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Index

Published online by Cambridge University Press:  17 September 2021

Rosemary Erlam ,
Jenefer Philp  and
Diana Feick
Rosemary Erlam
Affiliation:
University of Auckland
Jenefer Philp
Affiliation:
Lancaster University
Diana Feick
Affiliation:
University of Auckland

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Type
Chapter
Information
Teaching Languages to Adolescent Learners
From Theory to Practice
 , pp. 185 - 188
Publisher: Cambridge University Press
Print publication year: 2021
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
This content is Open Access and distributed under the terms of the Creative Commons Attribution licence CC-BY-NC-ND 4.0 https://creativecommons.org/cclicenses/

Index

accommodations, 35
accuracy, 74, 78, 87
activities, classroom, 3, 11, 15, 26, 32, 38, 41, 52, 57, 66, 70, 74, 76, 78, 80, 95, 110, 123, 130, 143, 149, 151, 153–155
authentic, 28, 30, 51, 73, 142, 148, 150, 162
challenging, 7–9, 14–16, 28, 33, 56–58, 69, 73, 165
enjoyable, 8, 9, 23, 25, 29–31, 54, 104, 132, 150
adolescence
anxiety, 2, 17, 75
cognitive change, 2–3
confidence, 2, 3, 35, 86, 133
emotional change, 1–4
importance of peers, 3, 11–14, 27, 29, 125, 132
insecurity, 2, 160
physical change, 1
self-esteem, 12, 35
social change, 1, 3, 8
affordances, 145, 147–149, 150, 156, 166
analytic ability. See metalinguistic awareness
aptitude, language, 20–23
language analytic ability, 21, 159
phonemic encoding ability, 21
working memory, 22, 118
artificial intelligence, 143
assessment, 35–39, 117, 120, 138, 146–148
attention, 2–3, 22, 26, 34, 55, 58, 62, 65–66, 69, 74, 77–78, 86, 87, 89, 90–93, 94, 95, 96, 99, 101, 104, 112, 115, 124, 125, 131, 163, 166
automated speech recognition, 143
automatisation, 114, 116, 123
autonomy, 7, 9, 32, 79, 148, 164
classroom
environmental challenge, 14, 34, 52, 73, 158
environmental support, 1, 14, 20, 29, 31, 76, 86, 158, 167
positive environment, 1, 4–7, 12, 126, 129
cognitive perspective/theory, 84, 85, 114
collaboration, 5, 6, 138–139, 150
comity, 11
communication
digital/online, 136, 139–140
meaningful, 73, 74, 96, 120–124, 126–129, 162, 163
competence
communicative, 125, 126–129, 138
digital, 136–137, 138–140
intercultural, 33, 137, 138, 149, 157
computer-assisted language learning (CALL), 136, 145, 157
computer-mediated communication (CMC), 145, 149
deductive approach. See focus on form
DeKeyser, 91, 114–115, 116, 118, 120, 124, 126, 134
differentiation, 19–20, 145–147, 148
disability. See specific learning differences/difficulties
Dörnyei, 4–7, 8–9, 19, 21, 24–26, 159
drills. See practice
Ellis, R, 44–45, 48, 54, 72, 90, 96–97, 109, 161–162, 166–167
engagement, 9, 15, 26–31, 45, 52, 54, 73, 86, 138, 148, 152, 153
equality, 12
Erlam, 23, 37, 97, 98, 100, 111, 152, 161, 163
expectations, 7–8, 15, 21, 28, 48, 52, 75–76, 158
feedback
automatised, 141, 142
corrective. See focus on form, corrective feedback
individual, 68, 69, 86, 125, 143, 147, 151
flipped classroom, 40
fluency, 45, 61, 64, 65, 78, 91, 114, 116, 117, 119, 122, 123, 129, 131–132, 133, 164, 165
focus on form
corrective feedback, 97–99
deductive, 102, 103
