The language which is the focus of the lesson or a part of the lesson. It could be grammar, lexis, function or pronunciation.
Target Language (TL)
15
The words or phrases before or after a word in discourse which help someone to understand that word, e.g. I drove my van to the town centre and parked it in the car park. We know that van must be a kind of vehicle because the word "drive"
Context
15
When a teacher thinks that some learners will know a piece of language or other information, the teacher asks questions or gives clues to get learners to give the target language or information rather than simply telling the class.
Elicitation
15
A part of a lesson in which learners say or write the new language freely, where there is usually no single correct or incorrect answer. The focus is on fluency.
Free practise
15
A good example of language that a teacher provides for learners to copy.
Model
15
In a controlled activity, the teacher and learners focus on accurate use of the target language (not on fluency).
Controlled practise
15
A classroom activity in which, guided by the teacher, learners repeat a particular word, phrase or sentence several times.
Drill/Drilling
15
To tell learners how well they are doing. This could be at a certain point in the course, or after an exercise that learners have just completed. (Spoken, written, symbols, gestures, facial expressions, etc.)
Feedback
15
The use of connected speech at a natural speed with little hesitation, repetition or self-correction. In a written or spoken fluency activity, learners typically give attention to the communication of meaning, rather than being correct.
Fluency
15
How correct or exact something is.
Accuracy
15
Questions asked by the teacher to make sure that the learners understand the meaning of new language.
Concept-check questions (CCQs)
15
A scale of language items that goes from one extreme to another, for example, weak to strong, or from good to bad. Example: Adverbs of frequency
