| A | B |
|---|
| approach | a unified but broadly based theoretical position about the nature of language and of language learning and teaching that forms the basis fo methodology in the language classroom |
| artifacts | in nonverbal communication, factors external to a person, such as clothing and ornamentation, and their effect on communication |
| attention getting | securing the attention fo one's audience in a conversation |
| avoidance | (of a topic) in a conversation, steering others away from an unwanted topic |
| basic interpersonal communicative skills | the communicative capacity that all humans acquire in order to be able to function in daily interpresonal exchanges |
| clarification request | an elicitation of a reformulation from a student (different unit maybe?) |
| cognitive academic language proficiency | the dimension of proficiency in which a learner manipulates or reflects on the surface features of language in academic contexts, such as test-taking, writing, analyzing, and reading academic texts |
| communicative competence | the cluster of abilities that enable humans to convey and interpret messages and to negotiate meanings interpresonally within specific contexts |
| communicative language teaching | an approach to language teaching methodology that emphasizes authenticity, interaction, student-centered learning, task-based activities, and communication for real-world, meaningful purposes |
| context-embedded language | language forms and functions that are embedded in a set of schemata within which the learner can operate, as in meaningful conversations, real-life tasks, and extensive reading (see BICS) |
| context-reduced language | language forms and functions that lck a set of embedded schemata within which the learner can operate, as in traditional test items, isolated reading excerpts, and repetition drills (see CALP) |
| contrastive rhetoric | naturally occurring discourses, usually written, across different languages and cultures |
| corpus linguistics | an approach to linguistic research that relies on computer analyses of a collection of texts-written, transcribed speech, or both-stored in electronic form and analyzed with the help of computer programs |
| discourse analysis | the examination of the relationship between forms and functions of language beyond the sentence level |
| discourse competence | the ability to connect sentences in stretches of discourse and to form a meaningful whole out of a series of utterances |
| eye contact | nonverbal feature involving what one looks at how one looks at another person in face-to-face communication |
| forms (language forms) | the "bits and pieces" of language, such as morphemes, words, grammar rules, discourse rules, and other organizational elements of language |
| functions (language functions) | the meaningful, interactive purposes within a social (pragmatic) context, that we accomplish with the "bits and pieces" of language |
| grammatical competence | an aspect of communicative competence that encompasses knowledge of lexical items and of rules of morphology, syntax, sentence-level grammar, semantics, and phonology |
| Grice's maxims | criteria for analyzing why speakers are sometimes ineffective in conversations |
| illocutionary competence | the ability to send and receive intended meanings |
| illocutionary force | the intended meaning of the utterance or text within its context |
| interruptions | breaking in and "taking the floor" |
| kinesics | body language, gesture, eye contact, and other physical features of nonverbal communication |
| kinesthetics | in nonverbal communication, conventions for how to touch others and where to touch them |
| notional-functional syllabuses | a language course that attends primarily to functions as organizing elements of a foreign language curriculum |
| olfactory | pertaining to one's sense of smell |
| organizational competence | the ability to use rules and systems that dictate what we can do with the forms of language |
| pedagogical tasks | activities or techniques that occur in the classroom |
| perlocutionary force | the effect and importance of the consequences of communicative speech acts |
| pragmalinguistic | the intersection of pragmatics and linguistic forms |
| pragmatic competence | the ability to produce and comprehend functional and sociolinguistic aspects of language |
| proxemics | in nonverbal communication, conventions for acceptable physical distance between persons |
| register | a set of language variants commonly identified by certain phonological features, vocabulary, idioms, and/or other expressions that are associated with an occupational or socioeconomic group |
| repair | correction by the learner of an ill-formed utterance, either self-initiated or in response to feedback |
| shifting | (of a topic) changing the subject in a conversation |
| sociolinguistic competence | the ability to use or apply sociocultural rules of discourse in a language |
| sociopragmatics | the interface between pragmatics and social organization |
| speech acts | communicative bedaviors used systematically to accomplish particular purposes |
| strategic competence | (according to Canale & Swain) the ability to use strategies to compensate for imperfect knowledge of rules or performance limitations |
| structural syllabus | a language course that attends primarily to forms (grammar, phonology, lexicon) as organizing elements of a foreign language curriculum |
| target tasks | use of language in the world beyond the classroom |
| task-based instruction | an approach to language teching that focuses on tasks |
| task | a classroom activity in which meaning is primary |
| topic development | maintaining a topic in a conversation |
| topic nomination | proposing a topic for discussion in a conversation |
| turn-taking | in a conversation, conventions in which participants allow aappropriate opportunities for others to talk or "take the floor" |
