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Teaching Knowledge Test Glossary _ University of Cambridge

University of Cambrid g e ESOL Examinations Teaching Knowledge Test Glossary TKT GLOSSARY OF ENGLISH LANGUAGE TEACHING (ELT) TERMINOLOGY The words in this glossary are alphabetically arranged. Entries are potentially relevant to all the TKT modules, both core and specialist. Candidates preparing for specific modules should, therefore, ensure that they are familiar with all the terms in the glossary. Candidates for all modules are also expected to be familiar with the PET Vocabulary List. The entries included in the TKT Glossary are not intended to provide an authoritative or exhaustive list of Englishlanguage teaching terminology. This glossary has been compiled and reviewed by a panel of English language teaching experts and represents the teaching knowledge related to language, language use and the background to and practice of language teaching and learning as assessed in TKT. Terms introduced with ► are for use in TKT: KAL exclusively. A separate glossary is a...
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Theories of Second Language Acquisition

THE THEORIES OF SECOND L ANGUAGE ACQUISITION T HE PRINCIPAL purpose of this book is to offer teachers and future teachers information for developing an integrated understanding of the principle of second language acquisition (SLA) that underlie the pedagogical process. That purpose has necessarily involved theoretical consideration. A theory, as I note in the first chapter, is an extended definition.             Is there such an integrated, unified theory of SLA, a standard set of constructs to which large numbers of researchers and teacher predominantly subscribe? The answer is, not exactly. As surely as competing models are typical of all disciplines that attempt to give explanatory power to complex phenomena, so this field has its fair share of claims and hypotheses, each vying for credibility and validity.             In this chapter we will critically examine a n...
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COGNITIVE VARIATIONS IN LANGUANGE LEARNING

COGNITIVE VARIATIONS IN LANGUANGE LEARNING INTRODUCTION The nature of theories of learning is generalized. That is, they are try to explain globally: 1)       How people learn and 2) what common characteristic there are in learning. Such theories of learning do not deal with (1) differences of contexts of learning (2) different across individuals in the way they learn materials, or (3) differences within any individual. Whereas all of us display human aspects of learning, that is every individual (1) approaches a problem, or (2) learns a set of fact or (3) organizes a combination of felling from a unique perspective. This chapter intentionally discusses categories of variation in human learning, consisting of three item: 1.       Variation in types of learning intrinsic in cognitive tasks 2.       Variation in strategies individual uses 3.       Variation in perso...
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