Sunday, 17 November 2019, 7:43 PM
Site: NILE
Course: NILE ELT Glossary (NILE-ELT Glossary)
Glossary: ELT terms - defined and referenced!
C

can-do statements

See CEFR

CCQ/ICQ

These are two kinds of questions the teacher asks in the classroom. CCQs refer to Concept Checking Questions and are used by a teacher to check that students have understood the meaning of new language (word, grammar, function etc) or the form. CCQs need not necessarily in fact be questions; they might, for example, be gestures, sentences for completion or pictures but their purpose is to check understanding. They also aim at getting the student to think about new language and draw conclusions about it, thus encouraging inductive learning. Is it talking about the past or now?  is an example of a CCQ that a teacher might ask when introducing the past tense to learners.

ICQs are Instruction Checking Questions. These are used after a teacher has given instructions to make sure students have understood what they need to do. They might refer to the language to be used in the activity or to the procedure to use. They aim to ensure that students are on track before they begin an activity so as not to waste time or be confused. Like CCQs, ICQs are often phrased as binary choices e.g. Must you write or talk first? Should you tick or underline the new words?

Example

I try to use different ways of checking concepts e.g. asking students to mime, asking them to explain the meaning in their own words, eliciting examples – in this way the CCQs don’t become routine or meaningless. With ICQs I only ask them when the task is a bit complicated and could be misunderstood. Otherwise students can feel they’re being patronised.

Further reading

Harmer, J. (2012). Essential Teacher Knowledge. Harlow: Pearson.

Thornbury, S. and Watkins, P. (2007) The CELTA Course. Cambridge: Cambridge University Press.

http://www.teachingenglish.org.uk/knowledge-database/concept-checking

 

 

CEFR

This stands for the Common European Frame of Reference. It was compiled by the Council of Europe and contains a series of descriptors of learners’ language performance at six different levels of proficiency, A1-C2, across the different language skills. The descriptors are expressed as ‘can-do’ statements. They can be used to set goals for learning or teaching and also to assess students’ proficiency.

Example

A lot of course books these days use the CEFR to define the level of the learners they are intended for and to design their syllabus around.

Further reading

Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.

Heyworth, F. (2006). Key concepts in ELT: The Common European Framework. ELTJournal 60/2.

https://www.eaquals.org/our-expertise/cefr/

http://en.wikipedia.org/wiki/Common_European_Framework_of_Reference_for_Languages

https://www.cambridgeenglish.org/exams-and-tests/cefr/

 

 

Chunk

Chunks are longer stretches of language that frequently occur together. They include collocations, phrasal verbs, social formulae, sentence frames, idioms and discourse markers. The term is sometimes used interchangeably with collocation.

Example

"When students learn fixed expressions such as despite the fact that, in my opinion, to summarise or by the way as chunks, they often find them easier to remember."

Further reading

Lewis, M. (1993). The Lexical Approach. Brighton: Language Teaching Publications.

Lindstromberg, S. and Boers, F. (2008). Teaching Chunks of Language. London: Helbling Languages.

Schmidt, N. (2000). Key concepts in ELT: chunks. ELT Journal 54/4. Oxford University Press.

Ur, P. (1999). A Course in Language Teaching. Cambridge: Cambridge University Press.

http://www.scottthornbury.com/articles.html 

 

Citation form/dictionary form

A citation form is the form of a word that is found as a headword in a dictionary. A citation form represents other forms of the same word. Citation forms are pronounced as full forms. These may sound different when said in connected speech.

Example

Take is the citation form for takes, taking, taken, took

Further reading

Carter, R., & McCarthy, M. (1994). Grammar and the spoken language. Applied Linguistics, 16/2.

Nation, Paul & Waring, Robin (1997). Vocabulary size, text coverage and word lists. In

Schmitt, Norbert & McCarthy (eds) Vocabulary: description, acquisition and pedagogy. Cambridge: Cambridge University Press.

