acquire 習(xí)得
active L vocabulary 積極外語(yǔ)詞匯
bilingual 雙語(yǔ)的
classification 分類(lèi)
communicative ability 交際能力
communicative function 交際功能
a communication-oriented activity 以交際為中心的活動(dòng)
comparison and contrast 比較和對(duì)照
cross lingual technique 跨語(yǔ)言（教學(xué)）法
equivalent expression 相對(duì)應(yīng)的表達(dá)
FLT(foreign language teaching) 外語(yǔ)教學(xué)
free interpretation 自由口譯
functional equivalent 功能對(duì)應(yīng)的表達(dá)
grammar formula 語(yǔ)法公式
initial 首字母縮寫(xiě)詞
L proficiency 外語(yǔ)水平
language proficiency 語(yǔ)言水平
plural noun 復(fù)數(shù)名詞
privacy 隱私
reference system 參照系統(tǒng)
similarities and differences 異同點(diǎn)
style 風(fēng)格
taboo 禁忌
target culture 目標(biāo)語(yǔ)文化
teaching/learning technique 教/學(xué)方法
third person singular 單數(shù)第三人稱(chēng)
word list 單詞表
Conversion drill 轉(zhuǎn)換練習(xí)
Decode 解碼
Demonstration：示范
Encode 編碼
Information gap 信息溝
Inhibition 約束，抑制
Interaction 交互作用，互動(dòng)
Mechanical drills 機(jī)械操練
Motivation 動(dòng)力
Nonverbal 非言語(yǔ)的
Pantomime 啞劇，用手勢(shì)表達(dá)
Participation 參與
Receptive 接受性的
Scenario 劇本
Stimulate 激發(fā)
Stimulus 刺激，促進(jìn)因素
Substitution drills 替換練習(xí)
Target language 目標(biāo)語(yǔ)，指要學(xué)習(xí)的語(yǔ)言
Unpredictability 不可預(yù)見(jiàn)性
Cluster Sampling 整群抽樣
Cohort Design 類(lèi)似群體設(shè)計(jì)
Control Variable 控制變量
Criterion Group Design 標(biāo)準(zhǔn)組設(shè)計(jì)
Dependent Variable 依變量
Expectancy Effect 期望效應(yīng)
Experimental Mortality 實(shí)驗(yàn)死亡率
External Change 外部變化
External Validity 外部效度
History 歷史
Independent Variable 自變量
Instability 不穩(wěn)定性
Instrumentation 手段
Interaction of Several Factors 因素的交互組合
Internal Change 內(nèi)部變化
Internal Validity 內(nèi)部效度
Interrupted Time Series Design 間斷時(shí)間次序設(shè)計(jì)
Maturation 成熟
Moderator Variable 調(diào)節(jié)變量
Non-Designs 前實(shí)驗(yàn)設(shè)計(jì)
Nonequivalent Dependent Variables Design 非等值依變量設(shè)計(jì)
Observational Techniques 觀察技巧
one-group posttest-only design 一組實(shí)驗(yàn)后測(cè)試設(shè)計(jì)
one-group pretest-posttest design 一組實(shí)驗(yàn)前后測(cè)試設(shè)計(jì)
Operational Definition 操作定義
Outcome Variable 結(jié)果變量
posttest-only control group design 只有實(shí)驗(yàn)后測(cè)試的控制組設(shè)計(jì)
Prestest-posttest control group design 實(shí)驗(yàn)前后測(cè)試的控制組設(shè)計(jì)
Pretesting 前測(cè)試
Quasi-Experimental Designs 準(zhǔn)實(shí)驗(yàn)設(shè)計(jì)
Questionnaire 問(wèn)卷調(diào)查
Quota Sampling 定額抽樣
Random Sampling 隨機(jī)抽樣
Repeated Treatment Design 反復(fù)處理設(shè)計(jì)
Research Hypothesis 研究假設(shè)
Selection 選擇
Statistical Regression 統(tǒng)計(jì)回歸
Systematic Sampling 系統(tǒng)抽樣
True Experiment 真正的實(shí)驗(yàn)
Untreated Control Group Design with Pretest and Posttest
language learning objective 語(yǔ)言學(xué)習(xí)目標(biāo)
curriculum 課程目標(biāo)
action and interaction 作用和相互作用
examination prescription 考試指南
philisophy of teaching 教學(xué)觀念
practicality 實(shí)用性
pragmaticality 實(shí)效性
motivational drive 動(dòng)力驅(qū)動(dòng)
