Below is a list of common English language teaching terms found throughout the course.

Please note that some of the terms could have different meanings when used in a different
context.

Action research

Action research conducted by teachers is often done in order to improve the learning
experience and to develop professionally themselves. A practical example: teachers
identify a problem or something they want to improve, research how to do this and then
try out something different in their planning and/or teaching. They collect data during the
process to analyse how effective the change they made was. Learn more
Back to step 3.17
Back to step 4.19

Chunks

A way to describe groups of words in English that are commonly found together as two
or more words. For example collocations like go shopping, or expressions like an open
and shut case. Learn more
Back to step 2.5

Communicative tasks

These are speaking or writing tasks which involve real communication between learners.
For example, a role play where learners have to resolve an argument, a discussion where
they find out what they have in common, or replying to an email. Learn more
Back to step 2.10

Communicative competence

A linguistic term which describes how learners use language, sociocultural knowledge,
verbal and non-verbal strategies to communicate coherently, appropriately and effectively
with others. Sociocultural knowledge means knowing about how people in different
cultures use language differently in different social situations with different people. An
example of a verbal communication strategy is paraphrasing. An example of a non-verbal
communication strategy is nodding to show agreement.
Back to step 3.6

Connected speech

This describes the way sounds link together, change or are missed out in speech. Learn
more
Back to step 2.5
Connotation

This is the idea or feeling that a word or phrases stimulates, often described as positive or
negative. For example, ‘childish’ and ‘youthful’ both describe behaviour or attitudes
associated with children or youth; ‘childish’ has a negative connotation as it suggests
immaturity, and ‘youthful’ has a positive connotation. Learn more
Back to step 2.5

Differentiation

Techniques that teachers use to adapt, create and deliver lessons for a diverse group of
learners who have different learning needs. Differentiation can be done in many ways, for
example by content (the resources and materials learners will use and study in the lesson)
process (the way the teacher designs and manages the lesson) or product (the work that
the learners are asked to produce during the lesson).
Back to step 1.15

Dyslexia

A type of specific learning difficulty. “Dyslexia affects the way information is processed,
stored and retrieved, with problems of memory, speed of processing, time perception,
organisation and sequencing” (Source: The British Dyslexia Association). It is often
diagnosed by teachers or parents by observing a child having more than the usual
difficulties with reading and writing. Learn more
Back to step 1.5

Eliciting

A teaching technique, often involving questions, where the teacher helps the learners to
say or write something that they already know. For example, using a picture of a cat to
help learners to say the word ‘cat’. Learn more
Back to step 1.19

Extrinsic motivation

An external source of motivation. This could be a reward in return for doing something,
such as a high grade or promotion, or a negative consequence of not doing something.
For example, a learner might do their homework because if they don’t they think will get
in trouble with their teacher, or parents. Learn more
Back to step 1.9

Group writing

Any writing activity which is done as a group, rather than individually. One or more of
the learners may write, or they may take it in turns to write. See an example
Back to step 1.17
Interaction patterns

The different classroom seating and grouping arrangements that learners can work in:
alone, in pairs, in groups or as a whole class.
Back to step 1.17

Intonation

The way the voice rises and falls when we speak. Intonation can affect meaning in
English, for example, a higher pitch is often associated with politeness; rising intonation
is often used in questions where we are uncertain of the answer.
Back to step 2.5

Intrinsic motivation

Motivation that comes from the learner. The learning activity and the learning
environment motivate the learner because they are a source of enjoyment or value. Learn
more
Back to step 1.9

Jigsaw reading

A technique where two learners read different texts and then share the information from
their text with their partner. Learn more
Back to step 1.17

L1 and L2

L1 is often used to describe the first language, native language or home language of
learners. L2 refers to a second language or the language that they are learning. Learn
more
Back to step 3.9

Monolingual

Having the same language. For example a class where all the learners speak Japanese as a
first language can be described as a monolingual class. Learn more
Back to step 1.5

Peer assessment

Learners assess each other’s work, usually against specific criteria which may be given to
them by the teacher. For example, after a writing activity, learners could swap papers,
assess each other’s work and write comments or give feedback to each other. Learn more
Back to step 1.17
Personalisation

A technique to relate language or a topic to learners’ lives. For example, we might refer
to a famous person that they know in a lesson, or ask them to give their opinion about
something. Learn more
Back to step 2.10
Back to step 3.7

Productive skills

Skills which involve learners producing language i.e. speaking or writing. Learn more
Back to step 2.10

Rapport

Rapport describes a positive relationship between a teacher and his/her learners, where
they understand each other well and communicate well. Learn more
Back to step 1.10

Realia

Real objects which are used as a teaching resource. For example, presenting the meaning
of ‘apple’ ‘orange’ etc. using real fruit.
Learn more
Back to step 4.7

Receptive skills

Skills which involve learners receiving and interpreting language i.e. listening or
reading.Learn more
Back to step 2.7

Scaffolding

A teaching technique that helps learners to achieve something or complete a task, by

breaking it down into simpler steps and providing them with the necessary support to do
each one. For example, to scaffold a role play speaking activity, the teacher may first
show an example on a video, brainstorm useful phrases, help learners with pronunciation
and give them time to prepare before speaking.
Back to step 1.19

Specific learning difficulty

These are learning difficulties such as dyslexia, dyspraxia, dyscalculia, ADHD which
“affect the way information is learned and processed. They are neurological (rather than
psychological), usually run in families and occur independently of intelligence. They can
have significant impact on education and learning and on the acquisition of literacy
skills” (Source: The British Dyslexia Association). Learn more
Back to step 1.5

Stress

This is a feature of pronunciation which describes how the voice sounds louder and
higher-pitched on one or more syllables of a word (word stress) and on certain words in a
sentence (sentence stress). Learn more
Back to step 2.5

Syllable

A pronunciation term which how words are made of sound units, each of which have a
single vowel sound (with or without consonant sounds before/after it). For example, ‘no’
has one syllable, ‘unit’ has two (u/nit), ‘syllable’ has three (sy/lla/ble).
Back to step 2.5

Tiered instructions

A differentiation technique where the teacher gives all learners an achievable baseline
task, with the option of an extension task. For example “Read the text. Answer questions
1 to 5. You can also write your own questions about the text for your partner to answer, if
you want to.”
Back to step 1.20