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The name for the most common sound in English. It is a weak, unstressed sound and it occurs in many words.
231. script The ways in which we expect things to happen. E.g. catching a bus in London used to follow this sequence: 1) wait at
stop 2) board bus 3) sit down 4) pay conductor when he or she approaches. Nowadays, the London bus script goes
like this: 1) wait a stop 2) board bus 3) pay driver 4) sit down.
232. semantic Literal meaning of the word/utterance.
meaning
233. semi-fixed Lexical chunks which have at least one slot into which a number of different words or phrases can be inserted.
expression "Could you please pass the salt?"
"Could you please pass the butter?"
"Could you please pass the bread?"
"Could you please pass the ketchup?"
234. semi modal In addition to the core modals, there are a number of other verbs which combine with other verbs to express modal
verb meaning. They behave in similar ways to core modal verbs but share some characteristics with lexical verbs and are
known as _____. Grammarians do not all agree which verbs qualify as semi-modal but some of the main ones are need
(to), have (got) to and ought to.
235. silent period The lengthy period of time children learning their first language go through when they simply listen before they
venture their first words. Some researchers have argued that this is a necessary stage in language acquisition. It
provides and opportunity to comprehend input. Methods based on this are TPR and the natural approach. Some
evidence suggests that learners use this period to engage in private speech (a kind of silent or sub-vocablized
rehearsal phase).
236. The Silent A method of FL teaching which makes use of gesture, mime, visual aids and in particular Cuisenaire Rods that the
Way teacher uses to help the learners to talk.
237. situational A approach to presenting language which involves creating a natural context (situation) in which the target
presentation language naturally arises.
238. skimming a method of rapidly moving your eyes over text with the purpose of getting only the main ideas and general
overview of the content.
239. sociolinguistic How we use language in different contexts/its appropriacy.
competence
240. sound system The different phonemes that make up a language's phonology.
241. speech act Each individual "move" in a conversation.
242. stative verb A verb which is used to describe a condition/state/belief/emotion/possession/sense. E.g. I know it's
true. I have a house.
243. strategic competence Communication strategies such as asking for help, paraphrasing, avoidance.
244. stress The greater emphasis of some syllable sor words over others during speech.
245. stress-timed language Stressed syllables tend to recur at different intervals, and the intervening syllables are accommodated.
E.g. English
246. strong CLT An emphasis on deep-end communication. You learn language by using it. Led to task-based learning.
247. structural syllabus A syllabus in which grammatical structures form the central organizing feature. A structural syllabus
proceeds from simple grammatical structure to more complex grammatical structure. An example
might be something like: Present progressive -> Comparatives -> Simple past -> Past progressive. The
main faults of structural syllabuses is that they tend to ignore meaning and a lot of really useful
language is neglected at the beginning because it is viewed as structurally too complex (If I were you, I
would).
248. style A usually deliberate choice of a particular way of saying or writing something. There is often more than
one way of conveying the same message. The choice is determined by 1) specific contextual factors; 2)
a particular effect the person wants to achieve. Ranges from formal to informal. These choices affect
both grammar and vocabulary. Can include literary, old-fashioned, humorous and medical. If these are
related to particular fields, they're called registers.
249. subordinating Members of a word class whose function is to join a subordinate clause to a main clause. E.g. if,
conjunction because and when. Because I love you, I will let you know.
250. substitution The replacing of a noun phrase or a clause by a single word in order to avoid repetition or to make
a text more cohesive. E.g. I need a pen. Have you got one?
251. substitution drill Requires the students to substitute one element of the pattern with the prompt, making any necessary
adjustments:
Teacher: They have been watching TV
Student: They have been watchingTY.
Teacher: She
Student: She has been watching TV
Teacher: I
Student: I have been watching TV.
252. Suggestopaedia A method of FL teaching developed by the Bulgarian, Lozanov. It makes use of dialogues, situations,
and translation to present and practise language, and in particular, makes use of music.
253. superordinate/hypernym A term for an 'umbrella' item of lexis which subsumes a range of more specific items, e.g. fruit in
relation to apple, orange, pear.
254. syllable A unit of pronunciation that is typically larger than a sound but smaller than a word. Syllables consist
of vowel sounds (V) or combinations of vowels and consonants (C). In English, the different
possibilities include V, as
in I; CV, as in go; CVC, as in got, as well as combinations that start or finish with consonant clusters:
CCCV (stray) , VCC (eats) , etc. Some consonants - notably /n/ and /l/ - can form syllables on their
own, as in the last syllables of
'button' and 'little', and are called syllabic consonants.
255. syllable-timed language More or less equal distribution of stress across all syllables of a word, that is they have no apparent
stress pattern. E.g. French.
256. syntax Describes the rules for sequencing words so as to show their relationships of meaning within
sentences. For example, in English the rules of ____ permit the placing of two nouns together, so that
one modifies the other: orange juice, bus stop, table tennis.
