Terms & Definitions

Question 1

Target Language -

Answer 1

refers to the specific words or phrases that learners are expected to learn, understand, and use during a lesson or unit.

Question 2

Emerging Language -

Answer 2

refers to the new language (words, phrases, grammar, or expressions) that students naturally produce or attempt to use during a lesson, even though it was not explicitly taught or planned.

Question 3

Word Level -

Answer 3

individual words and their properties, such as meaning, form, pronunciation, and use

Question 4

Phrase Level -

Answer 4

groups of words that function together as a single unit of meaning, but don’t form a complete sentence. More than just individual words—they help learners build fluency, accuracy, and natural communication.

Question 5

Self Error Corrections -

Answer 5

learners notice and correct their own mistakes in speaking or writing—without direct correction by the teacher or peers. Promotes learner autonomy and language awareness.

Question 6

On the Spot Error Correction -

Answer 6

immediately addressing and correcting a student’s error as soon as it is made, without delay.

Question 7

Delayed Error Correction -

Answer 7

waiting until later in the lesson or after an activity to correct errors made by students. Instead of addressing mistakes immediately, the teacher provides feedback after the task has been completed. Encourages Student Reflection.

Question 8

Receptive Skills -

Answer 8

refer to the skills involved in receiving and understanding language, specifically listening and reading. These are called “receptive” because learners are receiving input (from a speaker, text, etc.) rather than producing output (speaking or writing).

Question 9

Producitve Skills -

Answer 9

refer to the skills involved in producing language, specifically speaking and writing. These skills are essential for students to communicate their ideas, opinions, and information effectively in English.

Question 10

Reading for gist -

Answer 10

the ability to read a text and understand its general meaning or main idea without focusing on every single detail. This skill is essential for efficient reading and helps learners get an overall sense of the content before diving deeper into specific details.

Question 11

Reading for detail -

Answer 11

reading a text carefully to understand and extract specific information, facts, or details. Unlike reading for gist, where the focus is on the overall meaning, reading for detail requires deeper attention to individual points.

Question 12

Post-Reading Discussion -

Answer 12

deepens comprehension, encourage critical thinking, and promote active language use. By engaging in discussion, students can reflect on the text, share ideas, and clarify understanding of its content, themes, or ideas.

Question 13

Micro Stages (of a lesson) -

Answer 13

These stages guide the learning from preparation to practice and finally application of language skills.

Question 14

Macro Stages (of a lesson) -

Answer 14

the broader phases of a lesson that guide the overall flow and progression of learning. These stages give a framework for organizing the lesson.

Question 15

Functional Language -

Answer 15

phrases, expressions, or language structures used in real-life situations to fulfill specific communicative functions. Focuses on the purpose of communication rather than just the grammatical form.

Question 16

Functional Exponents -

Answer 16

specific expressions or phrases used to fulfill particular communicative functions in real-life situations. Students learn how to functionally communicate using structured phrases.

Question 17

Situational Presentation of Language -

Answer 17

teaching language through real-life scenarios or situations where the language would naturally be used. Focus on using authentic contexts to present and practice new language, which makes the learning more relevant and contextual for students.

Question 18

Linguistic Challenges -

Answer 18

the difficulties or obstacles that learners face when acquiring and mastering English. These challenges can arise from various aspects of the language, such as phonology, grammar, vocabulary, syntax, pragmatics, or cultural differences

Question 19

Cognitive Challenges -

Answer 19

the mental processes involved in learning and acquiring a new language, which can often create obstacles for students. Involve difficulties with memory, attention, problem-solving, transfer of learning, processing speed, and language skills integration.

Question 20

Performance Challenges -

Answer 20

related to the actual use of the language, often involving the gap between what a learner knows (knowledge) and their ability to produce or comprehend language in authentic situations

Question 21

Inductive Teaching -

Answer 21

learner-centered approach where students discover language rules through exposure to examples. They analyze patterns and infer rules themselves, promoting deeper understanding, critical thinking, and greater language retention through engagement.

Question 22

Deductive Teaching -

Answer 22

involves explicitly presenting language rules first, followed by practice. It is teacher-centered, where learners are directly taught grammar or vocabulary before applying them in exercises or communication.

