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CALLComputer-Assisted Language Learning. Includes use of computer-based language programs such as ESL-specific software, educational podcasts, web pages, and CD-ROMs for educational purposes. | |
ChantsShort repetitive songs or rhythms that can be implemented to introduce or reinforce lesson material for second language students. Educators can use chants in small or whole group activities to help EFL learners become comfortable with the process of language acquisition. | |
Class ContractDocumentation used to negotiate
with your students on the rules for the classroom and the consequences for
violating them. | |
ClauseA group of words that always contains a subject
and a verb in combination. | |
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. | |
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. | |
ConjugationThe inflection and various spellings of verbs.
Conjugation may be affected by person, number, gender, tense, aspect, mood, or
voice. | |
Content-Based Instruction (CBI)A teaching method that focuses on content or
contexts in which students would use English instead of solely focusing on
grammar. A topic or theme is chosen and all language aspects are taught through
that topic or theme. | |
Cooperative LearningWhen students work in small groups toward social
and academic learning goals. Small mixed groups allow ESL students to feel at
ease while learning English. Peers in the group support the new language
learners as they discuss the lesson material in English. The group atmosphere
provides a non-threatening environment for students and self-confidence is
strengthened. | |
Corrective FeedbackFeedback highlighting
(and possibly correcting) student errors in speech, such as mispronunciations
or grammatical errors. | |
Course GoalsLarger course aims for an extended period of
time as opposed to learning objectives, which usually state what a student will
be able to do at the end of a lesson. Course goals are often stated in terms of
broad course content and tasks, or what a student will do over the length of a course. | |
Cultural DimensionsCategories reflecting attitudes in different
cultures that can be viewed on scales such as equality vs. hierarchy, direct vs.
indirect, individual vs. group, and task vs. relationship. | |
Culture ShockA series of stages (honeymoon, culture-shock,
adjustment, reverse culture shock) experienced by a person who is immersed in a
foreign culture. The length of each stage varies from person to person and
depends on previous travel experience, openness to new cultures, and
willingness to adjust. | |