TESL Terms for Teaching English Worldwide

grammar-translation method

Students learn grammar rules and use them to translate their L1 to an L2. There is a focus on vocabulary, sentence structure and conjugation. AS

Silent period

...A stage in second language acquisition where the learner does not try to speak. The stage is more common in children since adults experience more pressure to begin speaking. Also called "preproduction" MF

cognate

...A word that is similar in structure and meaning to a word in a second language. For instance, dictionary in French is, "dictionnaire." However, there can also be "false cognates" when the two words in different languages are used differently. MF

word stress and sentence stress

...How much emphasis is placed upon a syllable in a word or a word in a sentence when speaking. This emphasis could be signaled by an increase in volume, longer vowels, or a change in pitch. MF

IPA

...International Phonetic Alphabet. Allows language learners to clearly see how native English speakers pronounce certain words. For instance, IPA may be used to explain the difference in pronunciation between "book" and "boot." MF

TPR

...Total Physical Response/a method in which the teacher provides commands in the L2 and students perform actions demonstrating comprehension

audiolingual method

A method of teaching a language in which the students are required to listen to the instructor and repeat their pronunciation and sentence structure. This process is done as listen and repeat drills so people can correctly pronounce the language and be proficient in speaking and holding conversations. (KG)

minimal pairs

A pair of words that vary by only a single sound, usually confusing English learners, like the /p/ and /b/ in pin and bin (KG)

negotiation of meaning

A process that speakers go through to reach a clear understanding of one another. Can include asking for clarification, rephrasing, repeating, confirming meaning, etc. KP. AS

learner training

A way of developing good learners. Raise awareness to students learning styles and help these to realize if they are effective or not. Some ways to develop a student into a good learner is to create good study skills, self-access centers and allow for reflection on the process of learning. -JS

elicit

A way of having students say and recognize the answer by asking guiding questions and not providing any of the answers JH

concept checks (aka comprehension checks)

A way to confirm student's understanding by asking a question (or questions) that requires them to demonstrate comprehension. (RT)

macro skills

Ability to communicate: listening, speaking, reading and writing-MS

productive skills

Ability to manufacture or create language, usually accomplished through speaking and writing. -VT

receptive skills

Ability to take in, process, and understand language, usually accomplished through listening and reading. -VT

cloze (aka 'gap fill' 'fill in the blanks')

An activity in which some information is left out. Students are asked to replace missing words. KP

collocation

An expression of two or more words that correspond to some conventional way of saying something in English. Some examples would be "strong tea" or "take a seat." The words can mean more than the sum of the parts, e.g. "hot dog," "disk drive." JM

auxiliary

Helping verbs used to create or add meaning; often used with a main verb. Examples include be, do, have, would. (RT)

TTT (Teacher Talking Time)

How much the teacher talks in class. The goal is to reduce TTT so that the students have more time to speak in class. MM

affective (filter)

Imaginary wall between student and learning the language. This is on when the student has low self esteem and blocks language learning. Ex: too much language correction and student usage will drop due to this.(KW)

learner-centered approach vs teacher-centered approach

In the teacher-centered approach, the teacher has the majority of the talk time and students listen. There is little collaboration between students. In the learner-centered approach, students and teachers share talk time and the students have more interaction with each other. AS

integrated skills

Interaction between the four macro skills (speaking, reading, writing, listening) in the classroom. Teachers can use content-based instruction or task-based instruction to create multi-skill activities and promote further integration of students' macro skills. - RP.

L1 vs. L2

L1: the native language of a person, or the first language a person learns. L2: the second or foreign language a person has either learned or is in the process of learning, apart from their native language (L1). -VT

self-access learning

Learning is self-directed. Students use materials such as workbooks and computer software to teach themselves. There are self-access learning centers to assist with learning. AS

classroom management

Managing the learning environment by giving instructions and organizing the activities, running the class smoothly, purposefully, being sensitive to students learning. Ex.- teacher internally asks during a lesson "what part of the lesson is appropriate for student pairwork vs. group work?" (KW, Chapter 2)

PPP

Presentation, Practice, Production method of teaching lessons. Present language in a context students are familiar with and practice through a language rich class activity with teacher assistance, until students can produce language in a minimally regulated environment. - RP.

scanning

Reading quickly in order to find a specific point or item. MM

skimming

Reading quickly to get a general idea of what the text is about. MM

interlanguage

Refers to the language of a student who has not yet become proficient in an L2 language. It reflects the process of learning a new language, which may include the mistaken projection of non-applicable rules of the student's L1. (RT)

overgeneralization

Results from the learner having leaned a rule but not having learned its restrictions (Ex. some nouns, like child, have a different plural form, -ren). MM

scaffold

Strategies, activities, or explanations that assist students understanding of new content. Includes gestures, modeling, explanations, etc. -BS

function (See also functional approach, p. 341)

Teaches common communicative ways for language learners. Ex.: "how to greet someone" (KW)

TTT

Test, Teach, Test is a teaching approach. The students will do an activity, the activity will look over the activity to find trouble areas, and teacher will re-teach the trouble areas. DP.

intensive/extensive reading

The former is done when we want to gain a detailed understanding of the text. It is often used for examining grammar like verb tenses or form, or inferring meaning of new vocabulary. The latter is used in order to get the gist or general understanding of the text; it focuses on fluency rather than accuracy. (KG)

authentic language

The natural language of one who is a native speaker. This is the language that you would find spoken in real-life contexts. It is not focused on grammatical correctness, although it may often be grammatically correct. (RT)

fluency vs. accuracy

Two factors that determine success for students speaking English. One involves the ability to produce correct language including such things as grammar, spelling and vocabulary. The other emphasis stresses the use of the language easily and smoothly in expressing oneself, making responses, and communicating so as to be understood easily by native speakers. Both aspects need to be emphasized. JM

acquisition vs. learning

Two ways to learn a language. Acquisition is the subconscious learning of a language, typical of children's L1 language development. Acquisition involves communication and "getting a feel" for what is correct. Learning is a conscious process, more typical of someone learning an L2. Learning involves grammar practice and knowledge about rules. AS

modals

Verbs that express the mood of another verb. Examples include will/would, should/shall, may/might, can/could, must, ought, need, dare, etc. - RP.

interference

When L1 interferes with L2. For example, not all of the grammar rules of German apply in English, but learners are likely to use German structures when learning English. MM

i + 1

When instructions are very clear but the task given is a challenge and slightly beyond students current level of understanding. Ex: teacher instructs a fourth grade class, "read a current politics article" (KW)

context

When learning a new word, the words or ideas that surround it, which suggest the word's meaning. (RT)

meta-language

any language or symbolic system used to discuss, describe, or analyze another language or symbolic system (KG)

register

different types of language for different interactions. These different types can be separated into the following categories: formal, neutral or informal. JH

inductive approach

states the best way to learn is the rules and structural patterns of a new language is through experience, practice, and observation.

communicative approach

stresses the importance of using the language appropriately in social contexts, and also focuses on placing the learner in situation where real information is needed. AS

wait time

the period of silence a teacher allows between a question and requiring a response by a student; the more silence leads to better comprehension and more complete answers- JH