Глоссарий терминов по теории и проектированию систем, системному анализу, управлению проектами и методологии научных исследований.
| meaningful drill | The former refers to drill in which the learner can get the right answer without understanding the language at all, the latter to those in which some understanding is necessary. |
| reform movement | The general term for those involved in the reaction against grammar-and literature-based language teaching methodologies. |
| sapir-whorf hypothesis | The hypothesis that the language we speak determines the way we think. |
| teacher talk | The language a teacher uses in class. |
| co-text | The language items which surround a target item and can be used to aid understanding of it. |
| back-channelling | The responses of a listener intended to show e.g., rapport, interest and attention. |
| topic sentence | The sentence in a paragraph, usually the first, which sets out the theme of the paragraph. |
| structural linguistics | The study of language from a structural point of view involving phonemes, morphemes, words, phrases, clauses, sentences and texts as a hierarchy. |
| teacher roles | The taking on of different roles and responsibilities to suit the nature of the phase of a lesson. |
| social constructiveness / construction theory | The theory that children learn to use appropriate and accurate language by participating in social interactions with adults and by analogy that adults can learn a second language is a similar fash... |
| multiple intelligence theory | The theory that humans have a range of different intelligence types in different proportions. |
| natural order hypothesis | The theory that language systems are learned or acquired in a fixed and unalterable sequence. |
| field (in)dependence | The theory that people can be divided into those who are strongly or weakly influenced by the surroundings of what they perceive. |
| universal grammar | The theory that suggests that all human language is structured in the same way. |
| innateness theory | The theory that the ability to learn a language is genetically determined. |
| expectancy theory | The theory that the level of motivation is determined by: the value of the outcome, the learner`s expectation of being able to learn the targets and the likelihood of success. |
| monitor hypothesis | The theory that users of the language can monitor their own output for acceptability but that the system only works retrospectively. |
| imitation theory | The theory which holds that children and/or adults acquire language by imitating what they see and hear around them. |
| connectionist theory | The theory which holds that people can make guesses and hypotheses about language structure based on statistical probabilities rather than analogy. |
| field of discourse | The topic or register area of a text of any kind. |
| acculturation model | The view that success in learning is related to whether and how much a learner |
| passive vocabulary | The vocabulary a learner can understand but not use. |
| language facilitation | The way in which similarities in the lexicon and structure of a learner`s first language(s) may help in the learning of another language. |
| zpd | The zone of proximal development. the theory is that learners are successful when operating in a zone where they can complete tasks only with small amounts of judicious help (scaffolding). |
| distractor | These are the wrong answers in a multiple-choice test task. the closer the distractors are to the correct answer, the more difficult the test is. |
| agglutinating languages | Those languages which add morphemes together to form longer lexemes with each morpheme representing an additional meaning. such languages have high morpheme to word ratios. |
| polysynthetic languages | Those languages which have a very high morpheme to word ratio as they add both inflexional and meaningful morphemes together to make longer lexemes. |
| analytic languages | Those languages which use few grammatical morphemes and have a low morpheme to word ratio. |
| adjacency pair | Two utterances related by function and often co-occurring, for example, apologising and accepting apologies. |
| computer assisted language learning (call) | Using computers as a major element in the teaching-learning process. |
| top-down processing | Using knowledge of generic structure allied to knowledge of the world and the text`s topic to aid understanding. |
| bottom-up processing | Using one`s knowledge of the grammar, phonology and lexis to understand or produce a text. |
| coping strategies | Various communicative strategies which help learners compensate for a lack of knowledge or skill. they include: circumlocution, paraphrasing, asking for repetition or clarification and avoidance.... |
| encyclopaedic knowledge | What a person knows about the world in general. |
