Community Language LearningA teaching approach focusing on
student-to-student and student-to-teacher relationships to establish a healthy
language learning environment. |
Comprehensible InputA hypothesis that learners will acquire language best
when the material is comprehensible to them. The input should be accessible so
that they can understand it, but it should be just beyond their level of
competence. Input will lead to acquisition so long as the input is challenging,
yet easy enough to understand without conscious effort at learning. If the
learner is at level i, then input should come at level i+1. I+1 means that
material is comprehensible with a few new forms for students to naturally
acquire. |
ConjugationThe inflection and various spellings of verbs.
Conjugation may be affected by person, number, gender, tense, aspect, mood, or
voice. |
Content-Based Instruction (CBI)A teaching method that focuses on content or
contexts in which students would use English instead of solely focusing on
grammar. A topic or theme is chosen and all language aspects are taught through
that topic or theme. |
Cooperative LearningWhen students work in small groups toward social
and academic learning goals. Small mixed groups allow ESL students to feel at
ease while learning English. Peers in the group support the new language
learners as they discuss the lesson material in English. The group atmosphere
provides a non-threatening environment for students and self-confidence is
strengthened. |
Corrective FeedbackFeedback highlighting
(and possibly correcting) student errors in speech, such as mispronunciations
or grammatical errors. |
Course GoalsLarger course aims for an extended period of
time as opposed to learning objectives, which usually state what a student will
be able to do at the end of a lesson. Course goals are often stated in terms of
broad course content and tasks, or what a student will do over the length of a course. |