 

Clause

Clause is a grammatical term that refers to a sentence or part of sentence containing in English a subject and a finite verb at least. A clause may be main or subordinate.

Example

Here is an example of a main clause: Judy wrote her friend an email. Here is an example of the same main clause together with three subordinate clauses, one of time, one of reason and one of concession.  After she got home, Judy sent her friend an email because she needed some information urgently, even though it was late at night.

Further reading

Carter, R. and McCarthy, M. (2006). Cambridge Grammar of English. Cambridge: Cambridge University Press.

Thornbury, S. (1997).  About Language. Cambridge: Cambridge University Press

Thornbury, S. (2006). An A-Z of ELT. Oxford: Macmillan.

 

 

CLIL

CLIL (content and language integrated learning) refers to an educational practice in primary, secondary and tertiary contexts where subject teaching and learning take place in a non-native language. The acronym CLIL was first used in 1994 and by 2006 it was recognized as ‘an innovative methodological approach of far broader scope than language teaching.’ (Eurydice 2006: 7) Content was placed before language in the acronym because subject content determines the choice of language used to teach subject matter as well as the language which learners use in order to communicate their knowledge and ideas about curricular content. What differentiates CLIL from ELT and approaches such as content-based instruction is ‘the planned pedagogic integration of contextualised content, cognition, communication and culture into teaching and learning practice.’ (Coyle 2002 in Coyle et.al. 2010: 6) There are different types of CLIL practice depending on the country, region or sometimes the school where it is being implemented.

Example

Subject and language teachers often work together to deliver CLIL classes to support the two core strands of CLIL, content and language.

Further reading

Bentley, K. (2010). The TKT Course CLIL Module. Cambridge: Cambridge University Press.

Coyle, D., Hood, P. and Marsh, D. (2010) CLIL Content and Language Integrated Learning. Cambridge: Cambridge University Press

Eurydice (2006) Content and Language Integrated Learning (CLIL) at School in Europe

European Commission

http://www.indire.it/lucabas/lkmw_file/eurydice/CLIL_EN.pdf

http://www.goethe.de/ges/spa/dos/ifs/ceu/en2751287.htm

 

 

CLT

This stands for Communicative Language Teaching. There is not full agreement as to the meaning of communicative language teaching. It is generally agreed that it refers to teaching language for use in communication rather than as an object of study. There is much disagreement, however, as to the methodology it should involve, with some experts advocating that the only way to teach communication is to put learners in situations where they need to communicate, while others believe that language study can also aid communication. Use of pair and group work and free use of language are typical of a communicative classroom. 

Example

When I first started teaching we used the structural approach, teaching vocabulary and structures mainly through drilling and exercises. When the communicative approach came along, we were expected to focus on functions, too, and also to use pair and group work and get students to use the language to communicate with one another. It was quite a challenge!

Further reading

Burns, A. and Richards, J. (2012). Pedagogy and Practice in Second Language Teaching. Cambridge: Cambridge University Press.

Carter, R. and Nunan, D. (2001). Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press.

Harmer, J. and Thornbury, S. Communicative Language Teaching

Howatt, A.P.R. with Widdowson H.G. (2004). A History of English Language Teaching. Oxford: Oxford University Press.

Thornbury, S. (2006). An A-Z of ELT. Oxford: Macmillan.

Widdowson, H. G. (1978). Teaching Language as Communication. Oxford: Oxford University Press.

http://scottthornbury.wordpress.com/2010/08/15/c-is-for-communicative/

 

 

Cognitive

Related to mental abilities or skills. Cognitive is the adjective from cognition which refers to the mental processes of perception and thinking that our brains engage in.

Example

"Cognitive skills such as remembering, evaluating, analysing and creating are often classified into higher and lower-order thinking skills."

Further reading

Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of Educational Objectives (Complete edition). New York: Longman.

Bentley, K. (2010). The TKT Course CLIL Module. Cambridge: Cambridge University Press.

Ellis, R. (1997). Second language acquisition. Oxford: Oxford University Press.

Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.

http://www.celt.iastate.edu/teaching/RevisedBlooms1.html

 

 

 

Coherence

In English language teaching coherence refers to the ways in which a piece of discourse ‘makes sense’ through links in meaning. It does this by using various internal devices such as logical sequencing, adherence to a particular genre, accepted forms of text structuring, but also by referring to accepted external conventions and ways of thinking and experiencing in the outside world, such as adherence to one topic, relevance between topics, shared knowledge.

Example

"A: That's the telephone.

B: I'm in the bath.

A: O.K."

(Widdowson, H. 1978, p. 12)

Further reading

Canale. M.and Swain, M. (1980). Theoretical bases of communicative approaches to language teaching and testing. Applied Linguistics, 1/1.

McCarthy, M. (1991). Discourse Analysis for Language Teachers. Cambridge: Cambridge University Press.

Widdowson, H. G. (1978). Teaching Language as Communication. Oxford: Oxford University Press.

http://www.teachingenglish.org.uk/knowledge-database/coherence

http://www.onestopenglish.com/support/ask-the-experts/methodology-questions/methodology-coherence-and-cohesion/154867.article

 

 

Cohesion

This is the way in which language is used in written or spoken discourse to make it link together. Cohesion is achieved by using lexical or grammatical devices such as lexical fields, substitution, ellipsis, linking words, discourse markers, back (anaphoric) and forward (cataphoric) reference.

 Example

"'I never understand what he’s saying, so I bought a tennis racket.'

This sentence is cohesive through its use of a lexical field and linking words, but it’s not coherent – it just doesn’t make sense."

Further reading

Canale. M.and Swain, M. (1980). Theoretical bases of communicative approaches to language teaching and testing. Applied Linguistics, 1/1.

Cook, G. (1989). Discourse. Oxford: Oxford University Press.

Halliday M. A. K. and Hasan R. (1976) Cohesion in English Harlow: Longman

Hoey, M. (1991). Patterns of Lexis in Text. Oxford: Oxford: Oxford University Press.

McCarthy, M. (1991). Discourse Analysis for Language Teachers. Cambridge: Cambridge University Press.

Widdowson, H. G. (1978). Teaching Language as Communication. Oxford: Oxford University Press.

http://www.teachingenglish.org.uk/knowledge-database/coherence

http://www.onestopenglish.com/support/ask-the-experts/methodology-questions/methodology-coherence-and-cohesion/154867.article

http://www.teachingenglish.org.uk/knowledge-database/cohesion

 

 

Collaborate

This simply means working together with others. Learners can work together to achieve their learning aims by supporting one another in various ways. Teachers can also collaborate e.g. colleagues working together on assessment, lesson planning or course book selection. Collaboration amongst teachers and also amongst learners is a feature of CLIL.

Example

"In some classrooms you can see a collaborative approach to learning. Learners help one another by becoming ‘study buddies’ out of class, and in class they work together on tasks, helped by their teacher to develop collaborative learning strategies."

Further reading

Charles Hirsch, C. and Beres Supple, D.  (1996). 61 Cooperative Learning Activities in ESL. Walch Publishing.

Nunan, D. (1992). Collaborative Language Learning and Teaching. Cambridge: Cambridge University Press.

Ur, P.  (1999).  A Course in Language Teaching. Cambridge: Cambridge University Press.

http://www.collaborativelearning.org/

 

 

Colligation

A type of collocation in which words are linked together at the level of grammar rather than meaning e.g. in a hurry, what about sending an email (what + about + gerund).  Michael Hoey says ‘The basic idea of colligation is that just as a lexical item may be primed to co-occur with another lexical item, so also it may be primed to occur in or with a particular grammatical function. Alternatively, it may be primed to avoid appearance in or co-occurrence with a particular grammatical function.’ (Hoey 2005:43).

Example

"Students sometimes make mistakes of colligation, for example: I know what do you mean; I don’t mind go work on Sundays."

Further reading

Hoey. M. (2005). Lexical Priming. London: Routledge.

