Cambridge TKT key terms

The study of how people learn a language other than their first, in classrooms and outside them, including the factors such as exposure, interaction, motivation and age that affect progress.

The changing, rule-governed system of language a learner builds between their first language and the target language, which develops as the learner takes in and tries out new language.

The influence of a learner's first language on the target language they produce or understand. It can support learning or cause errors when the two languages differ.

A stage at which an incorrect or non-target feature of a learner's language stops developing and stays in their speech or writing despite further teaching and exposure.

The temporary support a teacher or peer gives so a learner can complete a task they could not manage alone, which is gradually removed as the learner becomes more able.

A learner's ability and willingness to take charge of their own learning, for example by setting goals, choosing strategies and judging their own progress with less teacher control.

The knowledge and skill needed to use language appropriately and accurately in real situations, including grammar and vocabulary but also social rules and ways of coping when language fails.

An idea describing how anxiety, low motivation or low confidence can block learners from taking in the language around them; a supportive, relaxed classroom is said to lower this barrier.

A normal stage in early language development when a learner understands and takes in language but says little or nothing; pressure to speak too soon may not help.

The moment a learner consciously pays attention to a language feature in input and works out how it is used, which is thought to help the feature enter their own language.

Language a learner produces that is not yet correct because they do not know the rule, which shows development; it is different from a slip, which the learner can correct themselves.

A short statement of what learners should be able to do by the end of a lesson, described in terms of learner achievement rather than what the teacher will do.

The difficulties a teacher expects learners may have with the language, the tasks or the materials, listed in the plan together with the solutions the teacher intends to use.

Texts, recordings and objects made for real communication rather than for teaching, such as menus, news articles, timetables or podcasts, which give learners realistic language models.

Changing, cutting or adding to published materials so that they suit the learners' level, needs and interests, the time available and the aims of the lesson.

The background knowledge and past experience a learner brings to a topic or text; helping learners recall it before reading or listening supports understanding.

A lesson shape in which the teacher presents a language item, learners practise it in controlled exercises, and then they try to use it more freely in their own sentences.

A lesson shape in which learners first do a meaningful task, then study language that came up, and then repeat or extend the task with the new language.

A way of teaching language rules where learners look at examples and work out the pattern themselves, with the teacher's questions and prompts guiding them instead of giving the rule.

Questions a teacher asks to check that learners have understood the meaning of new language, for example 'Is this in the past or now?', answered with short replies.

The share of a lesson taken up by the teacher speaking; keeping it low and giving learners more speaking time increases their practice and involvement.

Getting language, ideas or answers from learners by using questions, prompts, pictures or gestures instead of supplying the answer yourself.

Questions asked straight after instructions to check learners know what to do, for example 'Are you writing or speaking? How many sentences?'

Adjusting the teacher's own speech, including speed, vocabulary, sentence length, repetition and gesture, so that it is understandable at the learners' current level.

Moving round the classroom to watch and listen to learners at work, usually without interrupting, so the teacher can note difficulties and give useful feedback later.

The ways learners and teachers communicate during a lesson, such as whole class, individual work, pair work or group work, each chosen to suit the purpose of the stage.

The relationship between teacher and learners built on trust, respect and interest, which helps learners feel safe, relaxed and willing to take part.

Information given to a learner about language that is not correct, ranging from a gentle repeat of the right form to explicit correction, so the learner can notice and improve.

Teaching a school subject such as science, history or art through the target language, planning for both the subject content and the language learners need for it.

Terms for everyday conversational language (BICS) and the more academic, cognitively demanding language of school subjects (CALP); learners usually need several years longer to develop CALP.

The three language roles in CLIL lessons: the language needed to understand the content, the language used to work and think, and language that emerges as learners study the topic.

The vocabulary, structures and functions a learner must have in order to understand and talk about a particular subject topic; without it the content cannot be accessed.

Deliberately allowing and using learners' first language alongside the target language in a lesson, for example to explain a difficult idea or to discuss content.

A teaching technique in which learners show understanding by carrying out spoken instructions with actions, for example 'open the door', so no speaking is required at first.

How long a learner can keep concentrating on one activity; with young learners it is short, so activities need to be brief, varied and well paced.

Regular, repeated ways of doing things in class, such as the opening activity or how materials are handed out, which give young learners security and save instruction time.

The small hand and finger movements needed for writing, drawing and cutting; young learners are still developing these, so tasks should match their physical stage.

An approach for young learners in which games, pretend play and hands-on activities carry the language learning, so children practise language while doing something enjoyable.