|
|
|
the medium most suited to the activity; for example e-mail is a medium suitable for writing to convey information.
|
|
|
|
the rising and falling of the voice.
|
|
|
|
questions to which there is generally only one answer.
|
|
|
|
collaborative listening occurs when a group listens to a piece of text/information and then shares individual understandings about its content and purpose.
|
|
|
|
words used to link parts of a sentence, such as 'and', 'but', etc.
|
|
|
|
techniques used by the learner when they do not understand or cannot express what they want to say, for example asking for repetition, asking for a sentence to be rephrased, asking for a particular word or phrase in the target language.
|
|
|
|
where the context for the language activities is specifically stated, for example 'the family' or 'holidays'.
|
|
|
|
often short adverbial or memorised pieces of language that can easily be used by the learner, for example bien, merci/muy bien, gracias.
|
|
|
|
language used to describe a family of words, for example 'dogs'; topic-specific language describes a member of that family of words, for example 'terrier'.
|
|
|
|
techniques used by the learner, for example, to ask for clarification, to share their understanding, to ask for repetition.
|
|
|
|
syllables or words that indicate which tense is being used or about to be used, for example allé, allais; mache, machte, habe ... gemacht; maintenant, ensuite; gestern, danach.
|
|
|
|
acting as a go-between/interpreter for other learners in the group.
|
- Meta-linguistic awareness
|
|
awareness of the language used to talk about language, for example subject, adverb, clause.
|
- Place holders and fillers
|
|
words that suggest there is more of a conversation to follow and which fill gaps in conversations, for example euh ... /na ja ... /pues ... /allora ....
|
|
|
|
the ordering or arrangement of a number of components in a text. Words used to indicate this ordering are sequence markers, for example 'first of all', 'then', 'next', 'finally'.
|
|
|
|
the form of language appropriate when talking to a particular person or in a particular context, for example tu and not vous.
|
|
|
|
the positioning of words in a sentence and the rules governing this.
|
