An ELT Glossary Com- Cri

Question 1

Concession

Answer 1

➡️ Definition: Concession describes a relationship of “unexpectedness” between two or more propositions (“ideas”) in the discourse. One of the ideas is a “surprising” or “illogical” continuation of the other(s).

➡️ Example:

“He is really bad at his job. However, they’ve decided to promote him.”

Question 2

Concordancer + (a concordance)

Answer 2

➡️ Definition: A computer program which can analyse a corpus of material to search for specific words and expressions and create a list of examples(____) showing how the word is used, its collocations etc.

➡️ Example:

If you ask the concordancer to search for “heavy rain,” it will search the corpus for all instances of that phrase and display how it is used in different contexts.

Question 3

concrete noun

Answer 3

➡️ Definition: a word which refers to a tangible, physically existing thing, person, animal, place etc -

➡️ Example: cat, desk, tree, town, teacher.

Question 4

✅ Conjuncts

Answer 4

➡️ Definition: Conjuncts are words or phrases that show the relationship between ideas in two clauses. They can express cause, effect, contrast, concession, addition, etc.

➡️ Example:
Cause and effect (Conjunct: “As a result”):
“We missed the bus. As a result, we were half an hour late.”
(Here, “as a result” shows the effect of missing the bus.)

Question 5

Conjunctions

Answer 5

➡️ Definition: a type of connective expression which is able to (though doesn’t necessarily) join two items of the same grammatical class or level together within a sentence.

Conjunctions may be either co-ordinating or subordinating

➡️ Example:

“He worked slowly but surely.” (Adverb + Adverb)
“I bought some gloves and a new pair of boots.” (Noun Phrase + Noun Phrase)
“I must leave now, or I’ll be late.” (Clause + Clause)

Question 6

✅ A connective:

Answer 6

➡️ Definition: Any word which indicates the semantic relationships between items in the discourse.

➡️ Examples:

Concession (an unexpected or surprising relationship between two ideas):
“Although he was bad at his job, they decided to promote him.”

(Here, “although” is the connective indicating the concession.)

(✅ Connectives: although, but, however)

Addition (linking two ideas that complement each other):
“She went to the store, and she bought some milk.”
(✅ Connectives: and, furthermore, moreover)

Consequence (the following element is the result of the previous one):
“The train was an hour late leaving, so we missed our connection in Birmingham. As a result, we didn’t get to the hotel until 11 pm.”
(✅ Connectives: so, so that, consequently, as a result, therefore)

Question 7

✅ Connected Speech - Sandhi Variations

Answer 7

➡️ Definition: In connected speech, certain changes occur in the pronunciation of words when spoken at normal speed. These changes, known as sandhi variations, help make speech easier and faster by modifying sounds in a way that might differ from their citation form (how words are pronounced in isolation).

➡️ Examples:
Original Sentence: /kæn juː siː ɪt?/
Connected Speech: /kæn jə siːt/

The /juː/ in “you” is reduced to /jə/ (vowel reduction).
The /ɪ/ in “it” is reduced to /ə/ (vowel reduction again), which is why it sounds like “sit” rather than “sɪt” in rapid speech.

Question 8

✅ Connotation

Answer 8

➡️ Definition: The evaluative, emotive, or additional meaning associated with a word beyond its literal definition.

➡️ Examples:
‘Slim’ and ‘skinny’ both mean ‘thin’ (denotation), but ‘slim’ has a positive connotation, suggesting healthiness or attractiveness, whereas ‘skinny’ has a negative connotation, suggesting unhealthily thin.

Question 9

✅ Consonant Sounds

Answer 9

➡️ Definition: Consonant sounds are phonemes whose production involves some form of obstruction of the airflow, either complete or partial, as it passes from the lungs through the mouth. This contrasts with vowels, which are phonemes produced without any obstruction of airflow.

➡️ Examples:

/p/: Produced by closing both lips to block the airflow and then releasing it.
/v/: Produced by bringing the top teeth close to the bottom lip, forcing the airflow through a small gap and creating friction.

Question 10

✅ Consonant Clusters

Answer 10

➡️ Definition: A consonant cluster is a series of two or more consonants occurring at the beginning or end of a syllable, or between them.
➡️ Example: The word sprite /spraɪt/ contains the syllable-initial consonant cluster /spr/, while the word ranks /ræŋks/ has the syllable-final cluster /ŋks/.

