used to refer directly to the rules and principles that govern the sentence structure of any individual language |
| Phonology | the study of how sounds are organized and used in natural languages |
| Phonological Systems | an inventory of sounds and their features, and rules which specify how sounds interact with each other |
| Semantics | is the subfield that is devoted to the study of meaning, as inherent at the levels of words, phrases, sentences, and even larger units of discourse |
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