The Ultimate ESL/EFL Teacher’s Glossary: Key Terms & Concepts
USEFUL TERMS
Accuracy
This focuses on using correct grammatical structures and vocabulary in language.
Fluency
This emphasizes conveying the message smoothly and easily, without worrying too much about minor errors.
Bottom-up Processing
This involves understanding language based on the actual words and sentences presented, using context to fill in gaps in understanding.
Top-down Processing
This relies on using background knowledge and context to understand the language being used, often automatically.
Coherence
This refers to the logical flow and connection of ideas in a piece of writing or speech.
Cohesion
This pertains to the smoothness and flow at the linguistic level, achieved through appropriate vocabulary and grammar.
Extensive Reading/Listening
This involves reading or listening to understand the general idea or gist of the material.
Intensive Reading/Listening
This focuses on understanding specific information in detail.
TYPES OF COMPETENCES
Communicative Competence
The ability to effectively convey and understand messages in a communicative context.
Grammatical Competence
Knowledge and ability to use the grammar rules of a language.
Sociolinguistic Competence
Understanding the social rules and norms of language use, such as politeness, turn-taking, and the appropriate level of formality.
Strategic Competence
Using strategies like asking for clarification or repairing communication breakdowns to manage conversations.
Intercultural Competence
The ability to communicate effectively and appropriately with people from other cultures.
Discourse Competence
Knowing what is appropriate to say in different contexts and being able to produce coherent and cohesive speech or writing.
TEACHING METHODS AND ROLES
TPR (Total Physical Response)
A teaching method where physical movement is used to reinforce language learning, such as in the game “Simon Says.”
Authoritarian Teacher
A teacher who strictly controls the classroom, leaving little room for student input or flexibility.
Facilitator
A teacher who guides and supports students based on their interests and needs, encouraging active learning.
Monitor
A teacher who moves around the classroom, observing and providing feedback on student progress.
TYPES OF CORRECTION
Postponed Correction
Providing feedback after the entire exercise is completed.
Delayed Correction
Offering feedback in the next lesson or after a whole unit.
Immediate Correction
Giving feedback during the practice or presentation stage.
Drill
A repetitive, controlled activity focused on accuracy and memorization of language structures.
INPUT AND OUTPUT
Input
Any language that the learner is exposed to, including audio recordings, new vocabulary, and texts.
Structured Output
Form-focused communicative activities where learners practice specific forms, like answering questions.
Authentic Output
Activities that promote fluency and real-world language use, such as writing essays or engaging in discussions.
FEEDBACK
Feedback
Information given to learners about their performance, often using the sandwich pattern: starting with positive aspects, addressing areas for improvement, and ending with more positive comments, all using neutral and specific language.
TEACHING APPROACHES
Eclectic Approach
Combining principles from various teaching methods to suit lesson objectives and student needs.
ESP (English for Special Purposes)
Teaching English tailored to specific fields, such as technical, scientific, medical, or tourism English.
Teaching Grammar
Inductive Approach
Students discover grammar rules through examples and patterns provided by the teacher.
Deductive Approach
The teacher provides grammar rules first, followed by examples and practice.
CLASSROOM INTERACTION
Teacher-Students (T-Ss)
Interaction between the teacher and the entire class.
Student-Student (S-S)
Interaction between two students.
Students-Students (Ss-Ss)
Interaction among multiple students in the classroom.
CLASSROOM MANAGEMENT
Classroom management involves various skills and techniques to create a high-performing learning environment, ensuring smooth operation of classes, minimizing disruptive behavior, and using teaching materials effectively.
OTHER TERMS
Rapport
The positive relationship between learners and teachers.
Scanning
Quickly looking through a text to find specific information.
Skimming
Reading or listening extensively to get the general idea or gist.
Information Gap
A situation where learners have different pieces of information and need to communicate to complete the information.
Jigsaw Technique
A teaching strategy where students read different parts of a text, share with their group, and then exchange information to complete the understanding.