Question 11

✅ Construct Validity

Answer 11

➡️ Definition: A quality of an effective test. If a language test has ____ ______, it measures the skills and abilities that align with an accepted theory of language use, testing only the relevant subskills or competencies
➡️ Example:
Dictation as a test of listening comprehension lacks construct validity because:
a) It requires skills like writing, spelling, and exact word retention, which aren’t typically needed for listening.
b) It’s done under conditions unlike real listening situations, such as repeating words multiple times.

Question 12

✅ Content schemata

Answer 12

➡️ Definition:
your background knowledge of a particular topic, which helps you understand new information related to it.

➡️ Example:
If you’re reading a book about sports and know football well, you’ll understand the football sections easily. But if it discusses basketball, you might find it harder to understand those parts..

Question 13

✅ Content Validity

Answer 13

➡️ Definition: refers to whether a test accurately reflects the content it is meant to assess, covering only what has been taught.

➡️ Example:
If students have studied the present continuous for ongoing actions, but the progress test also includes future arrangements using the same structure, it lacks ________ _______.

Question 14

✅Continuant sounds

Answer 14

➡️ Definition: A consonant sound which can be made for an extended period of time (until the speaker runs out of breath) as the airflow passes continuously out of the mouth.
➡️ Example: All fricatives (eg /s/ /f/ and /ʃ/) are continuants, as are nasals (/m/, /n/ and /ŋ/) and approximants (/l/, /r/ and /w/).

Question 15

✅continuous aspect b) progressive (also called continuous)

Answer 15

➡️ Definition: sees the event as on-going but temporary - ie already started but with a fixed, predictable or already occurred completion point. It is formed using the primary auxiliary Be (in the relevant tense - present or past) plus the present participle.

➡️ Example: “I’m expecting a letter from Jane” (ongoing action).
“I was feeling ill yesterday” (temporary, past action).

Question 16

✅Contractions

Answer 16

➡️Definition: English ______ are formed by “blending” two words, of which at least one will be a grammatical item (an auxiliary verb, the copula, a pronoun, the negative particle etc) into one.

➡️Example: I am becomes I’m

Question 17

✅Contrast

Answer 17

➡️ Definition: when two propositions are opposite in some way, but without implying any illogicality or unexpectedness.

➡️ Example: “My house has two bedrooms, whereas John’s has three.”

Question 18

✅Contrastive Analysis

Answer 18

➡️ Definition: compares the features of two languages to highlight differences and similarities.

➡️ Example: A contrastive analysis of English and Polish might highlight the more direct way Polish speakers make requests, such as saying “Sit!” compared to the more tentative English “Would you like to sit down?”.

Question 19

✅Contrastive Stress

Answer 19

➡️ Definition: Stronger emphasis (increase in loudness, length, higher pitch) on one syllable in order to contrast it with another and therefore to “correct” an assumption or implication in another part of the discourse. This often means the stress shifts to a syllable where it would not normally occur.

➡️ Example:
A: Did you ask Mr Evans?
B: No, I asked Mrs Evans.
(Contrastive stress is placed on “Mrs” to contrast it with “Mr” in the previous question

Question 20

✅ Controlled practice

Answer 20

➡️ Definition: Learners practice the target language through structured activities. All the language is “given,” so learners can focus on manipulating the form and producing it accurately.

➡️ Example:
Learners complete a gap-fill exercise where they focus on using the correct form of the target language while ensuring accuracy in their responses.

Question 21

✅ Conversation Frames

Answer 21

➡️ Definition: A conversation frame is a structured activity that helps learners practice specific functions or structures by providing a framework for dialogue.

➡️ Example:

Think of two or three appointments from your diary for the next week (no times or days).
E.g., I’m going to Birmingham for a meeting. I’m interviewing candidates for the marketing department.
Have a conversation with your partner using the ideas from your diary.
A: Suggest a time for a meeting.
B: Apologize and suggest another time.
A: Ask if B is available on another day.
B: Explain your schedule and suggest canceling something.
A: Agree on a time and finish the conversation.

Question 22

✅Converse Antonyms

Answer 22

➡️ Definition: Pairs of “opposites” in which one term implies the other.

