Teaching English as a Foreign Language, Second Edition

parts and which has some grammatical limitation. E.g. ‘to smell a rat’,
‘to spill the beans’.
illocution/illocutionary force What language does rather than what it says.
For example, ‘Would you close the door please?’ is an order though it
has the form of a question. The term is derived from J.L. Austin, How
to Do Things with Words, Oxford University Press, 1962.
individualisation An approach to teaching in which the specific needs of
each learner are catered for so that he proceeds at his own rate, in his
own way, with his own materials—used in contrast with lockstep’
teaching. See lock-step.
information gap The situation in which different parts of a piece of
information are known to different people who, therefore, need to
communicate with each other to gain complete information and
therefore fill the gap.
instrumental motivation Motivation to learn a foreign language such that
the learner can carry out some clearly defined task through the medium
of the target language. For example, the French waiter who wishes to
learn enough English to be able to serve English-speaking tourists will
have instrumental motivation. See integrative motivation.
integrative motivation When a learner wishes to identify with the target
language community his motivation is integrative. When learners are
instructed to learn language as an instrument for practical purposes,
then motivation is said to be instrumental.
intensive reading Close reading of relatively short texts to derive
maximum value from them.
interaction analysis Ways of describing the patterns of teacher-pupil
behaviour in classrooms. A well-known scheme of this kind is that of
R.F.Flanders, Analysing Teaching Behaviours, Addison-Wesley, 1970.
interference The effects that the knowledge of one language has on the
attempt to produce or understand another. For example, French
speakers frequently have problems producing the English /
θ/ as in
theatre, because that sound does not occur in French and the th spelling
is pronounced /t/; so the French pattern interferes with the English. Cf.
contrastive analysis.
interlanguage Any one of the changing systems which a language learner
develops as he moves from ignorance to competence in another
language. Often such systems manifest features of both the learner’s
first language(s) and the target language—also referred to as
approximative systems (q.v.).
intonation The patterns by which the pitch of the voice rises and falls in
speech.
intrinsic motivation Motivation to learn derived from the inherent interest
of the subject, or of the materials and procedures used in teaching. Cf.
extrinsic motivation.

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Glossary
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IPA International Phonetic Alphabet (or Association). Full details are set
out in The Principles of the International Phonetic Association, 1949.
Obtainable from International Phonetic Association, Department of
Phonetics, University College, London WC1.
IRAL International Review of Applied Linguistics in Language Teaching.
Published quarterly by Julius Groos Verlag, Heidelberg.
kinesics The study of body movements and postures as related to social
behaviour usually associated with cultural factors.
L
1
Normally the mother tongue.
L
2
Usually any language learned rather than the mother tongue.
LAD Language Acquisition Device. An innate psychological capacity for
language acquisition. A term associated with the work of Noam
Chomsky. See transformational/generative grammar.