reality 現(xiàn)實(shí)性
learning strategy 學(xué)習(xí)策略
terminal objective 結(jié)果目標(biāo)
enabling objective 過(guò)程目標(biāo)
evaluation 評(píng)價(jià)
formative assessment 形成性測(cè)試
assignment 作業(yè)布置
language acquisition 語(yǔ)言習(xí)得
individual difference 個(gè)體差異
auditory 聽(tīng)覺(jué)
scientificity 科學(xué)性
variety多樣性
flexibility 靈活性
creativity 創(chuàng)造性
learner-centered 學(xué)生中心
awareness of syllabus 大綱意識(shí)
contextualized setting 語(yǔ)境
affirmative answer 肯定回答
allocation of roles 角色分配
assessment 評(píng)估
assessor 評(píng)估者
bilabial 雙唇音
brainstorm 集思廣益/大腦風(fēng)暴
Chinese Pinyin 漢語(yǔ)拼音
closed pairs 練習(xí)式結(jié)對(duì)活動(dòng)
designing 設(shè)計(jì)
communicative ability 交際能力
communicative function 交際功能
content feedback 內(nèi)容反饋
consonant clusters 輔音連綴
compulsory course 必修課
classroom teaching 課堂教學(xué)
demonstration 示范，演示
demonstrator 示范者，演示者
diphthong 雙元音
elicitation 誘導(dǎo)，引出
evaluation 評(píng)價(jià)
exponents 范例
feedback 反饋
form feedback 形式反饋
falling tone 降調(diào)
fluency practice 流利度訓(xùn)練
group work 小組活動(dòng)
information gap 信息溝
instructor 指導(dǎo)者
intensive reading 精讀
interactional language 交際性語(yǔ)言
intonation 語(yǔ)調(diào)
indoor activities 室內(nèi)活動(dòng)
jazz chants 爵士樂(lè)
jigsaw games 拼圖游戲
language units 語(yǔ)言單位
language input 語(yǔ)言輸入
language proficiency 語(yǔ)言熟練度
manners of articulation 發(fā)音方法
mime 模擬, 模仿
monitor 監(jiān)督者，監(jiān)督者
nasals 鼻音
noughts and crosses 拼字游戲
open pairs 演示性接對(duì)活動(dòng)
organizer 組織者
outdoor activities 室外活動(dòng)
pair work 結(jié)對(duì)活動(dòng)
participation 參與
places of articulation 發(fā)音部位
practice stage 實(shí)踐階段
procedure 步驟
prompts 提示性語(yǔ)言
pronunciation practice 語(yǔ)音練習(xí)
quiz 知識(shí)小測(cè)驗(yàn)
remedial measures 補(bǔ)救性措施
rhyme 韻律
rhythm 節(jié)奏
rising tone 聲調(diào)
received pronunciation 標(biāo)準(zhǔn)語(yǔ)音
role plays 角色扮演
safety coefficient 安全系數(shù)
scan 略讀
skim 快讀
supplementary form 補(bǔ)充形式
supervisor 督促者
stress 重音
structure practice 結(jié)構(gòu)練習(xí)
teaching syllabus for full-time secondary schools 全日制中學(xué)教學(xué)大綱
tongue twisters 繞口念
vocal organs 發(fā)音器官
vocabulary practice 詞匯練習(xí)
alphabet chart 字母表
authentic printed material 原文材料
flip chart 瀏覽圖表
grammar chart 語(yǔ)法圖表
JEFC 初中英語(yǔ)
model 模型
object visual 實(shí)物教具
phonetic chart 語(yǔ)音圖表
picture flash card 圖畫(huà)卡片
questionnaire 問(wèn)卷
sentence building card 組句卡
sentence building grid 組句表格
speech organ 發(fā)音器官
syllable wheel 音節(jié)風(fēng)車(chē)
teaching aids 教具
visuals 可視教具
wall picture 墻畫(huà)
wall poster 墻貼
word building card 組詞卡
word flash card 單詞卡片
word map 聯(lián)想圖表
word slide 單詞滑梯
work card 練習(xí)卡
work sheet 分發(fā)材料
blackboard arrangement 黑板布局
board writing 板書(shū)
dynamic person 動(dòng)態(tài)人物畫(huà)
full cursive 草體
inanimate object 靜物
main board writing 主板書(shū)
minor board writing 副板書(shū)
printing style 印刷體
simple blackboard drawing 黑板簡(jiǎn)筆畫(huà)
