TL - target language

TPR - total physical response

L1 - language 1 (native)
L2 - language 2 (which is being studied and taught)
EFL - English as a foreign language
ESL - English as a second language
CLIL - content and integrated language learning
ZPD - zone of proximal development
i+1 - это из zpd, сложность материала для учеников должна быть i+1, где i - это их текущее знание и
+1 это чуть сложнее
EAP - English for academic purposes
ESP - English for specific purposes
EMI - English as a medium of instruction
SLA - second language acquisition
TBLT - task-based language teaching
VYL - very young learners

behaviourism - theoretical orientation based on that psychology should study only observable behavior
audiolingual method – a method of language teaching which emphasizes the teaching of speaking and listening
before reading and writing, uses drills.
grammar translation method – A way of teaching in which learners study grammar and translate into their own
language or their target language
language transfer – what occurs when the structures of l1 help in the acquisition of the structures of l2
interference – linguistic interference referce to speakers or writers applying knowledge from 1 language to another
universal grammar – a set of highly abstract rules, that are common to all languages
language acquisition device -  is the name given to a theoretical section of the brain posited to house the innate
ability to acquire and recognize a first language.
schema (schemata) – a concept of framework that organizes and interprets information
receptive skills – reading and listening
explicit learning – learning that involves conscious awareness of what has been learned
implicit learning – learning that take place largely independent of awareness of both the process and the products of
inf acquisition
noticing hypothesis – nothing is learned until students notice it in the input
input, intake – something put into a system, such as resources in order to achieve a result
scaffolding – adjusting the support offered during a teaching session to fit the child’s current level of performance
receptive skills – reading and listening
productive skills – speaking and writing
fluency (vs accuracy) – automaticity in word recognition
comprehensible input hypothesis – Krashen developed hypothesis for SLA based on the notion of comprehensible
inputs of linguistic knowledge and information that students can understand
meaningful activities – involvement in activities
natural order hypothesis – Krashen grammatical structures acquired in a predictable order
acquisition / learning hypothesis – refers to learner’s knowledge of rules and their ability talk about them
affective filter hypothesis - students have a higher achievement level when the level of anxiety is low.
affective filter – negative attitudes are said to act as a filter, preventing the learner from making use of input, and
thus hindering success in language learning.
rapport – mutual understanding and harmony
graded language – language that is simplified so that it can be understood by a learner
eliciting – bringing out