英语教学术语.doc

英语教学术语库

Introduction to Online Courses
导论

adapt/adaptation 改编
advancement 前进， 进步
aim 总目标，教学的基本目的
alternative 可供选择的
applied linguistics 应用语言学
approach 教学路子，教学方针
assessment 评估
attitude 态度
audio material 听力材料
autonomy 自主，独立

awareness 意识
bank 语料库
classroom management 课堂组织
.....collaboration 合作
mon core 语言共核
mon sense 常识
munication 交际
municative skills 交际技能
conceptualize 概念化
constructivism 构建主义
course content 课程内容
cultivate independence 培养独立性
custom-built 定制的
demonstrate 示范
design 设计
domain 领域
educational experiment 教育实验
ELT=English Language Teaching 英语教学
evaluation 评价
explicit 显形的
expertise 专业性，专业知识或技能
exploration 探索
facilitate 帮助，减少困难
feedback 反馈
fringe approach 边缘方法，非主流方法
general proficiency 综合水平
glossary 术语表
implicit 隐性的
individualized teaching 因材施教
information access 得到信息的便利条件
in-service training 在职培训
insight 见解
integrate 结合
interest 兴趣
intuition 本能
issue 问题，议题
justify 表明（某人/某事）是正当的
learner-centered 以学生为中心的
learning effect 学习效果
language form 语言形式
lesson planning 备课
life enhancing 终生有益的
linguistic petence 语言能力
menu 菜单
methodology 教学法
methods 教学方法
modular structure 由独立单元组成的，可供学生选修的模式
motivation 动机
multi-perspective 多视角的
normal pattern 常规模式
objective 具体教学目标
operation 操作
outside classroom activity 课外活动
overlap 重叠
pedagogical skill 教学技能
policy making 决策
practical training 实用的训练
practicing teacher 在职教师
pre-service training 职前培训
principle 原则
prior knowledge 已有知识
privacy 私下
process 过程
processor 加工人/器
product 产品
professionalism 专业技能，职业特性
qualification 资格，资历
rationale 理论基础
recycling 循环
reflection 反思
relaxing environment 轻松的环境
research method 研究方法
research projects 科研项目
resource sharing 资源共享
self-contained 独立的
situated learning 有情景的学习
skill-getting 获得技能
skill-using 使用技能
strategies 策略
subject 科目
Suggestopedia 暗示法
supervise 监控，指导
syllabus 大纲
target language 目的语
target user 用户
teacher education 教师专业教育
teacher training 教师（技能）培训
teacher-trainer 培训者
teaching aids 教具
technical terms 术语
technique 技术
TEFL=Teaching English as a Foreign Language 英语作为外语的教学法
testing 测试
The Silent Way 沉默法
trainee 受训者
trend 倾向
tutorial 指导课
unknown area 未知领域
user-friendly 便于使用的
user-orientated 为使用者专门设计的
visual material 视觉教材
web site 网址
web-based instruction 网络教学
well-developed 发达的

The Teaching of Phonetics
语音教学

1. allophonic : 音位变体的，语音变体的。
2. articulation: 发音动作，发音。
3. consonant clusters 辅音
4. content words 实词
5. contraction: 缩略形式。
6. discrimination: 辨别。
7. form words 虚词
8. homophones: 同音异形词
9. inflection: 变音；转调；语音的抑扬变化。
10. jingle: 叠韵的诗句。
11. lateral consonant 边辅音
12. linking of souds 音的连读
13. mimicry 模仿
14. minimal pair: 最小对立体。
15. nasals 鼻音
16. ongoing 持续的
17. oral cavity 口腔
18. phoneme：音位（语音的最小单位）；音素。
19. prosodic feature: 韵律特征。
20. remedial teaching (此处为)纠音教学法
21. rhythm: 节奏。
22. segment: 单位；切分成分。
23. segmental phoneme：切分音位。
24. sight words: 同形异音词
25. soft palate 软腭
26. super segmental phoneme: 超切分音位
27. utterance: 发声，表达，话语（指两个停顿或可能的停顿之间的一串言语，通常在话语的末尾用上升或下降的终端连音表示）。
28. vibration 振动 共鸣
29. willy-nilly:不管愿不愿意。

The Teaching of Vocabulary
词汇教学
acquire 习得（语言）
adjective 形容词
adverb 副词
affixation 加词缀（法）
antonym 反义词
brainstorming （为发挥成员积极性以解决难题而举行的）集体自由讨论
chorus repetition 齐声朗读
collocation 搭配
conjunction 连词
connotation 内涵意义
connotative meaning 内涵意义
context 上下文
contextual meaning 上下文意义
crossword
definition 定义
denotation 指示意义
denotative meaning 指示意义
interjection 感叹词
intermediate level 中级水平
morpheme 词素
mother tongue acquisition 母语习得
noun 名词
part of speech 词类
polysemy 多义现象；多义性
prefix 前缀
preposition 介词
pronoun 代词
root 词根
speech sound 言语语音
suffix 后缀
synonym 同义词
verb 动词
vocabulary expansion 单词扩充
word formation 构词，构词法