simple cursive 簡(jiǎn)單草體；行體
simple picture 簡(jiǎn)筆畫(huà)
static image 靜物畫(huà)
stick figure 簡(jiǎn)筆人物畫(huà)
writing style 書(shū)體，字體
web 網(wǎng)狀圖形
active listening積極聆聽(tīng)
agenda議程
attention span注意力
automatic reaction機(jī)械反應(yīng)
classroom interaction課堂互動(dòng)
classroom routine課堂常規(guī)
communicating style傳播風(fēng)格
communication model交際模式
consultant咨詢(xún)者
cyclical (sequence)循環(huán)次序
facilitator協(xié)助者
follow-up跟蹤練習(xí)
group work activities小組活動(dòng)
half dialogue補(bǔ)全對(duì)話
information gap信息溝
instructor指導(dǎo)者
linear sequence線性次序
loss of control（課堂）失控
motivation動(dòng)機(jī)
questioner提問(wèn)者
remedial teaching糾錯(cuò)教學(xué)
rhetorical devices修辭手法
pair work activities結(jié)對(duì)活動(dòng)
personalizing個(gè)體化
prompts提示
repetition dialogue重復(fù)對(duì)話
substitution dialogue替換
sequencing次序安排
supervising監(jiān)督，管理
the need to communicate交際需求
transmission model傳授模式
whole class work activities全班活動(dòng)
allophonic : 音位變體的，語(yǔ)音變體的。
articulation: 發(fā)音動(dòng)作，發(fā)音。
consonant clusters 輔音
content words 實(shí)詞
contraction: 縮略形式。
discrimination: 辨別。
form words 虛詞
homophones: 同音異形詞
inflection: 變音；轉(zhuǎn)調(diào)；語(yǔ)音的抑揚(yáng)變化。
jingle: 疊韻的詩(shī)句。
lateral consonant 邊輔音
linking of souds 音的連讀
mimicry 模仿
minimal pair: 最小對(duì)立體。
nasals 鼻音
ongoing 持續(xù)的
oral cavity 口腔
phoneme：音位（語(yǔ)音的最小單位）；音素。
prosodic feature: 韻律特征。
remedial teaching (此處為)糾音教學(xué)法
rhythm: 節(jié)奏。
segment: 單位；切分成分。
segmental phoneme：切分音位。
sight words: 同形異音詞
soft palate 軟腭
super segmental phoneme: 超切分音位
utterance: 發(fā)聲，表達(dá)，話語(yǔ)（指兩個(gè)停頓或可能的停頓之間的一串言語(yǔ)，通常在話語(yǔ)的末尾用上升或下降的終端連音表示）。
vibration 振動(dòng) 共鳴
willy-nilly:不管愿不愿意。
anticipate 預(yù)測(cè)
brainstorm 集思廣益
chunk 片語(yǔ)
coherent unity 前后一致的整體
command 命令句
competence 能力
compile 收集
comprehensive recognition 理解性認(rèn)知
conjunction 連接詞
context 語(yǔ)境，上下文
coordinator 協(xié)調(diào)連詞
Creative writing 創(chuàng)造寫(xiě)作
cursive 手寫(xiě)體
diagram 圖表，圖集，文圖
diction 語(yǔ)言風(fēng)格
exclamation 感嘆句
feedback 反饋
framework 框架
gap filling 填空
genre 風(fēng)格，體裁
highlight 標(biāo)明
incorporate 包括，納入
information explosion 信息爆炸
interaction 交流，合作
interior relation 內(nèi)在的聯(lián)系
Jigsaw writing 割畫(huà)寫(xiě)作
linker 連接詞
Matching words 詞組填空
morphology 形態(tài)
muddled 亂序的
OHP overhead projector 投影儀
Pattern drills 句型練習(xí)
Picture writing 看圖寫(xiě)話
pie chart 餅型圖表
proofread 審讀
punctuation 標(biāo)點(diǎn)
readership 讀者
Rearranging scrambled sentences 亂句重組
reference注解
resulting text 完成稿
revise 校訂
rhetorical purposes 修辭目的
semantic 語(yǔ)義的
Sentence chains 句子連接
sentence combining 句子組合
sentence completion 完成句子
Sentence judging and making 判斷句子和造句
Sentence linking 連句成段
sequencer 順序詞
statement 陳述句
structurally complete 結(jié)構(gòu)完整
substantial guidance 大量的指導(dǎo)
syntax 句法
transcend 超越
transformation 轉(zhuǎn)換
transition 過(guò)渡連接
treasure hunt 尋寶
comprehensible input 有意義輸入
cue 提示詞
chain drill 鏈?zhǔn)讲倬?br />deductive method 演繹法
