Anxiety

Accuracy

The use of correct forms of grammar, vocabulary, spelling and pronunciation. In an accuracy activity, teachers and learners typically focus on using and producing language correctly. See fluency.

 

Achievement test

A test to measure a student’s knowledge and skills. See also test.

 

Acquisition (n.), acquire (v.)

To learn a language without studying it, just by hearing and/or reading and then using it. This is the way people usually learn their first language. This term is used to describe language being absorbed without conscious effort, i.e. the way children pick up their mother tongue. Language acquisition is often contrasted with language learning. For some researchers, such as Stephen Krashen, ‘acquisition’ is unconscious and spontaneous, and ‘learning’ is conscious, developing through formal study.

 

Action rhyme

A classroom activity using a rhyme which learners perform with accompanying actions. See

listen and do/make/draw.

 

Active vocabulary

The words and phrases which a learner is able to use in speech and writing. It is contrasted with passive vocabulary.

 

Activity-based learning

A way of learning by doing activities. The rules of language used in the activity are looked at either after the activity or not at all.

 

Aids

Aids are the things that a teacher uses in a class, e.g. handouts, pictures, flashcards. When teachers plan lessons they think about what aids they will need. See also visual aid. Aids to teaching include (a) Visual: Blackboard, whiteboard, overhead projector, realia, posters, wall charts, flipcharts, maps, plans, flashcards, word cards, and puppets. (b) Electronic: Tape recorder, TV or video player, computer, CD Rom, language laboratory.

 

Alphabetic method

A method of teaching children to read. It is used in teaching reading in the mother tongue. Children are taught the names of the letters of the alphabet (A – ay, B – bee, C – see, etc.) and when they see a new or unfamiliar word, e.g., bag, they repeat the letter names: bee ay gee. It is thought that this ‘spelling’ of the word helps the child to recognize it.

 

Anxiety

~ is one of the affective factors that have been found to affect L2 acquisition. Different types of anxiety have been identified: 1) trait ~ (a characteristic of a learner’s personality), 2) state ~ (apprehension that is experienced at a particular moment in response to a definite situation), and 3) situation-specific ~ (the ~ aroused by a particular type of situation). ~ may be both facilitating (i.e. it has a positive effect on L2 ~), or debilitating (i.e. it has a negative effect).