Methodology - 1St Year

Front 1

Words are "left out" without destroying the meaning.

Back 1

Ellipsis

Front 2

Student looks up a word to see what meaning it has, how it's used, the way it's spelt and pronounced

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Reference dictionary

Front 3

Designed for students to use the other way round, starting with a meaning they wish to express in order to look for the word that express it.

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Production dictionary

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Word combination, it's a way in which words co-occur

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Collocation

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Theory suggesting that as humans we don't have a single intelligency but a range of it

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Multiple intelligency

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Computer program which provide us variety of words used in sentences from real literature, newpspapers, poetry etc

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Concordancing packages

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Tests which can predict studen't future progress in learning languages.

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Aptitude tests

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When we want to achive something we have to choose the best language forms to use, which of these will be appropriate etc.

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Appropriancy

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Good learning (task orientation, ego involvment, high aspiration, goal orientation)

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Tolerance of ambiguity

Front 10

It led on the theory of behaviourism and it's the result of three-stage procedure:
stimulus, response, reinforcement

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Conditioning

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Reading and listening

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Receptive skills

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Writing and speaking

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Productive skills

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Version of the language which a learner has at any stage of development, and which is continually reshaped.

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Interlanguage

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Different connections of words which meant not necessarily the same as what is suggest

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Connotation

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practical realisation of the knowledge

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Performance

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Knowledge of the grammar use

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Competence

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Students should develop their own strategies, to compesate for the limits of slasroom time, it's self- directed learning.

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learner autonomy

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Mistake when studen't can correct themselves once the mistake has been pointed out

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Slip

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Mistake when studen't cannot correct themselves once the mistake has been pointed out, they need explaination.

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Error

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When students try to say something but don't have enough knowledge and don't know in which way to say it.

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Attempts

Front 21

Language that is learnt, taught and studied as a grammar and vocabulary is not available for spontaneous use.

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Learning

Front 22

We can easily use a language in spontaneous conversation, it's always available.

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Acquisition

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An accent which derive from Recieved Pronunciation, used in tv etc, most neutral dialect.

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BBC English

Front 24

It's made of novels, plays, speeches, records, from corpus computer can give information where the word is used and how often.

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Corpus

Front 25

Language adapted for communication between two speakers whose native languages differ from each other and while two speakers are using it as an second language.

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Lingua Franca.

Front 26

Using morphemes to change the meaning or grammar of a word.

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Morphology

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The order in which words can be arranged.

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Syntax.

Front 28

The same collection of sounds and letters can have many different meanings.

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Polysemy

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Words like banana, apple, orange are ... or the word fruit.

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Hyponym

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Common expression ex. kick the bucket

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Idiom

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Idiomic expressions which are not longer use.

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Cliche'

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Verb which takes an object

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Transitive verb

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Verb which doesn't take an object

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Intransitive verb

Front 34

different types of something (kind of sth.)

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Genre

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Insert linking sounds between vowels

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Linking "r"

Front 36

Stronger force in multisyllable words

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Primary stress

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Weak force in multisyllable words

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Secondary stress

Front 38

Student on lowel language levels see progression every week while for student on higher lever it can be hard to see it.

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The Plateau Effect

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Internal drive pushing us to do something in order to achive something

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Motivation

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Motivation caused by outside factors

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Extrinsic motiv.

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Motivation caused by ourselves.

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Intrinsic motiv.

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We want to be a part of foreigner country, pushed by ... motivation

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Integrative motiv.

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We want to get better job, have better future, we are pushed by ... motivation

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Instrumental motiv.

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Key word in contect

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KWIC

Front 45

Presentation, Practise, Production

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PPP

Front 46

Communicative Language Teaching, activities involving student in real communication by role-plkay or simulation, they focus on language.

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CLT

Front 47

Student makes use of their own lives and feeling in the classroom.

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Humanistic teaching

Front 48

Words with opposite meaning ex. fast-slow

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Antonym

Front 49

Words which means exactly or nearly the same ex. boring - dull

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Synonyms

Front 50

Objects used in classroom with beginers and chindren to help them.

