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blended learning
learning through a combination of computer-mediated communication (cmc) and face-to-face instruction.
caretaker talk
the modified or simplified language sometimes used by l1 speakers to address language learners.
classroom interaction
the general term for social encounters within the l2 classroom, particularly those related to language.
cognitive learning theories
perspectives that examine the ways in which the mind receives, stores, processes and makes connections with information.
communicative competence
the ability to use language effectively and appropriately across a variety of contexts and social settings.
communicative language teaching
an approach to language teaching that emphasizes the importance of meaning in interaction and the ability to communicate successfully.
community language learning
a ‘humanistic’ language teaching method in which teachers act as ‘consultants’, learners take responsibility for lesson content, and interpersonal relationships are emphasized.
community of practice
a group of people engaged in the same task (e.g., language learning) with a shared set of understandings and behaviours.
comprehensible input
language that learners can understand.
computer assisted language learning
language learning that utilizes computers, including online and offline technologies.
connectionism
a cognitive approach to l2 learning in which learners are said to subconsciously identify patterns within input, connecting elements and finding regularities.
content and language integrated learning
using a language other than the learners’ l1 as a medium of instruction for other subjects such as maths or geography.
critical period hypothesis
the suggestion that the biological mechanisms that enable children to acquire language operate most successfully before puberty.
critical pedagogy
an approach that assumes that power and politics are central elements of education and society, and that existing power structures should be critiqued and challenged.
curriculum
in british usage, the planning, implementation and evaluation of an educational programme, including, for example, its overall aims, content, instructional process, materials and assessment.