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| When one student assesses another rather than the teacher. |
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| The process in which incorrect language becomes a habit and cannot easily be corrected |
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| A mistake that a learner makes when trying to say something above their level of language or language processing. |
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| An error made by a second language learner which could also be made by a young person learning their mother tongue as part of their normal development, e.g. I goed there last week (I went there last week). |
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| When a learner makes a language mistake that they are able to correct themselves |
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| A way of teaching in which the teacher gives learners meaningful tasks to do. After this the teacher may ask learners to think about the language they used while doing the tasks, but the main focus for learners is on the task itself. Project work is often task-based. |
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| A way of teaching new language in which the teacher presents the language, gets learners to practise it in exercises or other controlled practice activities and then asks learners to use or produce the same language in a communicative and less controlled way. |
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| A way of teaching language that focuses on lexical items or chunks such as words, multi-word units, collocations and fixed expressions rather than grammatical structures. |
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Definition
| A way of teaching in which the teacher presents language items in instructions and the learners have to do exactly what the teacher tells them, e.g. Open the window! Stand up! This method can be good for beginners when they start to learn a new language, as it allows them to have a silent period and can make fast progress. |
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Term
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Definition
| A way of teaching new language. The teacher asks learners to do a task to see how well they know a certain piece of language. The teacher then presents the new language to the learners, then asks the learners to do another task using the new language correctly. This way of approaching teaching target language can be helpful if the teacher thinks the learners may already know some of the target language. It helps the teacher diagnose what the learners need to learn so that he/she can focus only on what learners need to learn in the presentation stage. |
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Term
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Definition
| A way of teaching in which learners study grammar and translate words and texts into their own language or the target language. They do not practise communication and there is little focus on speaking. A teacher presents a grammar rule and vocabulary lists and then learners translate a written text from their own language into the second language or vice versa. |
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Term
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Definition
| A way of teaching which uses a syllabus based on functions. |
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Term
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| A way of teaching in which a teacher provides examples of the target language and then guides the learners to work out the language rules for themselves. |
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Term
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Definition
| This relates to the type of event, e.g. whether it is long or short, whether it is complete or not, whether it is repetitive or not, whether it is connected to the time of speaking or not. |
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Term
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| A verb used with other verbs to make questions, negatives, tenses, etc e.g. be, do, have. |
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| A noun that refers to a group of people or things, e.g. the police, the government. |
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| A combination of two or more words, which are used as a single word, e.g. a flower shop, a headache. |
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| A word used to make clear which noun is referred to, or to give information about quantity, and includes words such as the, a, this, that, my, some, e.g. That car is mine. |
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| An example of a grammar point, function or lexical set. |
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| A word with the same spelling and pronunciation as another word, but which has a different meaning, e.g. bit (past tense of ‘bite’) and a bit (a little). |
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Term
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| A word which sounds the same as another word, but has a different meaning or spelling, e.g. I knew he had won; I bought a new book. |
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Term
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Definition
| Any pair or group of words commonly found together or near one another, e.g. phrasal verbs, idioms, collocations, fixed expressions. |
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Definition
| Whether a text was written by specifically for L2 learners or for L1 speakers. |
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Term
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Definition
| When the learner’s mother tongue affects their performance in the target language. A learner may make a mistake because they use the same grammatical pattern in the target language as they use in their mother tongue, but the L1 grammatical pattern is not appropriate in L2. |
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Term
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Definition
| Learners’ own version of the second language which they speak as they learn. Interlanguage is constantly changing and developing as learners learn more of the second language. |
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Definition
| When learners decide for themselves how good they think their progress or language use is. |
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Definition
| When a teacher uses information on learners’ progress during a course to adapt their teaching or to give learners feedback on their learning. |
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Definition
| This is used to see how well learners have learned the language and skills taught in class. |
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| This is used to identify problems that learners have with language or skills. |
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| This is used at the end of a course. A mark or grade is given, but no other feedback. |
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