Mitchell, T. (1971).Linguistic ‘goings-on’: collocations and other lexical matters arising on the linguistic record, Archivum Linguisticum 2.

O’Keefe, A., McCarthy, M., Carter, R. (2007). From Corpus to Classroom. Cambridge: Cambridge University Press.

Thornbury, S. (2002). How to Teach Vocabulary. Oxford: Macmillan.

 

 

Collocation

Two or more words that occur together more often than on a random basis are said to collocate or to be collocations. Collocations may be strong e.g. blond hair. In strong collocations the words can rarely, if ever, be replaced by other words. Other collocations are weaker or weak e.g. grey hair. The term is sometimes used interchangeably with chunk. In this sense collocation can cover e.g.: phrasal verbs, compound words, idioms, fixed expressions.

Others use collocation to refer mainly to two- or three-word groups that frequently occur together. Corpora making use of concordance programmes have helped linguists find collocations in language and realise how very common they are.

Example

"To have a shower is a collocation in UK English and Australian, whereas to take a shower is a much more common collocation in the USA."

Further reading

Lewis, M. (1997). Implementing the Lexical Approach. Boston, Mass., Thomson Heinle.

McCarthy, M. and O’Dell, F. (2005). Collocations in Use. Cambridge: Cambridge University Press.

O’Keefe, A., McCarthy, M., Carter, R. (2007). From Corpus to Classroom. Cambridge: Cambridge University Press.

Walter, E. and Woodford, K. (2010).Collocations Extra. Cambridge: Cambridge University Press.

 

 

Communicative competence

Communicative competence refers to an ability to communicate that depends not just on linguistic ability but also sociolinguistic ability, including appropriate use of language, management of discourse and recognising cultural practices in communication e.g. who makes eye contact with who. The growing awareness of communicative as opposed to linguistic competence had a big impact on language teaching and was behind the development of the communicative approach.

Example

The use of video in the classroom has made it easier for teachers to focus on communicative competence, as they can show clips in which communication becomes problematic, for example, because the participants don’t follow cultural norms for turn taking, or use the wrong register and give offence. Video shows language in context and can lead to awareness and discussion of appropriacy.

Further reading

Bachman, Lyle (1990).Fundamental Considerations in Language Testing. Oxford: Oxford University Press.

Canale, M., Swain, M (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics (1).

Hymes, D. H. (1972). On Communicative Competence. In Pride, J. B., & Holmes, J. (Eds.),Sociolinguistics, Baltimore, USA: Penguin Education.

Richards, J. and Rodgers, T.S. (2001). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.

Savignon, Sandra (1997).Communicative Competence: theory and classroom practice: texts and contexts in second language learning (2nd ed.). New York: McGraw-Hill.

Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press.

http://www.teachingenglish.org.uk/knowledge-database/communicative-competence

 

 

Componential analysis

This term refers to a way of classifying vocabulary. The Longman Dictionary of Language Teaching and Applied Linguistics defines it as follows:

An approach to the study of meaning which analyses a word into a set of meaning components or semantic features. For example, the meaning of the English word boy may be shown as:

<+human> <+male> <- adult>

(Longman Dictionary of Language Teaching and Applied Linguistics)

Example

Sometimes you see exercises, like this one, in ELT materials based on componential analysis:

  

 

lazily

purposefully

cautiously

with difficulty

forcefully

in a military context

in the countryside

in the city / at the seaside

stroll

+

 

 

 

 

 

+

 

stagger

 

 

 

+

 

 

 

 

tiptoe

 

 

+

 

 

 

 

 

amble

+

 

 

 

 

 

 

 

stomp

 

+?

 

 

+

 

 

 

stride 

 

+

 

 

+

 

 

 

saunter

+

 

 

 

 

 

 

 

promenade

+

 

 

 

 

 

 

+

tramp

 

 

 

 

+

 

 

 

march

 

+

 

 

+

+

 

 

parade

 

+

 

 

+

+

 

 

pace

 

 

 

 

 

 

 

 

ramble

+

 

 

 

 

 

+

 

hike

 

 

 

 

 

 

+

 

traipse

 

 

 

 

+

 

 

 

 

Further reading

Channel, J. (1981). Applying Semantic Theory to Vocabulary Teaching. ELT Journal /35.

