TeacherTrainingCourse

LastUpdated:May2014

TeacherTrainingCourse
JargonBank
A
Ability Thisreferstoalearnersunderlyingcapacitytodocertainthings.Itisusuallydemonstratedinperformancethoughanysingleinstancedoesnotnecessarilyrevealalearnersfullability.

Accuracy Thisreferstogrammaticallycorrectlanguageineitherspeechorwriting.

Activity Asingleexerciseorgame,etc.

Aims Thingsthatyouhopewillbedoneorachievedduringanactivityoralesson.

Attitude Positiveornegativefeelings,beliefsorbehaviortowardsaperson,objectorevent.

Authenticityreferstothedegreetowhichlanguageteachingmaterialshavethequalitiesofnaturalspeechandwriting.Textswhicharetakenfromnewspapers,magazines,etcandrecordingofnatural
AuthenticMaterial speechtakenfromradioortelevisionprogrammes,atcarecalledauthenticmaterials.

C
Clarificationandfocus Thepartofalessoninwhichlearnersbecomecleareraboutlanguagesystemitems,especiallyconcerninghowtheyareformed,whattheymeanandhowtheyareused.

Classroommanagement Themomentbymomentdecisionsandactionsconcerningorganisationoftheclassroomandactivities.Eg.seatingandgroupingarrangements,startingandstoppingactivities,etc.

CLIL TeachersworkingwithCLILarespecialistsintheirowndisciplineratherthantraditionallanguageteachers.

CLL CommunityLanguageLearning(alsocalledCounselingLanguageLearning)Itaimedtoremovetheanxietyfromlearningbychangingtherelationshipbetweentheteacherandstudent.

Classroommanagement Themomentbymomentdecisionsandactionsconcerningorganisationoftheclassroomandactivities.Eg.seatingandgroupingarrangements,startingandstoppingactivities,etc.

Clozeprocedure Agapfillexercisewhichregularlyspacedgaps.

Communicativeactivity Anactivitythathascommunicationasitsmainaim(asopposedtopracticeofparticularlanguageitems).Acommunicationactivitywillnormallyinvolveaninformationgap'.

Thegeneralunderlyingideaormeaningwhichisassociatedwithawordinpeoplesheads.Forexample,whenwethinkofadog,wewouldprobablyagreeonsomebasiccriteriawhichcharacterizeit,ie.ithas
Concept fourlegs,atailanditbarks.However,eachoneofuswillalsohaveourownconceptofadogwhichwillvaryinsomedetailsfrompersontoperson.

Conceptquestions Questionsthatfocusonthemeaningofalanguageitem.

Context
CriticalPeriodHypothesis Theevidenceforsuchaperiodislimited,andsupportstemslargelyfromtheoreticalargumentsandanalogiestoothercriticalperiodsinbiologysuchasvisualdevelopment,butnonethelessiswidely
Languageitemsdonotexistindependently.Theymightbefoundinatext,apieceofclassroomconversation,ataperecording,etc..Thesearethecontexts.Teachersoftencreateexamplesituations,
perhapsusingboardpictures,inordertoprovideacontextforalanguageitemandgivethestudentsanillustrationofawaythatitwouldtypicallybeused.
Referstoalongstandingdebateinlinguisticsandlanguageacquisitionovertheextenttowhichtheabilitytoacquirelanguageisbiologicallylinkedtoage.Thehypothesisclaimsthatthereisanideal'window'
oftimetoacquirelanguageinalinguisticallyrichenvironment,afterwhichthisisnolongerpossible.
TheCriticalPeriodHypothesisstatesthatthefirstfewyearsoflifeisthecrucialtimeinwhichanindividualcanacquireafirstlanguageifpresentedwithadequatestimuli.Iflanguageinputdoesn'toccuruntil
afterthistime,theindividualwillneverachieveafullcommandoflanguageespeciallygrammaticalsystems.
accepted.Thenatureofthisphenomenon,however,hasbeenoneofthemostfiercelydebatedissuesinpsycholinguisticsandcognitivescienceingeneralfordecades.Somewritershavesuggesteda
"sensitive"or"optimal"periodratherthanacriticalone;othersdisputethecauses(physicalmaturation,cognitivefactors).Thedurationoftheperiodalsovariesgreatlyindifferentaccounts.StevenPinker,in
hisbookTheLanguageInstinct,statesthatacquisitionofanormallanguageisguaranteedforchildrenuptotheageofsix,issteadilycompromisedfromthenuntilshortlyafterpuberty,andisrare
thereafter(Pinker1994,p.293)

Cuisenairerods Smallcoloredrodsofwoodorplastic.

