Cambridge TKT flashcards
Cambridge TKT · Build recall with a focused review session.
32 cards. Read the term and the definition here. The deck at the top of this page is optional.
- Interlanguage
- The developing rule system a learner constructs between the first language and the target language; it changes over time and may contain systematic errors.
- Affective filter
- In Krashen's model, an emotional barrier such as anxiety, low motivation or low self-confidence that can prevent comprehensible input from being acquired.
- Formative assessment
- Assessment used during learning to provide feedback and adjust teaching; it is low-stakes and supports improvement rather than final grading.
- Minimal pair
- Two words that differ by one phoneme, such as ship and sheep; used to practise perception and production of contrasting sounds.
- Collocation
- The habitual co-occurrence of words, such as make a decision or heavy rain; collocations are learned as lexical chunks.
- Integrative motivation
- Motivation based on a desire to identify with or integrate into the target-language community and culture.
- CEFR
- The Common European Framework of Reference, which describes language proficiency in six levels from A1 to C2.
- Main aim
- The central intended learning outcome of a lesson, stating what learners should be able to do by the end.
- PPP
- Presentation, Practice, Production: a lesson sequence that introduces language, practises it controlled, then uses it freely.
- Task-based learning
- A lesson approach in which learners complete meaningful tasks, with language focus following the task cycle.
- Authentic materials
- Texts or recordings produced for real-world communication rather than for language teaching purposes. They expose learners to natural language.
- CCQ
- Concept checking question: a question used to confirm learners understand the meaning or form of target language.
- Syllabus
- A specification of what will be taught in a course and in what order, such as grammar, functions, topics or tasks.
- Teacher talk time
- The proportion of lesson time the teacher speaks; it is balanced against student talk time according to the lesson aim.
- Elicitation
- A technique that draws target language from learners through prompts, questions, visuals or gestures rather than providing it directly.
- Delayed correction
- Correction given after a fluency activity, often focusing on errors noted during the task; it avoids interrupting communication.
- Jigsaw activity
- A cooperative task in which each learner has part of the information and must share it to complete the whole.
- Scaffolding
- Temporary support such as models, prompts or frames that helps learners complete a task and is gradually removed.
- Differentiation
- Adapting content, process, support or outcome to meet varied learner needs, levels or learning preferences.
- CLIL
- Content and Language Integrated Learning: teaching subject content through an additional language with planned dual content and language aims.
- 4Cs framework
- A CLIL planning framework covering Content, Communication, Cognition and Culture. It ensures lessons address subject knowledge, language, thinking and intercultural understanding.
- BICS
- Basic Interpersonal Communicative Skills: everyday conversational language, typically acquired more quickly than academic language. It is distinct from CALP.
- CALP
- Cognitive Academic Language Proficiency: the language needed for academic study, including abstract vocabulary and complex sentence structures.
- Language triptych
- A CLIL model distinguishing language of learning, language for learning and language through learning. It separates subject vocabulary, classroom language and emergent language.
- Cognitive discourse function
- A language function used to express subject thinking, such as defining, explaining, comparing or evaluating content.
- Total Physical Response
- A language teaching method in which learners respond physically to spoken instructions, often used with young learners.
- Zone of proximal development
- Vygotsky's term for the gap between what a child can do alone and what they can do with support.
- Phonics
- The teaching of letter-sound relationships so learners can decode and blend sounds to read words.
- Pre A1 Starters
- The first Cambridge English Qualifications for young learners, assessing beginner listening, reading, writing and speaking through child-friendly tasks.
- Routine
- A predictable classroom procedure repeated each lesson, such as a greeting or tidy-up signal, which supports young learners' security.
- Multisensory learning
- Learning that uses several senses, such as sight, hearing and movement, to present and practise language.
- Self-assessment
- Learners judging their own work or progress, often using checklists or simple criteria; it supports reflection and autonomy.