function 功能
inductive method 歸納法
morpheme 詞素
multi- slot substitution 多成分替換
morphology 詞法
syntax 句法
the Grammar Translation Method 語(yǔ)法翻譯法
transformation drill 轉(zhuǎn)換練習(xí)
single-slot substitution 單一成分替換
backgroud knowledge 背景知識(shí)
bottom-up processing 自下而上認(rèn)識(shí)法
communicative competence交際能力
decode解碼
encode編碼
information input/output信息輸入/輸出
interactional purpose 互動(dòng)目的
lead-in導(dǎo)入
linguistic competence語(yǔ)言能力
phatic寒暄
top-down processing自上而下認(rèn)識(shí)法
transactional purpose 信息傳遞目的
code 語(yǔ)碼
a system of words, letters, numbers, etc.
decode 解碼
to discover the meaning of a code
encoding 編碼
putting … into a code
decoding 解碼
discovering the meaning of a code
Skimming 掠讀
Skimming means reading quickly to get the gist, i.ethe main idea of the text
It is the method in which the reader reads only the first sentence of each paragraph of a whole passage and then recalls everything and identifies the most important pointsAfter that he/she sets a goal for the assignment and plans how to do intensive reading of the entire document at a slower pace
Scanning 略讀
Scanning means to read and locate specific information such as figures, schedules, tables, news heading, etcThe key point in scanning is that students have something in their mind and they should ignore the irrelevant parts when reading
Top-down approach 自上而下模式
It is a model of teaching reading in which the teacher teaches the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page.
Bottom-up approach 自下而上模式
It is a reading model that follows a linear process from the recognition of letters, to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text
Distinguishing 辯識(shí)
finding the main idea from supporting details
Predicting 預(yù)測(cè)
guessing what is coming next
SQR Strategy SQR閱讀策略
SQR is a five-step procedure made up of Surveying, Questioning, Reading, Reciting, and Reviewing, which can be used for reading a variety of reading materials, including textbooks and journal articles, as long as the structure or organization of the material is not too complex.
The first step is to survey the material for content and organization to create a mental map of the text and selective reading;
The second step is to predict questions that may be answered by the material on the basis of the survey to serve as an individualized knowledge framework or template of the passage to which details may be added later;
The third step is to read the assignment one section at a time for content, search for relationships among the main ideas and their supporting details, look for information that answers the predicted questions, and take note of unexpected ideas;
The fourth step is to recite to actively make mental connections among main ideas and details;
Finally, review the entire chapter or article to see how the information fits together.
