Teaching English as a Foreign Language, Second Edition
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The head of department
Much of what has been described in this chapter is only possible if the head of department is able to be an efficient and inspiring leader who is willing to act not as a dictator but as leader of a team. Ideally, he will be able to hold the trust of his department by his willingness to do the hard and boring work as well as the prestigious decision-making. Too often one hears of heads of department who will never teach the difficult classes (or who even allocate them to student teachers on teaching practice!) and who seem to regard their position as an excuse for taking all the interesting decisions but not doing too much of the routine work. When this The English Department 210 happens, it is unlikely that a department will ever attain the level of interest that has been described in this chapter. But it is only fair to say that every teacher of English has a right to expect the sort of support which has been outlined here, and to fail to provide it is to make everyone’s task far more difficult than necessary. A good department can produce outstanding results from a mediocre teacher, but a bad department, insensitively run, can drive good teachers out of the profession. 211 Appendix 1 212 Appendix 2 213 214 Glossary of Selected Terms In addition to mainstream topics in ELT, we have indicated wide suggestions for reading. The following is a glossary of terms which may be encountered in further reading or in discussion. accent (1) A variety of English pronunciation, usually based on geography, e.g. Australia, Liverpool, Scotland, Yorkshire and/or social class. See RP. Cf. dialect. (2) The pattern of prominence of stress, pitch, quality and length in words and connected speech. acceptability Usually contrasted with grammatically, e.g. ‘The man thrown the ball kicked it’ is grammatical and acceptable whereas the sentence ‘The man kicked the ball kicked it’ is grammatical (has the same form) but is not acceptable. accuracy see fluency. acquisition A term used for language learning which is unconscious, i.e. without deliberate attention to rules. Some writers contrast acquisition with learning, i.e. conscious, deliberate learning. See monitor. active vocabulary Words, phrases, etc., which a learner can use in speech and writing. Cf. passive vocabulary. AILA Association International de Linguistique Appliquée. allophone see phoneme. analytic syllabus A syllabus which provides the student with authentic texts from which he makes his own analysis. Structural considerations are secondary to the use to which he puts the language. See synthetic syllabus. anomalous finite A verb which forms the interrogative and negative without the auxiliary do, e.g. can, might, have, be. Cf. modal verb. anomie A feeling of disorientation often experienced by immigrants through being unable to identify either with the users of the home language or with the host community. Glossary 215 applied linguistics Studies of the relationship between theoretical disciplines of language and related disciplines, on the one hand, and their practical problems, on the other. The main application is considered to be language teaching, but the term is also applied to machine translation, lexicology, etc. Download 0.82 Mb. Do'stlaringiz bilan baham: |
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