TEFL Glossary

Content chosen in advance from theory, policy, or expert judgment before detailed needs analysis. Contrasts with purely data-driven selection. Most published courses start a priori; local teachers then adapt. Example: A national framework mandates past tenses by age twelve; schools map those items onto their scheme of work regardless of one class’s hobby interests.

Lexis frequent across school subjects and scholarly texts—analyse, hypothesis, therefore—often taught explicitly for EAP. Overlaps with AWL-style lists. Distinct from technical terms used in only one discipline. Example: Students highlight academic vocabulary in a short history passage before using three items in their own summary sentence.

A frequency list of words common across academic texts, beyond everyday core vocabulary. Useful for EAP and secondary learners preparing for content classes. Teach words in reading and writing tasks, not as isolated lists only. Example: Students highlight AWL items such as “concept” and “method” in a short sociology excerpt, then reuse them in summaries.

Adjusting speech or writing toward an interlocutor—slower rate, simpler lexis, more explicit reference—to aid understanding. Distinct from special-education “accommodations” on tests, though both involve adaptation. Over-accommodation can feel patronising if not negotiated. Example: In a parent conference, the teacher avoids jargon and checks comprehension instead of repeating the same complex terms louder.

Expectation that teachers, schools, or programmes answer for results—test scores, inspections, funding conditions. Shapes washback and lesson emphasis. Language teachers document progress and align with standards while keeping learner needs central. Example: A chain must show CEFR gains on entry and exit tests to renew a government contract.

An achievement test evaluates mastery of specific taught syllabus content—often at end of unit or course—rather than general language ability. Textbook end-of-unit tests are achievement tests. Design should cover main aims fairly with clear criteria. Teaching to the test narrowly hurts broader competence but alignment is reasonable. Distinguish achievement from proficiency for stakeholder communication. Offer retake or supplementary tasks when policy allows so one bad day does not define achievement. Example: End-of-term exam draws only from course vocabulary lists and writing genres practiced (formal email, opinion paragraph) with task formats familiar from class.

A standardised speaking interview aligned with ACTFL proficiency guidelines, probing how well a candidate sustains conversation across topics. Widely used in the US for placement and credentials. Differs from scripted coursebook oral exams. Example: The interviewer asks the candidate to compare two jobs and justify a choice until level-appropriate discourse emerges.

Teachers systematically investigate their own practice—question, act, observe, reflect—in cycles to improve learning. Bridges daily work and small-scale evidence. Common on diploma courses and in school improvement projects. Example: A teacher tries exit tickets for one month, tracks common errors, and adjusts warm-ups based on the pattern she finds.

The area of the classroom where most teacher–learner interaction occurs—often front and centre rows—leaving edges quieter. Moving learners and using pair work spreads participation. Example: The teacher sets a “no front row only” rule and rotates pairs weekly so back tables get equal questions.

Listening with purposeful attention—paraphrasing, asking follow-ups, showing understanding—used in counselling and communication skills training. Language classes adapt it for speaking assessments and pragmatic competence. Differs from passive hearing while waiting to talk. Example: In pairs, listeners summarise a partner's weekend story in one sentence before asking a genuine follow-up question.