GLOSSARY

• Learning and acquisition- acqusition is perceiving ,for ex. laguage,

through a subconscious process in a natural conversation. On the other
hand learning is the result of direct instruction in the rules of
language. It is not communicative.
• SLA- Second Language Acquisition. It is the process by which people
of a language can learn a second language in addition to their native
language.
• L1- The first, native laguage which is acqired subconsciously.
• L2- Other laguage that is learned consciously.
• Learning styles- auditive: a learning style in which a person learns
through listening. An auditory learner depends on hearing and speaking
as a main way of learning; visual: a learning style in which ideas,
concepts, data and other information are associated with images and
techniques.Visual learners are said to possess great instinctive
direction, can easily visualize objects, and are excellent organizers;
kinestetic : a learning style in which learning takes by the student
actually carrying out a physical activityPeople with a kinaesthetic
learning style are also commonly known as do-ers.
• Learning strategies- ways that people use to best approach a new
learning.
• Deductive- reasonong and solving problems going from geleral to
specific.
• Inductive- reasonong and solving problems going from specific facts
and examples to general.
• Fluency– skillfulness in speaking or writing.
• Accuracy- being exact or correct.
• Language competence- knowledge of the language and the ability to
use that knowledge.
• Language performance- the production using the knowledge of the
language
• Syllabus- a plan with the subjects to be studied in a particular course
• Curriculum- course of study: an integrated course of academic
studies.
• CEFR – Common European Framework of Reference Levels: A1, A2, B1,
B2, C1, C2. It is a guideline used to describe achievements of learners
of foreign languages across Europe and, increasingly, in other
countries. Its main aim is to provide a method of assessing and
teaching which applies to all languages in Europe.
• ELP – European Language Portfolio- designed for language learners to
record and reflect on their language acquisition
• Reflective approach- a process of learning from experience, in which
self-inquiry is regarded as a key component of a learner’s
development.
• Reflection- studying one's own study methods as seriously as one
studies the subject and thinking about a learning task after you have
done it.
• Language skills: active/ productive vs. passive/receptive- Speaking
and writing are active/productive skills, we use our knowledge in
language to produce something. On the other hand listening and
reading are passive/receptive skills, we perceive the language without
producing anything.
• Integrated skills- a combination of two or more skills in a language
such as speaking and listening for example.
• Brainstorm- trying to solve a problem by thinking intensely about it.
• Mind maps- diagrams used to represend words, ideas, tasks linked
central key word or idea.
• Student centered- an approach to education focusingon the needs of
the student
• Errors and mistakes- Both of the words mean: “A wrong action
attributable to bad judgment, or ignorance, or inattention”. ‘Error’ is
used more in formal or technical contexts whereas ‘Mistake’is used
more in casual English conversation.

• Input- changes which are inserted into a system and activate/modify

a process.
• TTT- Teacher Talking Time, the amount of time a teacher's talks
during a class.
• STT- Student Talking Time, the amount of time a student's talks
during a class.
• Comprehensible input- refers to the spoken and written input that is
necessary for someone to learn a language. It is the level of the
lnguage which the students understand.
• Comprehensible input+1- the level of the language which the students
listen to is one level above their comprehensible input.
• Affective filter- The affective filter is an impediment to learning or
acquisition caused by negative emotional ("affective") responses to
one's environment. It is a hypothesis of second language acquisition
theory, and a field of interest in educational psychology.
• Instrumental motivation- Desire to learn a language for the purpose
of obtaining some concrete goals such as a job, graduation, or the
ability to read academic materials.
• Integrative motivation- Desire to learn language for the purpose of a
development of near-native-like language skills.
• Critical period hypothesis- the subject of a long-standing debate in
linguistics and language acquisition over the extent to which the
ability to acquire language is biologically linked to age. The hypothesis
claims that there is an ideal 'window' of time to acquire language in a
linguistically rich environment, after which this is no longer possible.
• ESA- Engage, Study, Activate- elements which are present in a
language classroom to help students to learn effectively.
• Inference- the reasoning involved in drawing a conclusion or making a
logical judgment on the basis of circumstantial evidence and prior
conclusions rather than on the basis of direct observation.
• Aisle- a long narrow space between rows of seats in an aircraft,
cinema or church or classroom.
• Scan- examine minutely or intensely.
• Skim- reading or glancing through quickly.
• Short-term memory- refers to the capacity for holding a small
amount of information in mind in an active, readily available state for a
short period of time.
• Long-term memory- memory that can last as little as a few days or
as long as decades.
• Explicit knowledge- knowledge that has been or can be articulated,
codified, and stored in certain media. It can be readily transmitted to
others.
• Implicit knowledge- the knowledge of how to go about doing
something
• Analytical scoring- Evaluating student work across multiple
dimensions of performance. In analytic scoring, individual scores for
each dimension are scored and reported.
• Holistic scoring- evaluating student work in which the score is based
on an overall impression of student performance.
• Drill- exercise: systematic training by multiple repetitions.
• Clarification- an interpretation that removes obstacles to
understanding.
• Teachability hypothesis- instruction can speed up the rate of
development in SLA, providing that learners are instructed on one
stage beyond their current proficiency level.
• Mechanical activities- activities learners do which are not meaningful
but which may be necessary in order to have the tools to use language.
• Consciousness raising- The process of achieving greater awareness,
as of one's own needs or of a political or social issue.
• Coherence- the mutual access and relevance within a configuration of
concepts and relations.
• Small talk- light informal conversation for social occasions.

Stojkoska Natasha