D
Diphthong Aphonemecontainingtwovowelsounds,oneglidingintothesecond.

Drills Acommonrestricteduseactivity,involvingstudentsinrepetitionorverycontrolledoralpractice.

E
Eliciting Amuchusedtechniqueforinvolvinglearnersmoreinlessons.Elicitinginvolvesdrawinglanguagefromthestudents(ratherthangivingittothem).

Echo Repetitionofwhatastudenthasjustsaid.Thismaybeawareecho,withapurpose(e.g.indicatingthatanerrorhasbeenmade),orunawareecho(e.g.theteacherfeelstheneedtofillsilences).

Exponent Anitemthatisanexampleofaparticularfunction.Forexample,Couldyoumakemeacupoftea,please?isanexponentofthefunctionofmakingpoliterequests.

Exposure Theopportunitiesforlearnerstohear,speak,readorwritethelanguagetheyarelearning.

Extensivereading/listening Readingorlisteninginordertogainageneraloverviewofthecontents.

F
Feedback Informationprovidedtosomeoneontheirperformance.

Theeasewithwhichlearnerscommunicateeitherinspeechorwriting.Inspeaking,itusuallyreferstoalackofhesitationandpausing,andabilitytoexpressonesmessageeffectivelyusingallthelanguage
Fluency available.Inwriting,itreferstotheeaseandeffectivenesswithwhichthemessageisexpressed.

Function Thepurposeforwhichlanguageisusedinparticularsituations.

TeacherTrainingandDevelopmentUnit
 TeacherTrainingCourse
LastUpdated:May2014

G
Grammar Asetofruleswhichhelptoexplainhowwordsorpartsofwordsarecombinedtoproducemeaningfulandacceptableunits/sentenceswithinalanguage.

Groupwork Studentsworkingtogetherwithanumberofotherlearners(ratherthaninpairsorasawholeclass).

I
Icebreakers Activitiestohelplearnersandtheteachergettoknoweachotheratthebeginningofacourse.

Informationgap Onepersonknowssomethingthattheotherdoesnt.Suchgapsofinformationbetweenpeoplegiveusaneedanddesiretocommunicatewitheachother.

Intensivereading/listening Carefulanddetailedreadingoforlisteningtosectionsoftextorspeech.

Interaction Twowaycommunicationbetweenlanguagelearners

isanemerginglinguisticsystemthathasbeendevelopedbyalearnerofasecondlanguage(orL2)whohasnotbecomefullyproficientyetbutisonlyapproximatingthetargetlanguage:preservingsome
Interlanguage featuresoftheirfirstlanguage(orL1)inspeakingorwritingthetargetlanguageandcreatinginnovations.Forinstance,whenstudentstendtoovergeneralizerules(writed,insteadofwritten.Engordative
insteadoffatteningetc.

Intonation Themusicalpatternsofspeech.

L
L1 Yourfirstlanguageorwhatissometimesreferredtoasyourmothertongue.Itusuallyreferstothelanguageyouspeakathome.

L2 Thesecondlanguageorotherlanguagesyourspeak,ie.,notyourfirstlanguage.

Languageskills Therearefourlanguageskills:listening,speaking,reading,writing.Listeningandreadingarereceptiveskills;speakingandwritingareproductiveskills.

Languagesystems Therearefourlanguagesystems:grammar,lexis(vocabulary),phonology,function.

Lexicalitem Awordoranumberofwordsthatcouldbeconsideredtobeasingleitemofvocabulary,e.g.,house,Wellingtonboot,solarsystem,putupwith.