PQR Strategy PQR閱讀策略
PQR Strategy is a six-step process that involves previewing, questioning, reading, reflecting, reciting, and reviewing
The first stage is to preview the material for content and organization to create a mental map of the text and selective reading;
The second step is to predict questions that may be answered by the material;
The third stage is to carefully read the complete text, unlike SQR to read section by section, recording notes in the margin or underlining important information that answers the predicted questionsIn this stage, reflection phase, information from the entire chapter or article is linked togetherThe reader should attempt to develop insight into the topic and make associations among the important material noted while reading
The fourth stage, recitation, involves summarizing the main points and supporting details of the complete text
In the final stage, review, make sure the predicted questions have been answered and that the author´s purpose is fully understood
RAP Strategy RAP閱讀策略
The RAP strategy is a three-step approach involves reading, asking questions, and paraphrasing, which targets the reader´s ability to understand main ideas and supporting details by emphasizing paraphrasing skills
Read one paragraph of the text at a time;
Ask oneself what the main idea of the paragraph is, then;
Paraphrase the identified details supporting the main idea finally and record them.
REAP Strategy REAP閱讀策略
The REAP Strategy is a four-step strategy that involves reading, encoding, annotating, and pondering, armed with ten varieties of annotations, each focusing on different aspects of a text, that help to improve student writing skills, meta-cognitive awareness, and comprehension of main ideas
The first step of the strategy is to read the text.
After reading the text, the information is paraphrased (encoded) by the student into his/her own words in the second step
Annotation of a text that explains and/or critique the text is made in the third stepDifferent aspects of the text are handled differently when writing annotationsAll together there´re ten annotations, namely, Summary Annotation; Thesis Annotation; Question Annotation; Critical Annotation; Heuristic Annotation; Intention Annotation; Motivation Annotation; Probe Annotation; Personal View Annotation; Inventive Annotation.
In the fourth step the student evaluates (ponder) the annotation for accuracy and completenessThe teacher should consider how the text relates to other readings, to course objectives, and to classroom activities.
SNIPS Strategy SNIPS閱讀策略
The SNIPS Strategy is a five-step reading approach for facilitating on-line processing through interpretation of visual aidsThe steps are: to Start with questions, to Note what can be learned from hints, to Identify what is important, to Plug the important matters into the chapter, and See if you can explain the visual to someone
The first step is to start with questions like "Why am I looking at this visual aid?" The reader then asks questions to determine what kinds of information on which to focus, depending on the type of visual aid presented
In the second step, note what can be learned from hints, look for hints or clues about the meaning of the visual aid in the title, caption, lines, numbers, or colorsAnd activate prior knowledge as it relates to the subject
Identify the main idea of the graphic in the third step.
Plug the important matter into the chapter in the fourth stepConsider how the visual aid relates to the main ideas of the chapter or article
In the last step, see if you can explain the visual to another person or just explain it aloud to yourself if no one is available.
PRSR Strategy PRSR閱讀策略
PRSR stands for preview, read, self-test, and reviewText organization, paraphrasing, and self-evaluation are stressed in PRSR strategy.
