Essential English Language Teaching (ELT) Terminology
1. Key Definitions
This section defines important terms used in ELT:
- Cohesion: How spoken or written texts are connected using logical grammar or lexis (e.g., conjunctions, lexical sets, referring words).
- Collocation: Words frequently used together, either grammatically (e.g., “depend on”) or lexically (e.g., “make a plan”).
- Compound Word: Two or more words combined to form a new word with a distinct meaning.
- Denotation: The literal meaning of a word.
- Functional Approach: Teaching method based on language functions (e.g., inviting, apologizing).
- Ice-Breaker: Introductory activity to help learners get to know each other.
- Idiom: A group of words with a meaning different from the individual words (e.g., “under the weather”).
- Information Gap: Activity where learners with different information work together to complete a task.
- Layout: The arrangement of text on a page.
- Lead-in: Activity preparing learners for a text, topic, or task.
- Learner Autonomy: Learners setting their own goals and managing their learning.
- Learning Gap: A significant pronunciation problem hindering a learner’s progress.
- Lexis: Individual words or sets of words (e.g., “homework”, “get dressed”).
- Lexical Set: Words or phrases related to the same topic (e.g., “storm”, “rain”, “wind”).
- Part of Speech: Word categories based on grammatical function and meaning (e.g., noun, verb, adjective).
- Phoneme: The smallest unit of sound that distinguishes meaning (e.g., /p/ in “pan” vs. /b/ in “ban”).
- Proof-reading: Checking a text for errors in spelling, grammar, punctuation, etc.
- Skimming: Reading quickly to get the main idea of a text.
- Suffix: A meaningful group of letters added to the end of a word to create a new word (e.g., “careful”).
- Warmer: Activity to energize the class at the beginning of a lesson.
2. Matching Vocabulary Examples
Match the examples with the categories:
- Functional Exponent: ASAP
- Contraction: See you
- Definition: A syllable with /Ə/
- Collocation: No problem
- Synonym: Neat, tidy
- Compound Word: Ultramodern
3. Identifying Reading Skills
Name the reading skill for each example:
- Checking for language mistakes: Proofreading
- Choosing the best heading: Reading for gist
- Finishing a story at home: Extensive reading
- Listening and drawing: Listening for detail
- Finding words about pets: Intensive reading
4. Matching Functions with Exponents
Match the functions with the exponents:
- Inviting: Coming for lunch?
- Asking for opinion: Who will win the next elections?
- Nominating or predicting: The weather today will be warm for the time of year.
- Persuading: If you help me now, I’ll help you next week.
- Asking: Have you forgotten to bring your passport?
5. Teaching Functions vs. Grammar
Discuss the statement: “It is easier to teach functions than grammar.”
While functions can be engaging and practical for learners, combining them with grammar instruction provides context and structure, enhancing language learning.
6. Importance of Error Correction
Errors hindering communication are more critical to address than those that don’t. For example, using the wrong verb tense can impede understanding, while missing the final -s in the third person present simple may not.
7. Formal vs. Informal Assessment
Formal assessment involves tests and grades to evaluate learner progress. Informal assessment relies on observation and feedback without formal grading.
8. Features of Communicative Activities
Truly communicative activities involve:
- Information gap: Learners have different information and must communicate to complete a task.
- Choice: Learners make decisions about how to use language.
- Feedback: Learners receive feedback on their performance.
9. Identifying Learner Needs
Teachers can identify learner needs by considering factors such as learning styles, learning gaps, autonomy, goals, and time availability. Choosing appropriate activities, materials, and strategies helps meet these needs.
10. Identifying Learner Characteristics
Observing learners in class, asking for feedback, and understanding their hobbies and interests helps identify their characteristics and preferences.
11. Matching Sentences with Functions
Match the sentences with the functions:
- Clarifying: What I mean…
- Enquiring: Can you tell me the time, please?
- Nominating: One day when he was out walking…
- Disagreeing: I don’t think that’s a good idea.
- Inviting: We could be pleased if you could join us for lunch.
- Asking for clarification: Sorry, what do you mean?
12. Accuracy vs. Communicating Ideas
Identify whether the activities focus on accuracy or communicating ideas:
- Leaving a note for your mother: Communicating ideas
- Copying a difficult word: Accuracy
- Making a shopping list: Accuracy or communicating ideas
- Labeling pictures: Communicating ideas
- Identifying mistakes in writing: Accuracy
13. Raising Awareness of Learner Goals
Providing reading texts about working in an English-speaking country can help learners become more aware of their goals and motivations for learning English.
14. Differences Between L1 and L2 Learning
L1 (first language) and L2 (second language) learning differ in various aspects, including exposure, motivation, interaction, context, and feedback.
15. PPP vs. TBL
PPP (Presentation, Practice, Production) involves presenting new language, practicing it in controlled activities, and then using it in communicative tasks. TBL (Task-Based Learning) focuses on completing tasks, with language instruction arising from the needs identified during task completion.
16. Main vs. Subsidiary Aims
The main aim is the primary objective of a lesson or course. Subsidiary aims are secondary focuses that support the main aim. Stage aims are specific goals for individual lesson stages.
17. Written vs. Spoken Language
Written language is permanent, uses punctuation and capitalization, and is typically more structured and formal. Spoken language is temporary, relies on intonation and body language, and is often more spontaneous and informal.
18. Developing Reading Fluency
To improve reading fluency, try various reading techniques such as reading for gist, detail, or specific information. Practice reading aloud and recording yourself for self-evaluation.
19. Error Correction and Learner Confidence
Consider the type of error and the learner’s confidence level when deciding whether to correct mistakes. Allow learners to self-correct and provide support when needed.
20. Portfolio
A portfolio is a collection of a learner’s work showcasing their progress and achievements during a course. It can be used for continuous assessment and reflection.