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Realia

Front 51

To refer to something earlier in the text

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Anaphoric reference

Front 52

To refer forward to something that will occur later

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Cataphoric reference

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To refer to something outside the text.

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Exaphoric reference

Front 54

When sound at the end of the word changes to be more like a sound at the beggining of the next word.

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Assimilation

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Sounds dissapear into each other. (ex. him: HIM or IM)

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Elision

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A lot of hard work and effort to achieve something

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Perserverence

Front 57

Students should feel what they were learning and that it was personally relevant to them. Teachers should speak to the "whole" person.

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Affective learning.

Front 58

Words which are pronounced in the same way but spelt differently.

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Homophones

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Words spelt in the same way but pronounced differently.

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Homographs

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Verbal or non-verbal reaction to communication.

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Feedback

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Long and consuming reading or listening.

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Extensive

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Short reading or listening

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Intensive

Front 63

Learner looks at the teacher as a point of reference and is concerned with the goals of the learning group.

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Enthusiast

Front 64

Focus on the teacher but is more orientated towars sadisfaction of personal goals.

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Oracular

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Concentrate on group goals and group solidarity.

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Participator

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Referes to the learning group from his point of view, is concerned with the satisfaction of his own goals.

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Rebel

Front 67

real/false begginer>elementary>lower intermediate>mid intermediate> upper intermediate>advanced

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Language levels

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It's ending which is added to the base of the verb ( ex. elect-electED)

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Morpheme

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Looking for the main idea of the text.

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Skimming

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Looking for certain information in a text, ex. dates, names etc.

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Scanning

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describing everything there is in grammar

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Descriptive grammar

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Describing grammar for trachers and learners, what is and what isn't correct.

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Pedagogic Grammar

Front 73

Student can be encourage to understand new language by discovering by themselves new structures in text.

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Discovery

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When we don't know a word, we find a foreigner equivalent.

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Foreignising

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The anticipation of reward (we have a reward from our last success so we behave the same way to get another one)

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Behaviourism

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Can be formal or informal

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Style

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Fruit is a ... of orange, apple etc

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Superordinate fruit

Front 78

Subset of a language used for a particular purpose or in a particular social setting

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Register

Front 79

Verb which do what those same words mean. Thus, if a speaker says I promise, the word promise itself performs the function of promising.

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Performatives

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In order to make sense of any text we need to have 'pre-existent knowledge of the world'.

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Schemata

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Shows how much the information matters to you or how important it is to out self-identit

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Ego-involvment

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Roles of teacher

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Assessor/Tutor/Organizer/Controller/Participant/promter/resource/observer

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When similar words have diffferent meaning in different languages, novel and nowela

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False friends

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Monolingual dictionaries

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MLDs

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English for science and technology

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EST

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Decision have to be taken about when each person have to speak.

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Turn-taking

Front 87

Language doesnt content just grammar and vocabulary but also idioms, collocations etc

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Lexical Approach

Front 88

Adults should have the same rpinciples for second language as for the first enquired language

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TPR

Front 89

Small cards which we can hold up for our students to see

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Flashcards

Front 90

Students get tasks

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Task based learning TBS

Front 91

Reading the most specific words and then connecting them in one text

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Bottom-up procesing

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Reading for the main idea to absorbe the overall picture.

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Top-down processing

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Good test features

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Validity and reliability

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Students ahould work alone in classes or in spare time, choose material, books etc

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SAC self-access centre

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English for academic purposes

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EAP

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Students of... may have specific goals for learning

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English for specific purposes ESP

Front 97

We use our hearing, sight, smell etc to discover the world

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Neuro-linguistic programming NLP

Front 98

When a word only descibe a thing rather than a feeling or idea.

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Denotation

Front 99

Some students are better in learning languages than other

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Aptitude

Front 100

It rely on drills.

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Audiolingualism

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Language uis effected by the situation we are in, for example baby talk is a ...

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Channel