In previewing stage, read the title, introduction, the headings and subheadings to determine the main ideas covered in the textExamine the illustrations for additional informationLook at the words in italics or bold printRead the summary and then skim any review questions or discussion questions at the end of the chapter
In reading stage, form the headings into questions and then read with the goal of answering those questionsIdentify important points by underlining or taking notesClarify meanings further with visual imagery
In Self-testing step, monitor understanding by answering self-made questions as well as review and discussion questions at the end of the chapter without referring to the textUse summaries to organize important informationTry explaining key ideas and concepts to another person
For reviewing check answers to review questions against the textReconsider information that was forgotten or misunderstoodRepeat the self-test and review stages until the material is masteredThen review periodically to keep the information in long-term memory
PROR Strategy PROR閱讀策略
The PROR Strategy involves pre-reading, reading, organizing and reviewing
In pre-reading stage, use the title, headings, introduction, and summary to form questions to guide readingRecall prior knowledge related to the subject to form more questions
In the second stage, read with the goal of answering the questionsAnnotate key concepts, supporting details, and examplesConsider how illustrations relate to the text
In organizing stage, develop rehearsal strategies to organize the important information and commit it to memoryAnswer the questions aloudCompare the text to lecture material
Last, reduce the information to the bare essentialsTarget the information that was unclearTalk through the material to yourself or another student
PARTS Strategy PARTS閱讀策略
The PARTS strategy is a five-step procedure that guides students in carefully reading an assignment in order to enhance learningThe five steps are: to perform goal setting, to analyze little parts, to review big parts, to think of questions you hope will be answered, and last, to state relationships
For the perform goal setting stage, consider the reason you are analyzing the text parts.
In analyzing little parts stage, divide the text into parts, such as title, headings, visuals, and wordsAnalyze one part at a timeExplain the information included in each partThen, based on one part, predict what the next part will discussAfter reading all parts, tie them together.
During the review big parts stage, review the introduction and summary of the textSearch for signal words, such as "the most important" or "the purpose is," that indicates the main ideasDecide what the author´s main goal or purpose isRelate the new information to knowledge you have already read about the subjectParaphrase the main ideas into your own words
In the think of questions you hope will be answered stage, identify your own questions based on titles and headings, previous knowledge, and predictionsCheck the questions at the end of the text
For the last stage, state relationships, consider how the text relates to other texts in the unitConsider how the text relates to the course objectives indicated on the syllabusConsider how the text relates to what you already know about the subject
DISSECT Strategy DISSECT閱讀策略
DISSECT stands for discover the word´s context, isolate the prefix, separate the suffix, say the stem or root word, examine the stem or root word, check with someone, and try the dictionaryIt is a word identification strategy
It emphasizes the systematic analysis of a word using context and word element clues
CSSD Strategy CSSD閱讀策略
The CSSD strategy is a four-step procedure combining a number of approaches for learning vocabulary words and meaningsSCCD stands for context, structure, sound and dictionary
The first step is to consider the context of the word
The second step is to Break the word into smaller parts and look for familiar prefixes, root words, and suffixes
The third step is to analyze the word phonetically by breaking it into units of sound.
If these methods do not work, consult the dictionary in the last step
VOCAB game 詞匯游戲
The vocab game is for students to determine the meanings of out-of-context words through an understanding of morphemes, word parts, and etymology (word origins).
The steps of the vocab game are: to divide the class into groups, to discuss and select vocabulary words, to select a scorekeeper and recorder, to present the words, to define the words, to analyze the words, to check the definitions, to record points, to do group discussion, to record the word lists, and to evaluate the students.
The Patterned Language Approach 模式語(yǔ)言策略
The patterned language approach is to practice word identification skills with an emphasis on word meaning
It follows these steps: to select the reading material, to read the selected material, to make and match text strips, and to write word cards.
The Creative Mapping Strategy 圖式閱讀策略
The creative mapping strategy is to use pictorial images to help students recognize the organization of information in content readings and reorganize the main ideas and details of the text
guided reading 指導(dǎo)性閱讀
Guided reading refers to timed reading conducted in class under the control and guidance of the teacher
pre-reading activities 閱讀前活動(dòng)
We mean tasks/activities that students do before they read the text in detail.
a transition device 轉(zhuǎn)換方式
A transition device is the way to transfer information from one form to another
referential words 指示詞
Referential words are words such as pronouns to refer to people or things already mentioned previously in the context
making inferences 推理
Making inferences means "reading between the lines" It requires the reader to use background knowledge in order to infer the implied meaning of the author.
Role-play 角色表演
Role-play is a very common language learning activity where students play different roles and interact from the point of view of the roles they play.
subvocalization 默念
Subvocalization means a more subtle type of saying the words, also called thinking each word without actually moving the lips or tongue.