Question 23

Stress-Timed Langauge -

Answer 23

is a language where the rhythm is based on stressed syllables occurring at roughly regular intervals, with unstressed syllables shortened to fit this pattern. English is a prime example.

Other examples of stress-timed languages include:

German, Dutch, French (though it has some syllable-timing characteristics, it’s primarily stress-timed), Russian & Arabic.

Question 24

Syllable Stressed Language -

Answer 24

where each syllable takes roughly the same amount of time to pronounce, regardless of whether it is stressed or unstressed. This creates a more even rhythm. Examples include Spanish, Italian & Japanese.

Portuguese, Finnish, Turkish & Welsh.

Question 25

Systemise Pronouciation -

Answer 25

structured approach to teaching and learning pronunciation in a language, focusing on patterns, rules, and consistent sounds that can be systematically understood and applied.

Question 26

Inherent Pronouciation -

Answer 26

natural, automatic way a speaker produces sounds and patterns in their native language or a second language, influenced by factors like speech habits, regional accents, and individual speech characteristics.

Question 27

CCQs -

Answer 27

assess whether students have understood the meaning of a new language concept (vocabulary, grammar, function, etc.). These questions are designed to check comprehension in a clear, simple way, without directly providing the answer.

Question 28

ICQs -

Answer 28

check whether students understand the instructions for a task or activity. The purpose of ICQs is to ensure that learners know what they need to do before starting an activity, which helps prevent confusion and wasted time during lessons.

Question 29

Meaning - Form - Pronouciation -

Answer 29

ensure learners understand what a language item means, how it is structured, and how it is pronounced correctly.

Question 30

Backchaining -

Answer 30

Start with the last sound or syllable of the word or phrase. Add the preceding syllables or sounds one at a time. Continue building the word or phrase from the end to the beginning, gradually increasing the length of the utterance. Once the full word or phrase is produced correctly, students can practice saying it as a whole.

Question 31

Echoing -

Answer 31

repeats or "echoes" the student's response to correct pronunciation, reinforce correct language use, or emphasize a specific structure or form. Provides immediate feedback/encourage students to produce language more confidently.

Question 32

Modelling -

Answer 32

technique in which the teacher demonstrates the correct use of language so that students can observe, learn, and then replicate the language themselves. This provides a concrete example that helps bridge the gap between theory and practical language use.

Question 33

Chunking -

Answer 33

breaking down language into smaller, manageable units (called "chunks") to help learners understand, remember, and use language more effectively. These chunks can be words, phrases, or common patterns that frequently occur together in natural speech or writing.

Question 34

Drilling -

Answer 34

students repeat language items (such as words, phrases, or sentences) multiple times, usually in a structured and controlled way, to practice and reinforce specific language forms.

Question 35

Intonation -

Answer 35

rise and fall of the voice pitch in spoken language. It is a key aspect of pronunciation that helps convey meaning, emotions and attitudes.

Question 36

False Friends -

Answer 36

words in two languages that look or sound similar but have different meanings. ## Footnote "Gift" (English) vs. "Gift" (German): English: A present or gift. German: Means poison.

Question 37

Cognates -

Answer 37

words in two languages that share a common etymological origin and often have similar meanings, spellings, and pronunciations. ## Footnote "Family" (English) vs. "Familia" (Spanish) These words share the same meaning and look very similar.

Question 38

Lexicalized Verbs -

Answer 38

Lexical verbs, also known as main verbs, are the core verbs in a sentence that carry the primary meaning of the action, state, or process. ## Footnote 5 categories: copular, intransitive, transitive, ditransitive, and ambitransitive

Question 39

Delexicalized Verbs -

Answer 39

verbs that have little inherent meaning on their own but gain meaning when combined with other words, particularly nouns.

Question 40

What is the schwa? (/ə/)

Answer 40

the most common and neutral vowel sound in English. It is pronounced as a very short, relaxed, and central sound, almost like a soft "uh." The schwa occurs in unstressed syllables and is characterized by its lack of specific pronunciation.