explicit explanation, 10, 23, 37, 91–92, 97, 100–102, 104, 107, 115, 119, 159, 163, 165
grammar, 9, 23, 35, 39, 46, 50, 54, 65, 74, 90, 91, 92, 103, 106–108, 151, 159, 161
inductive, 101–104, 159
integrated, 95–96, 98, 101
isolated, 94, 96–97, 104
metalanguage, 100
reactive, 99
rules, 23, 91, 94, 100–103
student-initiated, 98–99
teacher-initiated, 90, 92–95, 96, 101, 104
focus on formS, 95, 96–97, 104, 111
form-meaning mapping, 96, 110, 118
formulaic language, 48–51, 63, 119, 162
game-based language learning. See learning
gamification, 150–152, 157
gifted student, 39
goals, 7–9, 12, 15, 50, 117, 147, 150
grammar. See focus on form
group
dynamics, 6, 9–14
mixed ability, 9
work. See pair work
Hattie, 4–7
heritage language learner, 10, 32–33, 44, 147
ideal L2 self. See motivation
immersion, 61, 64, 65, 89
inclusion, 19–20, 32, 138
individualisation, 145–148
inductive approach. See focus on form
input
authentic, 28, 142, 147–148, 150, 165
comprehensible, 44, 52–54, 58
extensive, 45, 51, 90, 134, 162, 165
hypothesis, 44–45, 52–54
impoverished, 21, 45, 61–62, 92
input + 1, 56–58
maximising, 47–51, 58–59
meaning-focused, 47, 110, 165
redundancy, 53
interaction
meaning-focused. See input, meaning-focused; output, meaning-focused
peer, 5, 6, 11, 12–14, 76, 125
teacher–class, 6, 10
teacher–student, 5, 8, 9–11, 55
interactivity, 124–126, 134
Interface Hypothesis, 90–91
intonation, 78, 125–126
knowledge
declarative, 114–115, 116, 119
explicit, 91, 162, 165
implicit, 89, 91, 162
procedural, 114, 116, 126
Krashen, 44, 56, 64, 89, 129, 160
learner
abilities, 7–9, 10, 20–22, 28, 33, 61, 62–63, 68, 69, 87, 91, 150, 165
differences, 19–21, 23, 33–35, 37, 38–41, 104, 161
gifted, 39
interests, 3, 7–10, 20, 23–25, 54, 76, 79, 133, 136, 147, 148
needs, 3, 7–8, 9, 10, 19–20, 23, 31–32, 33, 35–39, 57, 147
learning
cooperative, 4, 13–14, 125, 149
expanded learning space, 61–62
explicit. See knowledge, explicit
game-based, 29, 145, 149, 150–152
implicit. See knowledge, implicit
incidental, 50, 59, 91, 109, 111
online, 28, 30, 40, 54, 78, 135–157
out-of-class, 144, 150, 152–153, 155
rate of, 20, 34, 91, 92, 110, 115, 116
situated, 153–156
social, 149–152
styles, 4, 147
teacher-fronted, 125, 132
usage-based, 45–47
virtual learning spaces, 13, 144, 150, 153
levels of processing, 102–104
Lightbown, 45, 61, 89, 92, 94, 95, 96, 104
listening, 51, 57, 65, 90, 113, 124, 131, 140, 142, 148, 163
literacy, 10, 11, 33, 61
audio-visual, 149
critical digital, 137, 139, 140, 155
dictionary, 141
digital, 136, 138
media
digital, 135–157
non-digital, 51, 140, 156
social, 144, 149–150, 153
meme, 143–144
memory. See aptitude, language
metalinguistic awareness, 3, 20, 91, 101, 110, 159
mobile-assisted language learning (MALL/MLL), 136, 145, 153–155
motivation, 15, 20, 152
extrinsic, 24–25
ideal L2 self, 25–26, 159
intrinsic, 8, 24–25
low, 7, 35
multilingual learner, 31–33
multimodality, 11, 54, 138, 141, 144
mutuality, 10, 12
Nation, 38, 47, 56, 64, 65, 69, 70, 71, 73, 77–78, 79, 81, 89, 104, 109, 110, 111, 118, 122, 131–132, 133, 165–167
negotiation of meaning, 85–86, 125, 152, 164
Noticing Hypothesis. See attention
Ortega, 113, 116, 124–131, 133
output
communicative, 73
comprehensible, 65–66, 143
extended, 72
