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Acceptable Word Method
A procedure for scoring tests in which any response which (a) is grammatically correct, and (b) makes good sense in the context is given full credit as an acceptable answer.
Accuracy refers to the ability to produce grammatically correct sentences that are comprehensible.
Assessment instruments or procedures based on the objectives of a course, used to determine how much of the course content students have learned.
Picking up a language through meaningful conversation the way children pick up languages. Acquisition will occur when a learner is exposed to meaningful, comprehensible input. Acquisition is far superior to learning because it is language that is acquired that is available for fluent, rapid, and natural speech.
According to Stephen Krashen, adult second language learners can develop second language learning. One method is a conscious study of the forms of language. The other method is acquisition, or just picking up a language the way children do without conscious attention to forms. Krashen further argues that acquisition is far more beneficial in terms of producing fluent, natural communication in another language. Krashen also asserts that learning cannot change into acquisition.
Sentences where the subject is the performer or doer of the action, not the receiver of the action. She washed the car. Passive Voice:The car was washed.
When learning a second language does not interfere with the learning of a first language. Both languages are developed.
An instrument or procedure used to provide information about whether or not a candidate is likely to succeed in a particular program. (These tests are sometimes referred to as screening tests).
Affective feedback is when teachers (or anybody) display signs about how interested they are in trying to understand the student. These signs come in the form of gestures, facial expressions, and intonations. Positive affective feedback will encourage the learner to continue even if it is clear that the listener cannot fully understand. Negative affective feedback will stop a learner from speaking entirely and raise their affective filter.
This is an imaginary filter or wall that may prevent the student from being open to new input. The filter goes up when anxiety is high, self-esteem is low, or motivation is low. Hence, a psychologically relaxed environment fosters language acquisition. Another implication is that too much correction will also raise the affective filter as self-esteem often drops after too much correction.