Gairnes, R. and Redman, S. (1986). Working with Words. Cambridge: Cambridge University Press.

Goddard, C. (2011). Semantic Analysis. Oxford: Oxford University Press.

Richards, J. and Schmidt, R. (2010). Longman Dictionary of Language Teaching and Applied Linguistics, 4th edition. Harlow: Pearson.

Rudzka, B.,.Channell, J.,  Putseys Y. and. Ostyn P. (1981). The Words You Need. Oxford:MacMillan.

Rudzka, B.,.Channell, J.,  Putseys Y. and. Ostyn P. (1985). More Words You Need. Oxford:MacMillan.

 

 

Compound words

Compound words are combinations of words which together form one part of speech and have one meaning. They are written as one word, hyphenated or as separate words. Compound words can be different parts of speech e.g. nouns, verbs, prepositions, adjectives.

Example

Some people don’t realise that groups of words like in spite of and without are compound words.

 Further reading

Kenworthy, J. (1987). Teaching English Pronunciation. Harlow: Longman.

Lieber, R. & Štekauer P. eds. (2009).The Oxford Handbook of Compounding, eds. Oxford:

Oxford University Press.

Plag, I. (2003) Word-formation in English, Cambridge: Cambridge University Press.

Taylor, D. (1990). Compound Word Stress. ELT Journal 45/1.

Roach, P. English Phonetics and Phonology. Glossary: https://www.peterroach.net/glossary.html

Underhill, A. (2005) Sound Foundations. Oxford: MacMillan.

 

 

Comprehensible input

See Input hypothesis

Concordancer

A software programme that displays the words with which a word collocates.  The programme presents the words, usually listed alphabetically, in lines giving linguistic context with collocations to the left or the right of the word, as in this example:

Concordancers can be based on different sizes and kinds of texts. They allow researchers to study authentic language use.                           They can also be used by learners to see patterns, frequencies and possibilities of collocation in their own or others’ language output.

Example

"Once students get used to working with a concordancer they can find it really useful for spotting patterns and possibilities in                        language chunking."

Concordancers can be based on different sizes and kinds of texts. They allow researchers to study authentic language use.                             They can also be used by learners to see patterns, frequencies and possibilities of collocation in their own or others’ language output.

Further reading

Concordancers in ELT, Nick Peachey, https://www.teachingenglish.org.uk/article/concordancers-elt

Cobb, T. (1997) The compleat lexical tutor http://www.lextutor.ca/

 

 

Conjunct/Disjunct

A conjunct is another term for a linker. A conjunct is a word or phrase which links a previous sentence or utterance to the next one by showing the sense relationship between them. Conjuncts may be conjunctions, adverbs or discourse markers.

A disjunct is an adverb used in a sentence as an attitude marker to indicate the speaker’s or writer’s point of view. A disjunct often modifies the meaning of the whole sentence. Confusingly, it is sometimes also referred to as a discourse marker.

Example

Then, however, in other words, as I was saying, but, although are all examples of kinds of conjuncts. They show different kinds of relationship between two sentences e.g. concession, contrast, result, summation. Here is an example of a conjunct showing a relationship of time: She filled up her car with petrol then went to the bank.

In the following sentence ‘Actually’ is an example of a disjunct: Actually, I’ve no idea what he meant.  It shows the speaker’s attitude to the rest of the sentence. Some other examples of disjuncts are frankly, to be honest, honestly, personally, fortunately.

Further reading

Parrott, M. (2010). Grammar for English Language Teachers, second edition. Cambridge: Cambridge University Press.

Thornbury, S. (1997). About Language. Cambridge: Cambridge University Press.

Thornbury, S. (2006). An A-Z of ELT. Oxford: Macmillan.