meaning-focused, 64, 73–75, 77, 110, 165
noticing a gap, 68, 95, 98, 99, 101, 128
pushed, 68, 69–73, 75, 82, 87, 88
reflecting on language, 68–69, 116, 131, 142
time pressure, 70–71, 132, 150
pair work, 10, 12–14, 29, 31, 40, 81, 104, 112, 120, 125, 132, 164
Pegrum, 137, 152
Philp, 3, 5, 6, 9–10, 14, 26, 27, 98, 100, 126
practice
communicative, 117, 120, 123
drills, 74, 87, 117–119, 133
interactive, 124–126, 131
meaningful, 117, 120–123, 126–129, 131, 133
mechanical, 74, 117, 118–119
optimal, 124–131
pragmatics, 92
proceduralisation. See automatisation
production. See output
proficiency, 9, 11, 32, 45, 54, 57, 60, 61, 62, 69, 75, 84, 114, 116, 134, 146, 162
pronunciation, 10, 35, 78, 90, 92, 98, 110, 118–119, 133, 143–145
puberty. See adolescence
reading, 33, 35, 42, 51, 52, 65, 69, 90, 113, 131, 134, 140, 142, 148, 161, 165
reality
augmented, 144, 156
virtual, 144, 156
register, 95, 110
relationships
classroom, 5, 7, 13, 76
peer. See interaction, peer
positive, 5–7, 15, 29, 55, 167
teacher–student. See interaction, teacher–student
respect, 3, 6, 10, 12–13, 61
Rubie-Davies, 7–8, 48, 52, 75
SAMR model, 140–145, 154, 156
scaffolding. See classroom, environmental support
silent period, 46
skill acquisition theory, 113–117
sociocultural perspective/theory, 84–85, 87, 149
Spada, 20, 92, 94, 95, 96, 97, 104
speaking, 2, 21, 25, 28, 29, 44, 54, 63, 65, 75, 76, 77–78, 81, 87, 88, 90, 93, 96, 113, 117, 120, 131, 133, 134, 141, 142, 147, 152
specific learning differences/difficulties, 19, 20, 23, 33–38, 41, 42, 104
Swain, 65–69, 84, 89, 101
task-based language teaching (TBLT), 136, 157, 166
teacher
expectations. See expectations
as learner, 59
role of, 1, 10–11, 58, 62
talk, 47, 55, 56
use of L1, 32, 60–61, 101
technology
digital, 135–157
disruptive, 136
translanguaging, 60–61, 62
trust, 7, 10–13, 29, 126, 129
usage-based language learning. See learning
vocabulary, 35, 40, 46, 54, 65, 74, 81, 89, 90, 92, 104–106, 109, 110, 118, 126, 147, 151, 159, 161, 162, 164
writing, 28, 33, 35, 44, 64, 65, 66, 69, 70, 72, 74, 77–81, 87–88, 90, 122, 128, 131, 139, 140, 142, 144, 147, 148, 149, 156, 159, 163

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  • Index
  • Rosemary Erlam, University of Auckland, Jenefer Philp, Lancaster University, Diana Feick, University of Auckland
  • Book: Teaching Languages to Adolescent Learners
  • Online publication: 17 September 2021
  • Chapter DOI: https://doi.org/10.1017/9781108869812.012
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  • Index
  • Rosemary Erlam, University of Auckland, Jenefer Philp, Lancaster University, Diana Feick, University of Auckland
  • Book: Teaching Languages to Adolescent Learners
  • Online publication: 17 September 2021
  • Chapter DOI: https://doi.org/10.1017/9781108869812.012
Available formats
×

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To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • Index
  • Rosemary Erlam, University of Auckland, Jenefer Philp, Lancaster University, Diana Feick, University of Auckland
  • Book: Teaching Languages to Adolescent Learners
  • Online publication: 17 September 2021
  • Chapter DOI: https://doi.org/10.1017/9781108869812.012
Available formats
×