Presenting Information – To teach something new the instructor must first present the information.  This can be done by rules or pictorial information or the teacher can actually perform the skill to be learned.  The presentation can be performed by any medium not just the instructor.  These would include textbooks, video, tapes and any activity that requires the student to seek out information.

Guiding the Learner – There is more interaction with the learner.  If the learner distorts the information the instructor will correct the student.  When studying from a book questions or activities are suggested but if the learner doesn’t do this correctly true guidance doesn’t occur.  The learner may receive help later.  Guidance is important because the learner may mot be aware of mistakes.

Practice – Learning is not complete without practice.  This is learner centered.  The instructor may observe and give and make corrections when errors are observed but the emphasis in on the learner.

Accessing the Learner – Learning is accessed usually by testing.  Emphasis should be on instructional decisions – to determine what instruction is needed for which learners.

Fluency – This is the speed of correct response.  We tend to say that the learner has learned something when they can respond or do the task rapidly.  The quicker and faster you can do it the better student you are.

**  In SLA – The common type of practice is flashcards.

Call - Computer Assisted Language Learning.

Audio Lingual Method - Listen and Speak: this method considers listening and speaking the first tasks in language learning, followed by reading and writing.

Behaviorism - A psychological theory developed by B.F. Skinner; became the basis for the audio-lingual approach, which viewed language learning in terms of habit formation.

Cloze Procedure - An exercise where every filth word (or sixth or seventh etc.) is deleted from a text. the interval between the deleted words should remain the same throughout the text. The student then supplies the missing words, often relying on contextualization for help.

Cognate - Cognates are words from different languages which are related historically, eg. English bath - German bad or English yoke - Hindi - yoga. Beware of False Friends - These are Cognate words or words accidentally similar in form, whose meaning is rather different in the two languages, eg English gentle - French - gentil.

Communitive Language - An approach concerned with the needs of the students to communicate outside the classroom.

Direct Method - The most common approach in TEFL, where language is taught through listening and speaking. There may be little or no explicit explanation of grammatical rules, nor translation into the mother tongue of the student.

ESP - English for Special Purposes; eg. business,science and technology, medicine etc.

Grammar - Translation - A method based upon memorizing the rules and logic of a language and the practice of translation. Traditionally the means by which Latin and Greek have been taught.

Intermediate - At this level a student will have a working vocabulary of between 1500 and 2000 words be should be able to cope easily in most everyday situations. There should be an ability to express needs, thoughts and feelings in a reasonably clear way.

Passive Vocabulary - The vocabulary that students are able to understand compared to that which they are able to use. Contrasted with Active Vocabulary.

Stress - Normally refers to word stress: English words have one syllable which is invariably stressed, the others being weak or unstressed: Be low, nor mally, pho to graph. Words of three or more syllables may have secondary stress on one of the remaining syllables: pho to graph. It may also refer to the greater emphasis of some syllables or words over others in speech. This often carries changes of meanings as in: He went to America (not she) or He went to to A mer ica (not Australia). This is an aspect sentence stress, or rhythm, and involves different intonation patterns.

Syntax - The branch of grammar concerned with word order as an element in a clause or sentence and the rules governing word order and sentence structure.

TPR - Total Physical Response - An approach, in which learners are not required to speak until they are ready. This may take days, weeks or even months. During this period the learner listens and acquires language; understanding and comprehension are demonstrated through non-verbal, physical responses.

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