영어교육론 Key Terms

classroom language

academic discourse typical of linguistic exchanges in classrooms between teacher and students and among students

classroom management

the process to run classroom lessons smoothly; the physical arrangement of a classroom, teaching styles, philosophy to classroom energy

extent

the rank of linguistic unit(morpheme, word, phrase, clause level) that sould be repaired in an erroneous sentence

kinesics

physical features of nonverbal communication, e.g., body language, gesture

pacing

the comfort level of a lesson in terms of rhythm (flow, transition) and speed

stimulus-response learning

acquiring a precise response to a discriminated stimulus

mechanical drill

a technique with a predicted or limited set of possible responses relating to some form

rejoinder

a reply, especially a quick or witty reply to something someone has said

cue-response drill

giving learners a verbal or visual cue, and requiring them to produce an immediate, fixed response

analogy

recognizing similarities with familiar sentence patterns and applying them to new contexts

comprehensible input

language input that contains linguistic items that are slightly beyond the lerner's present linguistic competence

affective filter

resistance towards the language that interfere with language learning

stabilization

suspension of developing of a learner's interlanguage system before it achieves target-like accuracy

overgeneralization

generalizaing a partucular rule or item beyond conventional rules or boundaries

hypercorrection

overusing language rules in contexts where they do not apply, often combined with a desire to appear formal or educated

explicit correction

an indication to a student that a form is incorrect and providing a corrected form

recast

an implicit type of corrective feedback that reformulates or expands an ill-formed or incomplete utterance in an unobstrusive way

elicitation

a corrective technique that prompts the learner to self-correct

noticing

the learner's paying attention to specific linguistic features in input

salience

the degreee to which a linguistic element stands out from its environment

personalization

to talk about one's own knowledge, experience, and feelings

inquiry-based learning

a student-centered learning driven by students' questions and their innate curiosity; learners investigate the topic to find answers to the question

episode hypothesis

the theory which states that more episodically organized texts can be stored and recalled more easily

cohesion

the grammatical and lexical linking within a text or sentence

coherence

the relationship among the meanings expressed in the text; the appearance of naturally belonging together

adjacency pair

a sequence of two related utterances by two different speakers where the second one is a predictable or required response to the first

gambit

phrases or remarks to initiate, maintain, or navigate conversations; signals to introduce topics, indicate readiness to listen, guide the conversational flow

modified output

learner's reformulation of his/her previous utterances and result in a more accurate form in response to an interlocutor's corrective feedback

pushed output

the type of output that reflects what learners can produce when they are pushed to use target language accurately and concisely

prompt

hints or cues, rather than explicit answers, that elicits a learner's responses

attrition

the loss or forgetting of language skills

immersion model

learners study academic content(e.g., math, science, history) in the target language

sheltered-language instruction

separate L2 learners from native speakers and provide language assistance; pre-teaching vocabulary, strategies, grammar with form-focused feedback

adjunct model

link subject-matter teachers and language teachers in content-based courses

audio-monitor unit

provide a sequence of commands about a topic and demonstrate the appropriate responses to the commands; students comply with the commands

self-esteem

self-appraisal, self-confidence, knowledge of oneself

inhibition

the apprehension over one's self-identity, leading to building protective self-defense

agency

the ability to make choices, take control, self-regulate, and pursue goals

anomie

feelings of social uncertainty, dissastisfaction, or homeless as individuals lose some of the bonds of a native culture

culture capsule

brief description of some aspect of the target culture followed by activities contrasting with students' native culture

culture island

an area in the classroom where visual materials and objects of people, lifestyles, or customs of other cultures are displayed

culture assimilator

provide a misunderstanding caused by cultural differences and students choose the most likely explanation, then discuss the reason

culture cluster

consist of illustrated culture capsules, which develop a topic in a classroom simulation, with the information contained in the capsule

investment

commitment and motivation to accomplish major goals

phatic communion

communication used primarily to establish, maintain, or reinforce social relationships rather than to convey information; interpersonal conversation

affordance

the degree to which a situation leads to a meaningful action

structural syllabus

a language course that attends primarily to forms

functional syllabus

a language course that attends primarily to functions

situational syllabus

a language course that contains a collection of authentic situations in which language is used

process-oriented syllabus

a language course that focuses on the skills and processes involved in learning language

