a5 b2 c1 d3 e4)

Exploratory task 2.3

A

Glossary

Motivation is the reason for performing an activity that functions as an intrinsic stimulation

Aptitude is capability of fulfilling a novel task with a high rate and evident easiness of performance

Task is an activity with an objective to fulfil and a challenge to overcome

Knowledge is the state of mastering the material as a result of studies or experience

Skill is a proficiency in mastering a goal-driven activity

Communicative skills are speaking, writing, reading and listening

Habit is a stereotypical and automatic pattern if behaviour

Syllabus is a statement of what is to be learned in a particular course with a time schedule, materials specification and clarification of the teaching approach

Curriculum is a general statement on the course of studies

Method is a model of pedagogical intervention to create the learning opportunities through a certain approach, design and procedures

Cognitive style is a general preference of a certain way to access, process and use information

Learning strategy is the preference shown towards certain techniques of learning

Taxonomy of learning is the classification of the features that are typical to the learning process

Rote learning is done by multiple repetition sometimes without full comprehension of the knowledge

Behaviourism is the theory of teaching and learning through continuous reinforcement of “stimulus – response” (S-R) chain

Mentalism is a theory of learning though formation of rules about performing the activity

Cognitivism is a theory of teaching and learning through problem-solving activities

Environmentalism is a theory of teaching and learning that recognises the primacy of the teaching environment and the teacher

Nativism is the theory of teaching and learning that recognises the primacy of innate cognitive processes in learners

Learning disability is a cognitive disorder that hinders the process of cognition

Attention deficit disorder is inability to concentrate for a long time

Dyslexia means difficulties in comprehending of words

Communication disorders are difficulties in establishing and keeping social contacts

Memory and processing disorders are weakened mnemonic and thinking abilities

Behaviour disorders show themselves as anxiety, bashfulness, bitterness and potential aggressive behaviour that disrupts learning

Kinaesthetic style is the preference of practical activity for the sake of learning

Visual style is reliance on the graphical information and images in the process of learning

Auditory style is preference of auditory information and images in the process of learning

Field-dependent style is the preference to perceive the whole information for repetitive use

Field-independent style is the preference to analyse the information in the process of critical approach and application

Field-insensitive style is overlooking details and searching for the gist

Field-sensitive style is attentive to details

References and further reading

Bialystok, E. 1981. The role of linguistic knowledge in second language use. Studies in Second Language Acquisition. Vol.4.

Bloom, B. 1976. Human Characteristics and School Learning. N.Y.

Brown H. Teaching by Principles. NJ 1994

Byrne, D. 1996. Teaching Oral English. Longman

Ellis, R. 1996. The Study of Second Language Acquisition. OUP

Farrell, P. 1997. Teaching Pupils With Learning Difficulties. Cassell

Gardner, R. and W.Lambert. 1972. Attitudes and Motivation in Second-Language Learning. Newbury House. Massachusetts

Garman, M. 1994. Psycholinguistics. CUP

Hammerly H. 1982. Synthesis In Second Language Teaching. Second Language Publications

Hutchinson, T. and A. Waters. 1993. English for Specific Purposes. CUP

Jordan, R. 1997. English for Academic Purposes. CUP

Kavale,L. and S.Forness. 1995. The Nature of Learning Disabilities. NJ

Krashen, S. 1982. Principles and Practice in Second Language Acquisition. Pergamon: Oxford

Larsen-Freeman, D. and M. Long. 1994. An Introduction to Second Language Acquisition Research. Longman: London an New York

Leaver, B. 1993. Teaching the Whole Class. The AGSI Press

Lightbown, M. and N. Spada. 1997. How Languages are Learned. OUP

Madeline, E. 1996. Understanding Second Language Learning Difficulties. Sage Publications

McLaughlin, B. 1987. Theories of Second Language Learning. London

Oxford, R. 1990. Foreign Language Learning Strategies: What Every Foreign Language Teacher Should Know. N.Y: Newbury House

Oxford, R. 1994. Language Learning Strategies. Washington

Oxford., R. 1996. Language learning strategies around the world. University of Hawaii

Reid, D. W. Hresko and H.Swanson. 1991. A Cognitive Approach to Learning Disabilities. Texas

Reid, J. 1987. The learning style preferences of ESL students. TESOL Quarterly. Vol. 21

Richards, J. and Th. Rodgers. 1995. Approaches and Methods in Language Teaching. CUP

Roth, I. Ed. 1994. Introduction to Psychology. Volume 1. The Open University

Skehan, P. 1998. A Cognitive Approach to Language Learning. OPU

Ur. P. 1996. A Course in Language Teaching. CUP

West, R. 1996. Assessment in Language Learning. Unit 0. University of Manchester

Williams, M. and R. Burden. 1997. Psychology for Language Teachers. CUP

Willis, J. 1996. A Framework for Task-Based Learning. Longman