Teaching English as a Foreign Language, Second Edition
participants make adjustments along such dimensions as
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participants make adjustments along such dimensions as presuppositions about shared knowledge, the purpose of the communication and the relative status or authority of the participants. Thus if A says ‘John is going to London’ and B responds ‘John who?’ and A replies ‘John Henry’, then they have negotiated agreement on the reference of ‘John’. notion A category of classification of meaning. E.g. time, quantity, space. Usually contrasted with function (q.v.). See also the work of Wilkins and the Council of Europe, especially van Ek. objective question A question for which there is only one clear-cut answer, or an extremely limited range of specifiable alternatives. Often used for multiple choice questions, but there are other types. An objective test is one consisting entirely of objective questions. The question is ‘objective’ only in the marking. The choice of what is to be answered is normally made subjectively by the setter of the question or test. Glossary 225 official language The language which is adopted by a country or institution through administrative or judicial decision: usually the language of parliamentary debate, lawcourts, education, broadcasting, etc. See national language. OHP overhead projector. operator see function words. oral/aural Term used for methods of teaching which concentrated on developing the skills of speaking and listening in the first instance (c. 1950–70). Cf. audio-lingual and direct method. oral composition A story, or other extended piece of speech, composed in class, usually by co-operative class effort. pair work A procedure for intensive class work in which students co- operate simultaneously in pairs (also called dyads) for discussion or practice. paradigm, paradigmatic (1) In traditional grammar, the list of forms a word can take, e.g. boy, boys, boy’s, in written English. (2) In postSaussurean linguistics the possible choices in a particular slot; e.g. each slot in ‘She can swim’ can be filled respectively by I, you, he, it, we, etc., may, will, might, etc., hop, jump, run, write, etc. Cf. syntagmatic. para-language Systematic communication associated with language, but not realised in grammar or lexical choice. May include ‘ums’ and ‘ers’, significant pauses, ‘uhuh’ and—some would say—intonation. Some people extend this definition further to include other signalling systems. See semiotics; body language. parole see langue. passive vocabulary The vocabulary which a student is able to understand as distinct from what he or she is able to use. ‘Receptive’ is often preferred, as the operation of understanding is not a passive activity. pattern Any regular organisation which can be perceived: used in grammar. E.g. sentence patterns; phonology and semantics. Cf. structure. pattern practice A teaching procedure associated with audio-lingualism which enables students to practise sentence patterns in order to acquire the grammatical ‘shape’ without any reference to meaning or use. pedagogical grammar A grammar of a language modified so that it is suitable for effective teaching; this may be based on an adaptation of a descriptive grammar, or on an analysis of the natural order in which a learner or learners acquire items in a foreign language. pedagogics A term more frequently used outside Britain than inside, for the systematic analysis and study of teaching procedures. peer group The group of people which occupies the same position in the |
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