4. Target language and mother tongue
• TARGET LANGUAGE: the language to be learned.
• MOTHER TONGUE: One’s first language. It is used for the
language that a person learnt at home (usually from his parents)
5. Aproach
• A set of assumptions about language teaching which involve the
nature of language, learning teaching.
6. Language acquisition vs. language
learning
• There is an important distinction made by linguists between language
acquisition and language learning. Children acquire language through a
subconscious process during which they are unaware of grammatical rules.
This is similar to the way they acquire their first language. They get a feel for
what is and what isn’t correct. In order to acquire language, the learner
needs a source of natural communication. The emphasis is on the
text of the communication and not on the form. Young students who are in
the process of acquiring English get plenty of “on the job” practice. They
readily acquire the language to communicate with classmates.
• Language learning, on the other hand, is not communicative. It is the result
of direct instruction in the rules of language. And it certainly is not an age-
appropriate activity for your young learners. In language learning, students
have conscious knowledge of the new language and can talk about that
knowledge. They can fill in the blanks on a grammar page. Research has
shown, however, that knowing grammar rules does not necessarily result in
good speaking or writing.r A student who has memorized the rules of the
language may be able to succeed on a standardized test of English
language but may not be able to speak or write correctly.
7. Silent period
• Silent period is an interval of time during which they are unable or
unwilling to communicate orally in the new language. The silent
period may last for a few days or a year depending on a variety of
factors. It occurs before ELLs are ready to produce oral language
and is generally referred to as the “Pre-production” stage of
language learning. ELLs should not be forced to speak before they
are ready and we don’t want to embarrass students by putting them
on the spot.
8. Critical period hypothesis
• The critical period hypothesis is the subject of a long-standing
debate in linguistics and language acquisition over the extent to
which the ability to acquire language is biologically linked to age.
The hypothesis claims that there is an ideal time window to acquire
language in a linguistically rich environment, after which further
language acquisition becomes much more difficult and effortful.
9. LAD
• The Language Acquisition Device, or LAD, is part of
Chomsky's acquisition hypothesis. The LAD is a system
of principles that children are born with that helps them
learn language, and accounts for the order in which
children learn structures, and the mistakes they make as
they learn. Second language learning theory proposes
that acquisition is possible in second and subsequent
languages, and that learning programmes have to create
the conditions for it.
10. EFL /ESL
• English as a foreign language (EFL) involves teaching adults and
children whose first or main language is not English.
• English as a second language (TESL) or teaching English as an
additional language (TEAL) may also be terms that are used but
they generally all refer to the same thing - teaching English to
someone whose native language is not English.
11. Target Lenguage
• The language into which a text written in another language is to be tr
anslatad.
12. Phonics
• Phonics is a fun and child centred approach to teaching literacy
through synthetic phonics. With actions for each of the 42 letter
sounds, the multi-sensory method is very motivating for children and
teachers, who can see their students achieve.
13. Multiple Intelligencies theory
• The theory of multiple intelligences is
a theory of intelligence that
differentiates it into specific (primarily
sensory) "modalities", rather than
seeing intelligence as dominated by
a single general ability.
14. Digital literacy vs literacy
• Digital literacy is the ability to find, evaluate, utilize, share, and create
content using information technologies and the Internet.
• Literacy is traditionally understood as the ability to read and write.
The term's meaning has been expanded to include the ability to use
language, numbers, images and other means to understand and use
the dominant symbol systems of a culture
