DELTA Module Three flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Affective filter

Krashen's construct describing how anxiety, low self-confidence or boredom block learners from processing available input; lowering it supports acquisition in both young learner and adult classes.

Stir and settle

A young learner lesson-design principle alternating active, movement-based activities with calm, focused ones to manage attention cycles and prevent fatigue or over-excitement.

Scaffolding and fading

Temporary support such as modelling, prompts or visuals that lets a learner complete a task within the Zone of Proximal Development, withdrawn progressively as competence grows.

Total Physical Response

Asher's method in which learners respond physically to teacher commands, building comprehension before production; suited to young beginners and low-pressure language intake.

Concrete operational stage

Piaget's stage roughly ages 7 to 11, when children reason logically about tangible objects and can classify and order real materials but not yet handle abstract propositions.

Formative observation checklist

An assessment instrument for young learners recording observable behaviours such as participation, task completion and target-language use during normal classroom activity rather than in a test.

Andragogy

Knowles' theory of adult learning: adults are self-directed, experience-rich, problem-centred and relevance-driven, so course design should negotiate goals rather than impose content.

Instrumental motivation

Motivation driven by practical payoff such as a qualification, job requirement or travel need, as opposed to integrative motivation based on identification with a language community.

Kolb experiential cycle

A four-stage learning sequence: concrete experience, reflective observation, abstract conceptualisation and active experimentation, used to justify the ordering of lesson stages.

Face threat in correction

The risk that public error correction damages an adult learner's self-image and raises monitoring; corrective focus should target lesson aims and avoid exposure.

Learner needs negotiation

Discussing and agreeing course goals, tasks and assessment with adult learners, increasing commitment and aligning content with their real-world purposes.

Working memory load

The limited capacity for holding and manipulating information; lesson design must avoid introducing new language and a new task procedure simultaneously.

Target situation analysis

Needs analysis identifying the tasks, genres and communication demands a learner will face in the destination context, forming the basis of an ESP syllabus.

Present situation analysis

Needs analysis describing the learner's current proficiency, gaps and learning preferences, used alongside target needs to decide what must actually be taught.

Move analysis

Swales' approach identifying conventional rhetorical moves within a genre, such as an abstract, allowing ESP syllabi to be sequenced by communicative function.

EAP and EOP

English for Academic Purposes serves study contexts such as lectures and essays; English for Occupational Purposes serves workplace performance such as meetings and reports.

CLIL versus ESP

In CLIL the subject content drives the lesson and language is incidental; in ESP the language and communication task is the primary planned objective.

Authentic ESP materials

Genuine workplace or academic texts and recordings, such as reports or lectures, used as input; simplification may occur but key genre features must be preserved.

Register analysis

Describing the frequent linguistic forms of a specialist text type; useful for syllabus content but insufficient alone because it ignores the tasks learners must perform.

TPACK model

A framework stating that effective technology integration requires the intersection of technological, pedagogical and content knowledge, not tool familiarity alone.

SAMR model

Puentedura's four levels of technology use: Substitution, Augmentation, Modification and Redefinition, where only the last two transform the learning task.

Blended learning rotation

A model where learners cycle through stations including online learning and face-to-face instruction on a fixed schedule within a course.

Synchronous versus asynchronous

Real-time delivery versus time-flexible delivery; input and practice suit asynchronous modes while negotiation and live feedback favour synchronous interaction.

Digital affordance

A capability a technology offers for learning, such as multimodality, immediate feedback or recordability, used to justify tool selection in a lesson plan.

Online assessment integrity

Measures protecting the validity of remote assessment, including item randomisation, time limits, authorship checks and tasks requiring process evidence such as drafts.

Digital literacy objective

Explicit teaching of platform navigation, netiquette and source evaluation, treated as a learning outcome rather than assumed prior knowledge.

Translanguaging

Garcia and Wei's concept that multilingual learners draw strategically on their whole linguistic repertoire, making L1 use a planned resource rather than a failure.

L1 as classroom resource

Principled use of the shared language for clarifying instructions, building rapport, explaining form or peer scaffolding, with its function stated in the plan.

English as a Lingua Franca

A perspective treating English mainly as a contact language among non-native speakers, prioritising intelligibility and accommodation over native-speaker accent norms.

Kachru's concentric circles

A model of World Englishes distinguishing Inner, Outer and Expanding Circle varieties, challenging the presentation of only Inner Circle norms as correct.

Language transfer

Influence of a learner's other languages on English, which may facilitate or impede depending on typological distance; contrastive awareness tasks target divergent structures.

Multilingual assessment fairness

The principle that test tasks should measure the intended language construct without requiring cultural knowledge unrelated to it, avoiding bias against multilingual learners.