product-oriented syllabus

a language course that focuses on things learned at the end of the learning process

like-ability grouping

forming groups with students of similar levels

cross-ability grouping

forming groups with students of different ability levels

tiered task

level-appropriate task; designing tasks at different levels of difficulty to match students' varying ability

differentiated instruction

an instruction that takes account of significant differences among students in order to adopt the way the curriculum and learning activities are presented

digital literacy

the ability to understand and use information in multiple formats from a wide variety of sources when it is presented via computers

computer-mediated communication

communication through the use of two or more electronic devices

asynchronous form

communication where participants do not need to be online at the same time

synchronous form

real-time communication where participants interact at the same time

key-pal

pen pals who use email to communicate with each other

concordancer

a software tool used to search collections of texts and generate a list of occurrences of a particular word or phrase along with its immediate context

personalizing

adapting textbook content to match students' individual interests, experiences, or needs

localizing

modifying textbook content to reflect the local context of the learners

modernizing

updating textbook content to inlcude current topics, contemporary language use, or up-to-date cultural references

external evaluation

a kind of textbook evaluation that obtains a general and superficial impression of the material

internal evaluation

a kind of textbook evaluation that deeply analyzes the publisher's and author's claims

suitability

the degree to which a material interests the students and is relevant to their needs

exploitability

the degree to which a text can be used to develop the students' reading competence

readability

the combination of the structural and lexical difficulty of a text, as well as the amount of new vocabulary and new grammatical forms

self observation

the process in which a teacher systematically reflects on and analyzes his/her own teaching practices by recording, taking notes, or using checklists

peer observation

the process in which teachers observe each other's classes to provide constructive feedback and share effective strategies

terminal objective

final learning outcome

enabling objective

interim steps within a lesson that build upon each other and ultimately lead to a terminal objective

content schemata

background knowledge of the content area of the text

formal schemata

background knowledge of the formal, rhetorical organizational structures of different types of texts

linguistic schemata

background knowledge about vocabulary and grammar

inferential comprehension

the ability to make read between the lines by making inferences based on context, clues, and background knowledge

critical comprehension

the ability to evaluate and analyze the text, assess the credibility of information, detect bias, and form their own judgements about the material

appreciative comprehension

the ability to interpret and value the language, style, and creative use of language; emotional or aesthetic response to a text

applied comprehension

the ability to apply what is learned from a text to real-word situations or new contexts

redundancy

rephrasings, repetitions, elaboratoins, and little insertions of "I mean" and "you know"

liaison

a process in continuous speech which connects the final sound of one word or syllable to the initial sound of the next; linking/intrusive r, glide insertion

pictorial activity

an activity using pictures or visual materials to activate learners' background knowledge before listening

dictogloss

students take notes while listening to a passage, then reconstruct the passage with peers; meaningful context+FonF+reconstruction+peer feedback

information transfer

put spoken or written texts into another form, such as chart, picture, table, or diagram - or vice versa

interactive processing

reading that involves the accurate understanding of a text (words, sentences) as well as the experiences, background information, and predictions

clustering

semantic mapping; grouping ideas into meaningful clusters

annotating

underlining or highlighting key ideas, new vocabulary, or important information while reading

reciprocal teaching

students take turns being the teacher and guiding the reading discussion

advance organizer

an introductory material presented in advance in any format of text, graphics, or hypermedia; related with students' background knowledge

graphic organizer

a pedagogical tool that uses visual symbols to express knowledge and concepts through relationships between them

graded reader

an easy reading book that supports the extensive reading, written at a less demanding language level

basal reader

a textbook used to teach reading and associated skills

freewriting

writing simply to start the flow of writing, with little thought to grammaticality, spelling, logical thinking, or organization

guided writing

a writing task that gives students some of the content and form of the sentence they will use

dialogue journal

a written conversation in which a learner and teacher (or a partner) communicate regularly over a course; various topics, genres, and styles

word family

a base word and all its derived and inflected forms

paradigmatic relation

the relationship between linguistic units that can substitute for each other in the same context or position within a sentence

syntagmatic relation

the relationship between linguistic units that co-occur together in a sequence or linear order to form a syntactic structure

concordance

a list of words presented with every immediacte context they occur; KWIC (key word in context) in corpus