A written text which accompanies listening material; may be used to make cloze passages or for student review.

A syllabus organized around a sect of real, purposeful tasks that students are expected to carry out; tasks may include telephone use, making charts or maps, following instructions, and so on; task-based learning is purposeful and a natural way to learn language.

Times in a language class in which the teacher realizes that a point of information not in the lesson plan will help students understand a language point; teachable moments digress for a brief time from the lesson plan and can be valuable in helping student learning and keeping students engaged.

The language teachers use when teaching; involves simplifying speech for students; it may be detrimental to learning if it is childish or not close to the natural production of the target language.

A way of presenting language.

TEFL is an acronym for Teaching English as a Foreign Language; TESL, for Teaching English as a Second Language. See a fuller description at English language learning and teaching. TEFL usually takes place in non-English-speaking countries, while TESL takes place in the English-speaking world. When we speak of English as a foreign language (EFL), we are referring to the role of English for learners in a country where English is not spoken by the majority (what Braj Kachru calls the expanding circle). English as a second language (ESL) refers to the role of English for learners in an English-speaking country, i.e. usually immigrants. This difference is very important, because it strongly affects student motivation. In particular, it affects their motivation to learn. In non-English speaking countries, students have instrumental motivation, the desire to learn English to accomplish a goal. They may want to improve their job prospects, for example, or to speak to tourists. They 1. Attend English classes with other non-native speakers. 2. Can find reasonable work without English; have less economic incentive to learn English. 3. Do not need English in daily life. 4. Have both primary and secondary support networks that function in their native language. 5. Have fewer opportunities to practice using their English. They are learning, and their instructors are teaching, English as a foreign language. In English-speaking countries, they have integrative motivation, the desire to learn the language to fit into an English-language culture. They are more likely to want to integrate because they 1. Generally have more friends and family with English language skills. 2. Have immediate financial and economic incentives to learn English. 3. Have more opportunities to practice English. 4. Need it in daily life; often require it for work. 5. Often attend English classes with students who speak a wide range of mother tongues. They are learning, and their instructors are teaching, English as a second language.

Templates, used on the "back end" of a blog that work together to handle information and present it on a blog.

Syllabus based on themes or topics of interest to the students.

CSS based code that when applied to the templates will result in visual element changes to the blog. The theme, as a whole, is also referred to as a blog design.

Students learn partially through top-down information processing, or processing based on how students make sense of language input – for example, through using students’ previous knowledge or schema.