Lexicalset Asetofwordsthatareconnectedinsomeway(e.g.,itemsfoundonafarm;wordsstartingwithhead,wordsthatdescribehumanqualities,etc).

Lexis Vocabulary

Logicalline Atypeofalessonthathasaclear,logicalprogressionfromoneitemtothenext.

M
Mainaim Thespecifcthingthatyouhopewillbedoneorachievedbytheendofalesson.

Todemonstrateorprovideanexampleofwhatisexpected.Forexample,ateachermayshowlearnershowtoreviseapieceofwritingbydoinganexampleontheboardforthewholeclasstoobserve.
Model He/shemayprovideanexampleofthelanguagetheywantlearnerstopractise.

Whenthelearnersareworkingonanactivitywheretheteacherdoesnothaveanactiverole,theteachercankeepanactiveeyeoverwhatisgoingon,checkingthatinstructionsarebeingfollowed,collecting
Monitoring alistoflanguageforuselaterinthelesson,etc.

O
Objectives Intendedstudentachievementsinalesson.

P
Pairwork Studentsworkingwithoneotherstudent.Thismaybetodiscusssomething,tocheckanswers,todoacommunicativeactivity,etc.

Practice Givingthelearnerschancestousethelanguagebeingstudied.

Presentation Thegivingoflanguagetostudents.

Presentation,Practice,Production.Anapproachtogrammarlessonsbasedontheideaofgiving(ie.,presenting)smallitemsoflanguagetostudents,providingthemwiththeopportunitytouseitin
PPP controlledways(practice)andfinallyintegratingitwithotherknownlanguageinordertocommunicate(production).

R
Rapport Thequalityofrelationshipwithintheclassroom.

Actualobjectsanditemswhicharebroughtintoaclassroomasexamplesorasaidstobetalkedorwrittenabout.Examplesmayincludesuchthingsasphotographs,articlesofclothing,kitchenutensils,items
Realia offood.

Recycle Touseagainortoprovidefurtherpracticeofthelanguageorskillswhichhavealreadybeenpresentedtolearners.

Roleplay Learnerstakeonacharacterormakeuseofgiveninformationorideasinordertogetspeakingpractice.

S
Schemata Knowledge,gainedfromexperience,ofthewaytheworldisorganizedandtheminskeepstheseexperiencesasmentalrepresentations.

TeacherTrainingandDevelopmentUnit
 TeacherTrainingCourse
LastUpdated:May2014

Scanning Readingwiththeaimoffindingoutitemsofspecificinformation.

Sentencestress Themainsyllablesemphasizedinasentence.

Skimming Reading,usuallydonequickly,withtheaimofunderstandingthegeneralmeaningorgistofatext.

Aparticularaspectoritemofgrammar.Someexamplesofstructuresinclude:thepasttense,articles,thecomparisonofadjectives.Differentlanguagesmayhavedifferentstructures.Forexample,French,
Structure ItalianandSpanishdifferentiatebetweenmasculine,feminineandneuternounswhileEnglishdoesnot.

STT StudentTalkingTime(theamountoftimethatstudentsgettotalkwithinalesson).

Syllabus Alistofcoursecontents.

T
TargetLanguage Itisthelanguagethatisthefocusorendresultofcertainprocesses.

Task Somethingthestudentisaskedtodo.Manytasksareintheformofquestionsrequiringanswers,butataskmayrequireastudenttodothingslikedrawapicture,chooseanobjectfromthetable,etc.

Timetable Theplanofworkshowinglessonsasunitsandidentifyingwhatgoesonineachone.

TTT TeacherTalkingTime(theamountoftimetheteachertalkswithinthelesson).

W
Weakform Vowelsoundsinunstressedsyllablestendtohaveaweakpronunciation.Compareforwhenyousayitonitsown(strongform)andwhenitcomesinthemiddleofasentence,eg.,Icamebackformybooks.

Wordstress Theemphasizedsyllable(s)inaword.

TeacherTrainingandDevelopmentUnit