Close ExerciseA gap-fill exercise with regularly-spaced gaps (e.g.,
every sixth word has been deleted). |
CLTCommunicative Language Teaching. CLT is a
teaching approach that emphasizes interaction between students or between
student(s) and teacher(s). The approach emphasizes use of authentic real-world
communication for meaningful purposes. |
CMCComputer-Mediated Communication. Refers to using computer technology,
such as web chat programs or web conferencing tools (e.g., Zoom, Skype), to
communicate with others. |
CognateA word having the same derivation in two languages and that is similar in both languages, not only in meaning, but also in spelling and pronunciation; “information” is a cognate of the Spanish word “información”. |
CollocationsWords that tend to be associated with each
other, or co-occur in sentences, such as salt and pepper, up and down, wedding
vows, etc. Collocates are important in EFL because they help to explain why
some learner language is grammatically correct and the meaning is apparent, yet
the utterance seems strange and not something natives usually say. |
Communicative ApproachA set of principles about teaching where the focus is on meaningful communication not structure. |
Communicative CompetenceUnderstanding and using language effectively
(e.g., the student listens actively, initiates
conversation, and maintains speech with peers) in an authentic school or
social situation. |
Communicative OutputOutput-based tasks (e.g., role play activities
or paragraph-writing tasks) in a lesson that requires the use of target
language. |
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. |