Глоссарий терминов по теории и проектированию систем, системному анализу, управлению проектами и методологии научных исследований.
| noticing | Actively comparing what you see and hear with what you produce and making yourself aware of language form and function. |
| affective factors | Affective factors are the feelings, values and attitudes of learners. |
| dictogloss | An activity in which learners use their knowledge of structure, collocation, colligation and lexis to re-construct a heard text. |
| group work | An activity in which learners work cooperatively in groups larger than two. |
| suggestopedia / desuggestopedia | An approach (sometimes referred to as a method by its proponents) to language teaching based on the work of georgi lozanov. the name is a portmanteau word taken from `suggestology` and `pedagogy`... |
| transformational-generative grammar | An approach to grammar analysis which attempts to find the rules for the production of all possible correct utterances. |
| audio-lingualism | An approach to language teaching which draws on structural linguistic analysis of language and behaviourist theories of learning. |
| learner-generated syllabus | An approach to syllabus design which relies on learners knowing what they need to do in english and what they need to learn to master the skills they need. the syllabus is negotiated between the ... |
| product approach | An approach to teaching (especially of writing) which focuses on producing a text |
| silent way, the | An approach to teaching in which the teacher remains as silent as possible. the main reason for this is to devolve as much autonomy and decision making as possible to the learners. |
| community language learning | An approach to teaching which draws heavily on theories of counselling (and, some would argue, group therapy sessions). |
| grammar translation | An approach to teaching which focuses on accessing the culture and literature of the target language using translation and grammatical study. |
| conversational analysis | An approach to the study of social interaction concerned with verbal and non-verbal behaviours. |
| induced error | An error which is caused by poor explanation, incomplete explanation, poor materials or misinformation. |
| situational language teaching | An oral approach to teaching popularised in britain. |
| discourse analysis | Analysing language above the level of the sentence. |
| contrastive analysis | Analysis of the similarities and differences between languages. |
| learning strategies | Any approach a learner takes to making learning more successful personally. |
| audio-visual aid | Any chart, diagram, object, video sequence or audio recording etc. used in a classroom. |
| communication strategies | Any of a range of resources which a learner uses to communicate. they include coping strategies. |
| functional syllabus | B) the grammatical role of an item. |
| cuisenaire rods | Coloured rods of various lengths used in silent way teaching and elsewhere as a visual representation of structures and stress patterns etc. |
| integrative testing | Combining many language elements to do the task. public examinations contain a good deal of this sort of testing with marks awarded for various elements: accuracy, range, communicative success et... |
| clil | Content and language integrated learning. |
| language and thought | Describing the debate concerning whether one`s first language determines the way one thinks or vice versa. |
| active vocabulary | Describing the language which a learner can both understand and use. |
| construct validity | Descriptive of a test-setter`s ability precisely to determine and explain what is being tested. |
| lockstep | Descriptive of activities in which all learners are doing the same thing at the same time. |
| u-shaped learning | Descriptive of the fact that both children learning their first languages and some learning a second will acquire a correct irregular form before applying the rule indiscriminately and producing t... |
| eil | English as an international language. |
| enap | English for no apparent purpose. often this describes the english required by young learners on general english courses. |
| fresh start | Ensuring that test items are discrete and the performance in one task will not be dependent on success in a previous task. |
| teacher-induced error | Errors caused by poor or insufficient explanation or information about language or by poorly designed and targeted materials. |
| prescriptive grammar | Grammar which sets out what is considered right and wrong rather than describing what people say. |
| tenor of discourse | In genre theory, this refers to the relationship between the speaker / writer and the hearer / reader. |
| mode of discourse | In genre theory, this refers to the type of text that is produced and the medium of communication which is used. |
| emergent language | Language which arises during the course of teaching and may, or may not, need some expansion, feedback or response. |
| comprehensible input | Language which can be understood and form the basis of learning. this often refers to language which is just above the learner`s current knowledge but still comprehensible. |
| tonal languages | Languages in which the tone placed on a lexeme alters its meaning. |
| synthetic languages | Languages which employ considerable inflexions for case, number, tense and gender to make lexemes carry these signals. |
| isolating languages | Languages which very few or no grammatical morphemes and rarely inflect lexemes. they have very low morpheme to word ratios. |
| problematising | Leading learners to realise that there is something worthwhile to be learned by encouraging error. |
| deductive learning | Learning based on being given the rule and from that to produce acceptable language. |
| discovery learning | Learning through being led to the rules by observation and noticing. |
| personalisation | Making the topic of tasks personally relevant to learners. |
| criterion referenced testing | Measuring learners` ability in a test against a set of criteria. |
| norm referencing | Measuring test takers` performance against each other rather than a set of criteria for task achievement. |
| instrumental motivation | Motivation which arises from the need to do something else with the language. |
| extrinsic motivation | Motivation which comes from outside the learner. |
| intrinsic motivation | Motivation which comes from within the learner. |
| integrative motivation | Motivation which stems from the need to fit in to the target-language culture. |
| avoidance strategy | One of a range of coping strategies which involves expressing things, usually more simply, and avoiding the use of lexis and grammar with which the learners is unfamiliar or insecure. |
| turn-taking | One of the ways conversation is managed. |
| receptive skills | Reading and listening. |
| gist reading / listening | Reading or listening to get a general overview of the topic and structure of a text. |
| aural | Referring to hearing / listening. |
| lathophobic aphasia | Remaining silent for fear of making an error. |
| analytic scoring | Scoring a mark for each component of a task. |
| washback | See backwash. |
| taxonomy of educational objectives | See bloom`s taxonomy. |
| cautious writing | See hedging. |
| language interference | See interference. |
| honey-mumford | See mumford-honey. |
| eclecticism | Selecting from a range of theories approaches and materials. |
| question types | Teachers are able to ask questions in a variety of ways: closed, open, yes-no and so on. |
| gouin series, the | Teaching in which language is presented as a series of logically sequential steps in undertaking everyday activities. |
| direct test | Testing a skill by requiring the test-taker to demonstrate it. |
| formative assessment | Testing and assessment during a teaching programme intended to inform planning for the following parts. |
| summative testing | Testing at the end of a programme to see how well the targets have been achieved. |
| aptitude testing | Testing the ability to learn a subject. |
| fluency | The ability to speak or write smoothly with the minimum of hesitation, backtracking and rephrasing. |
| hierarchy of needs | - The arrangement of human needs on a scale which may determine levels of motivation.
- A theory proposed by american psychologist abraham maslow that categorises human desires
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| input hypothesis | The assertion that the data a learner encounters should be both comprehensible and just above the learner`s current level to lead to successful language acquisition. |
| critical period hypothesis | The concept of there being a period of childhood and adolescence beyond which a first language cannot be acquired with success. |
| affective filter hypothesis | The concept that feelings of insecurity, uneasiness and danger will negatively affect how well a learner can focus and be successful. |
| xenolinguistics | The field of study concerned with imagining what an alien language may be like. |
| use / usage | The former refers to an utterance’s communicative value, the latter to its significance or formal meaning. |
