Professional Documents
Culture Documents
Here’s the terminology from this week which is all about the world
of ELT. If there are any terms which you’re not sure about, post
your question below – you may find one of your fellow learners
has an explanation which will help you to understand it better.
This is the term used in the US and Canada to talk about the
subject of English when it is not the learner’s first language.
Learners may be in the US or Canada or they may be in their own
countries.
General English
Glossary
During this course, you’ll find there’s a lot of terminology
about English Language Teaching. Each week we’ll have a
step near the end of the week with a list of key terms from the
week’s activities.
Here’s the terminology from this week which is all about the world
of ELT. If there are any terms which you’re not sure about, post
your question below – you may find one of your fellow learners
has an explanation which will help you to understand it better.
This is the term used in the US and Canada to talk about the
subject of English when it is not the learner’s first language.
Learners may be in the US or Canada or they may be in their own
countries.
General English
TOEIC
TOEFL
Glossary
Here’s the terminology from this week which is all about
motivating and managing learners. If there are any terms
which you’re not sure about, post your question below - you
may find one of your fellow learners has an explanation
which will help you to understand it better.
Intrinsic motivation
Extrinsic motivation
Learning preferences
These are also known as learning styles and describe the way
individuals learn languages best. The most common categories
are visual, auditory and kinaesthetic, but there are many others.
Although some people dispute the fact that learners can be boxed
into these categories, it is generally accepted that teachers need
to accommodate different learning preferences in a class by
providing a range of activity types.
Visual learner
Auditory learner
Kinaesthetic learner
Interpersonal
Intrapersonal
Experiential
Differentiation
TTT
This is the commonly accepted abbreviation for teacher talk time
and refers to the amount of time in a lesson that the teacher talks
to the learners. It is important that TTT is helpful to the learners.
STT
Grading language
This is when teachers use language they know the students have
already studied to ease the cognitive load. This can be done by
avoiding informal, colloquial language or complex grammar
structures.
Eliciting
Monitoring
Feedback
This happens at the end of the activity cycle when the teacher
gives the learners feedback on their performance by going
through the answers with the class and/or finding out what they
have talked about. This stage can be used for further clarification
if the learners still need help with the language point.
Inferring meaning
Making guesses about what is not stated explicitly in a text, eg listening or
reading a conversation and deciding that the people are brother and sister
without them saying so.
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Glossary
Here’s the terminology for this week.
Coherence
Cohesion
Joining sentences together using words like and, but and because
so our language flows more easily.
Interactive strategies
Turn taking
Fluency
Inferring meaning
Making guesses about what is not stated explicitly in a text, eg
listening or reading a conversation and deciding that the people
are brother and sister without them saying so.
Coherence
Cohesion
Joining sentences together using words like and, but and because
so our language flows more easily.
Interactive strategies
Turn taking
Fluency
pronoun
verb
adverb
adjective
preposition
conjunction
determiner
interjection
Task
sounds/phonemes?
stress?
intonation?
1. intonation
How interesting! You're so lucky!
This example shows the importance of intonation to show
how we feel. Our voices go up in the first part of interesting
and lucky to show we are happy and excited. Without this
intonation we sound bored, don't we?
2. stress
I want to be an English language teacher.
This example shows the importance of stress in a sentence.
We usually stress the words which carry important
information. We wouldn't normally stress an. Which words
would we stress? Which words are important when
conveying the meaning in the sentence? Probably if I
said: "want English language teacher" you'd know what I
mean, wouldn't you?
3. phoneme
I have three uncles.
This example sounded like I have three ankles, didn't it? This
is an example of mispronouncing a phoneme. Saying /æ/
(the sound a, as in cat) instead of /ʌ/ (the sound u as in but)
at the beginning of the worduncle changes the meaning of
the sentence.
Task
Glossary
Here’s the terminology for Week 4.
Pronoun
Verb
Adverb
Adjective
Preposition
Determiner
Interjection
Part of speech
Meaning
What idea the word shows and what contexts the word applies to.
Pronunciation
Learners need to know how to say the word, how many syllables
there are and which is stressed, eg ed-u-CA-tion.
Spelling
Connotation
Learners need to know if the word has a positive or a negative
sense to it. For example, the words ‘slim’ and ‘skinny’ both mean
thin but one has a positive connotation (slim) and the other
(skinny) doesn’t.
Collocation
Learners need to know which words go with the word they are
learning. For example, we make beds but do housework.
Word families
Learners need to know other words that are formed from the same
word, for example, kind, unkind, kindness, kindly.
Register
Syllable
Connected speech
Phonemic symbols
Consonant
Diphthong
Vowels
Intonation
Stress
Sentence stress
Word stress
Phonemic chart
A poster or diagram of the phonemic symbols arranged in a
particular order. Below is an example of the International Phonetic
Alphabet or IPA.
© UCLES 2016
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