Teaching of Grammar
语法教学

prehensible input : 有意义输入
cue : 提示词
chain drill : 链式操练
deductive method : 演绎法
function : 功能
inductive method: 归纳法
morpheme : 词素
multi- slot substitution : 多成分替换
morphology : 词法
syntax : 句法
the Grammar Translation Method : 语法翻译法
transformation drill : 转换练习
single-slot substitution : 单一成分替换

The Teaching of Listening
听力教学

backgroud knowledge 背景知识
bottom-up processing 自下而上认识法
municative petence交际能力
decode解码
encode编码
information input/output信息输入/输出
interactional purpose 互动目的
lead-in导入
linguistic petence语言能力
phatic寒暄
top-down processing自上而下认识法
transactional purpose 信息传递目的
Bottom-up processing: It refers to an understanding of an aural message with a successive procedure, i.e. from the "bottom"---sound, then up to words, phrases, sentences, paragraphs, and finally to the whole discourse. It is a process of language decoding from the smaller units to bigger units of meaning.
Top-down processing: It refers to an understanding of a listening material by using one's background knowledge. It starts from the "top"---making an expectation, and then down to the actual utterance to confirm it. Usually, top-down processing, together with bottom-up processing, functions at the same time when a listener is trying to understand a message.
Interactional: Interactional uses of language are those in which the primary purposes for munication are social. The emphasis is on creating harmonious interactions between participants rather than on municating information. The goal for the participants is to make social interaction fortable and non-threatening.
Transactional: Transactional uses of language are those in which language is being used primarily for municating information. In parison with the vagueness of interactional language, transactional language requires accuracy, coherence, explicitness, directness, and confirmation that the message has been understood.
Phatic response: Phatic response is a kind of response in speech, esp. in conversation. It is used to establish social contact and to express social rather than specific meaning.
Teaching of Speaking
口语教学
Conversion drill 转换练习
Decode 解码
Demonstration：示范
Encode 编码
Information gap 信息沟
Inhibition 约束，抑制
Interaction 交互作用，互动
Mechanical drills 机械操练
Motivation 动力
Nonverbal 非言语的
Pantomime 哑剧，用手势表达
Participation 参与
Receptive 接受性的
Scenario 剧本
Stimulate 激发
Stimulus 刺激，促进因素
Substitution drills 替换练习
Target language 目标语，指要学习的语言
Unpredictability 不可预见性

Teaching of Reading
阅读教学
#A1 code 语码
a system of words, letters, numbers, etc.
#A1 decode 解码
to discover the meaning of a code
#A1 encoding 编码
putting … into a code
#A1 decoding 解码
discovering the meaning of a code
#A1 Skimming 掠读
Skimming means reading quickly to get the gist, i.e. the 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 points. After that he/she sets a goal for the assignment and plans how to do intensive reading of the entire document at a slower pace.
#A1 Scanning 略读
Scanning means to read and locate specific information such as figures, schedules, tables, news heading, etc. The key point in scanning is that students have something in their mind and they should ignore the irrelevant parts when reading.
#A2 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.
#A2 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.
#A1 Distinguishing 辩识
finding the main idea from supporting details
#A1 Predicting 预测
guessing what is ing next
#A2 SQ3R Strategy SQ3R阅读策略
SQ3R 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 plex.
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.
#A2 PQ4R Strategy PQ4R阅读策略
PQ4R 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 plete text, unlike SQ3R to read section by section, recording notes in the margin or underlining important information that answers the predicted questions. In this stage, reflection phase, information from the entire chapter or article is linked together. The 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 plete text.
In the final stage, review, make sure the predicted questions have been answered and that the author's purpose is fully understood.
#A2 RAP Strategy RAP阅读策略
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.
#A2 REAP Strategy REAP阅读策略
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 prehension 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 step. Different aspects of the text are handled differently when writing annotations. All 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 pleteness. The teacher should consider how the text relates to other readings, to course objectives, and to classroom activities.
#A2 SNIPS Strategy SNIPS阅读策略
The SNIPS Strategy is a five-step reading approach for facilitating on-line processing through interpretation of visual aids. The 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 colors. And 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 step. Consider 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.
#A2 PRSR Strategy PRSR阅读策略
PRSR stands for preview, read, self-test, and review. Text 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 text. Examine the illustrations for additional information. Look at the words in italics or bold print. Read 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 questions. Identify important points by underlining or taking notes. Clarify 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 text. Use summaries to organize important information. Try explaining key ideas and concepts to another person.
For reviewing check answers to review questions against the text. Reconsider information that was forgotten or misunderstood. Repeat the self-test and review stages until the material is mastered. Then review periodically to keep the information in long-term memory.
#A2 PROR Strategy PROR阅读策略
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 reading. Recall prior knowledge related to the subject to form more questions.
In the second stage, read with the goal of answering the questions. Annotate key concepts, supporting details, and examples. Consider how illustrations relate to the text.
In organizing stage, develop rehearsal strategies to organize the important information and mit it to memory. Answer the questions aloud. pare the text to lecture material.
Last, reduce the information to the bare essentials. Target the information that was unclear. Talk through the material to yourself or another student.
#A2 PARTS Strategy PARTS阅读策略
The PARTS strategy is a five-step procedure that guides students in carefully reading an assignment in order to enhance learning. The five steps are: to perform goal setting, to analyze little parts, to review big parts, to think of questions you hope