Process-oriented Teaching
Focuses on effective ways to produce good writing.
Product-oriented Teaching
Focuses on producing correct written texts.
OHP (Overhead Projector)
A device used to project images onto a screen.
IWB (Interactive Whiteboard)
A large interactive display that connects to a computer.
COMMUNICATIVE FUNCTIONS
Communicative Functions
Various purposes for using language, such as requesting, refusing, labeling, describing, commenting, and expressing feelings.
3P Model
A traditional teaching model involving Presentation (introducing new language), Practice (controlled practice for accuracy), and Production (creative use for fluency).
CLIL
Content and Language Integrated Learning (CLIL)
Teaching subjects through a foreign language, allowing students to learn both the content and the language.
CALL
Computer Assisted Language Learning (CALL)
Using computers and internet resources to teach and learn languages interactively.
TASK-BASED APPROACH
Task-Based Approach
Focusing on using language as a tool to complete meaningful tasks. It includes pre-task activities (introducing context and vocabulary), the task cycle (planning and executing tasks), and language focus (analyzing and correcting language use).
ALTERNATIVES TO 3P
ARC
An approach without fixed lesson parts, focusing on Authentic use (fluency), Restricted use (accuracy within limits), and Clarification and focus (understanding language functions).
III
A teaching cycle involving Illustration (introducing new language), Interaction (experimenting with language), and Induction (drawing conclusions about language).
ESA
An approach involving Engage (capturing interest), Study (learning about language), and Activate (using language in practice).
OTHER TEACHING AND LEARNING TERMS
Rote-learning
Memorizing information through repetition.
Model Sentence
An example sentence to help learners notice patterns and encourage imitation.
Lesson Aims
Objectives that the teacher wants learners to achieve by the end of the lesson.
Warm-up
Short, dynamic activities at the beginning of class to prepare students for learning.
Elicitation
Drawing out answers or responses from learners.
Graded Readers
Simplified books to help second language learners read.
Dictogloss
A teaching technique where students listen to a text, jot down keywords, and then reconstruct the text in groups.
CLT (Communicative Language Teaching)
Teaching language through real communication, using pair work, group work, games, role-plays, and authentic materials. It emphasizes fluency and communicative competence over accuracy.
Strong CLT
Focuses on communication even if it includes mistakes.
Weak CLT
Uses meaningful tasks to teach language, balancing accuracy and fluency.
OTHER ACTIVITIES
Parallel Writing
Writing similar texts based on a model for accuracy.
Mutual Dictation
Two learners read different versions of the same text with gaps and fill in the missing parts by dictating to each other.
Running Dictation
A group activity where one member runs to read a text, memorizes it, and dictates it back to the group.
Mingle
Students walk around and talk to different people to gather specific information.
Role-play
Students act out scenarios, taking on different identities.
Simulation
Students practice real-life situations while remaining themselves.
Cloze Exercise
A practice where students fill in missing words from a text.
Concept Checking Question (CCQ)
A question to check students’ understanding of a concept or language point.
Uptake
An error that has been corrected and learned from, leading to better language use.
Fossilization
When errors are not corrected and become ingrained in the learner’s language use.
VAKOG
Refers to using all senses in learning (Visual, Auditory, Kinaesthetic, Olfactory, Gustatory).
Discourse Chain
A dialogue where only the communicative function is specified, not the exact language to use.
Johnson’s Deep-end Strategy
Encouraging immediate use of language in real-life scenarios.
Byrne’s Alternative Approach
Allowing flexibility in the order and stages of learning activities.
Teacher’s Notes
Informal notes a teacher refers to during a lesson.
Syllabus
A document outlining the overall teaching aims, material to be taught, and expected outcomes.
Lesson Plan
A detailed document specifying what will be covered in a particular lesson.
Passive Words
Words students recognize but are not actively using.
Active Words
Words directly connected to the lesson’s topic, recognized and used by learners.
Inferring
Understanding the implied meaning in a text.
Idiolect
The unique language use of an individual.