257. TBL An approach in which learners do a task, using such language as they can naturally, possibly having
previously seen or heard the task performed by native speakers. Language can be focussed on,
before or after, though this is not always felt to be essential.
258. technique A common technique when using video is called silent viewing. Silent viewing is a single activity rather than a
sequence, and such is a technique rather than a whole procedure.
259. tenor The WHO of the situation. The participants and their relationships.
260. tense A grammatical category which is used to indicate the time at which an action happens by changing the form of the
finite verb. English has two: past and present, e.g. he walked and he walks.
261. test/task- A lesson paradigm (=shape) which starts with the students' using the target language in some kind of exercise or
teach- task, while the teacher notices what kind of gaps exist in the students' linguistic knowledge. In the second phase,
test/task the teacher fills those gaps by focussing on language, and then finally students carry out another task or do another
exercise using the language again, hopefully more accurately and fluently
262. text A continuous piece of spoken or written language, especially one with a recognizable beginning and ending.
263. tonic The last prominent syllable in the tone unit where the tone change begins.
syllable The syllable in a tone unit / utterance / sentence which carries the main stress / is the start of the main pitch /
intonation movement. E.g. live in /Lon/don.
264. top-down Using either pre-existing knowledge of discourse or topic/culture/social norms to understand (reading/listening)
processing texts. E.g. when reading a text about New York, the reader creates a mental picture/brainstorms/thinks of related
ideas before reading the text e.g. yellow cabs, The Statue of Liberty, crowds of people /any valid example
265. topic A sentence (often the initial sentence) in a text or paragraph which introduces and/or summarises the main idea or
sentence argument of the text/paragraph.
266. topic/theme The 'launch pad' of of the message and is typically - but not always - realized by a noun phrase. E.g. The genes
of a (topic/given information) carry all information needed to make a new plant or animal.
sentence
267. TPR A language-teaching method that was developed by James Asher in the early 1970s. Like the natural approach, it is
a
comprehension approach, based on the belief that learners need only understand input, and should not be
required to speak until they are ready to (-+ silent period). TPR is modelled on the way that young children receive
comprehensible input in their first language. Learners are exposed to input in the form of commands that require a
physical response, such as Stand up, turn around, pick up the orange, hand it to me, etc. Hence, teaching sequences
consist of a series of such commands that learners first see being demonstrated, and then act out themselves.
268. transactional Talk whose purpose is to achieve the exchange of goods or information.
talk
269. transaction A feature that indicates a shift in topic or conversational focus. E.g. Look,...
marker
270. turn-taking A term for the manner in which orderly conversation normally takes place.
271. Universal The theory which claims that every speaker of a language knows a set of principles which apply to
Grammar all languages and also a set of parameters that can vary from one language to another, but only
within set limits
272. utterance A complete unit of talk, bounded by the speaker's silence.
273. vague The language very common in speaking. We often add words and phrases such as about, kind of, sort of, and that
language kind of thing to make what we say less factual and direct: it's kind of cold in here. We generally use this language
when we don't know the name of something, or to make things sound less factual, or to talk about groups and
categories.
274. validity A concept used in language testing to cover the various forms of relevance of the substance of the test to the
person taking the test and/or the people administering the test.
275. variable Requires the students to substitute one element of the pattern with the prompt, making any necessary adjustments,
substitution but the prompts are not restricted to one
drill element of the pattern:
Teacher: They have been watching TV
Student: They have been watching TV
Teacher: She
Student: She has been watching TV
Teacher: radio
Student: She has been listening to the radio.
Teacher: We
Student: We have been listening to the radio.
276. velar Describes a sound made by putting the back part of the tongue on or near the soft palate towards the back
of the mouth. /k/ and /g/ are made in this way as is the final consonant in "sing"
277. verb function The actual use of a verb in context eg asking for permission or apologising.
278. verb phrase In traditional grammar, the auxiliary and main verbs in a sentence that function together as in have been
studying English in "I have been studying English for 10
years."
279. visual aids Any observable resources used to enhance, explain, or supplement the presenter's message.
280. vowel A vocal sound made without the audible stopping of breath. E.g. /u/, /a/, /o/, /i/, /e/.
281. washback/backwash The effect that the format of a test or exam has on the teaching that precedes it. Negative ____/ ___ is
associated primarily with "teaching the exam" i.e. doing practice tests instead of useful learning activities.
282. weak CLT An emphasis on shallow-end communication. You learn language and then you use it. Learn the language
systems first and then put them to communicative use.
283. word The smallest language item that can occur on its own.
284. word family A group of words that share the same root. "Politics", "politician", "(a)political", "politicise/ politicize" all
belong to one "family".
285. world Englishes Varieties of English spoken and written in many different countries around the world.
286. zero conditional If + present simple, present simple. Often used to describe scientific facts.