➡️Examples :
lend-borrow : if I lend you something, then you borrow it.
parent -child : if I am your parent, then you are my child.
above - below : if X is above Y then Y is below X.

Question 23

✅Coping/communication Strategies

Answer 23

➡️ Definition: techniques used by language learners to manage gaps in their knowledge or understanding. These strategies help them communicate effectively despite limited language proficiency.

or ➡️ Definition: Techniques used by language learners to overcome difficulties they encounter in both receptive (listening and reading) and productive (speaking and writing) skills due to gaps in vocabulary, grammar, or understanding.

➡️ Examples:

Circumlocution: If a learner cannot recall a specific word, they may describe it instead, e.g., “It’s the thing that you put on a horse’s back when you ride” (instead of “saddle”).
Avoidance: The learner may avoid using a word they do not know, for example, by changing the topic or using a simpler word.
Asking for Clarification: The learner may ask the speaker to clarify something, e.g., “What do you mean by that?” or “Could you explain it again?”

Question 24

✅ Copula

Answer 24

➡️ Definition: A grammatical element that links the subject of a sentence to a subject complement, often represented by the verb “be” in English. In some languages, this verb may be omitted in certain tenses or have more than one equivalent.

➡️ Example: In English, “She is a teacher,” the copula “is” links the subject “she” with the complement “a teacher.” In languages like Russian or Arabic, this verb might be omitted, causing challenges for speakers of these languages learning English. Similarly, in Italian, there are two verbs, “essere” and “stare,” that serve as equivalents of the verb “be.”

Question 25

✅Copulative verbs

Answer 25

➡️Definition : a verb followed by a complement (adjective or noun phrase) which can be “equated” to the subject of the sentence.

➡️ Example : be, become, get, grow, seem, appear, look, sound, taste, feel, smell, prove, remain, stay, resemble, turn

    Paula seemed / appeared / sounded /grew angry (Paula = angry)

Question 26

✅Co-ordinating conjunctions (also called co-ordinators).

Answer 26

➡️Definition: These may join (a) single words of the same word class, (b) phrases or (c) clauses.

➡️ Example :
a) He worked slowly but surely. (adverb + adverb)
b) I bought some gloves and a new pair of boots. (noun phrase + noun phrase)
c) I must leave now, or I’ll be late (clause + clause)

Question 27

✅ Coordination

Answer 27

➡️ Definition: Coordination refers to the process of linking two elements (such as words, phrases, or clauses) of equal grammatical status using a conjunction, creating a balanced structure.

➡️ Example:

Words: “He worked slowly but surely.” (adverb + adverb)
Phrases: “I bought some gloves and a new pair of boots.” (noun phrase + noun phrase)
Clauses: “I must leave now, or I’ll be late.” (clause + clause)

Question 28

✅ Corpus / Corpora

Answer 28

➡️ Definition: a database of samples of real language (either written or spoken) stored on a computer which can be used to investigate language use.

➡️ Example: The British National Corpus contains 100 million words of late 20th century British English

Question 29

✅ Correlatives

Answer 29

➡️ expressions consisting of two parts. They may belong to various word classes.

➡️ Examples:
Correlative conjunctions - eg not only / but also
- She not only got 100% on the test, but also finished in half the time allowed.

Correlative prepositions - eg from / to
- We’re open from 9 to 5.

Question 30

✅ Countable Noun

Answer 30

➡️ Definition: A noun that can be counted as individual items, and can be used in both singular and plural forms.

➡️ Example:
Singular: “John is a teacher.”
Plural: “Helen and John are teachers.”

Question 31

✅ Coverage

Answer 31

➡️ Definition: Coverage refers to the quality of a test, specifically how well the test reflects the number and appropriateness of the items included. It should adequately reflect what learners have been taught or are expected to know.

➡️ Example: A placement test might lack adequate coverage if it is too short and doesn’t test enough areas, like grammar, vocabulary, and all four skills (reading, writing, listening, speaking), which are needed to accurately assess a learner’s abilities.

Question 32

✅ Cranberry Morphemes

Answer 32

➡️ Definition: A cranberry morpheme is a type of morpheme that appears in only one word and doesn’t have meaning on its own in other words. It’s a part of a word that can’t be separated or used independently.

➡️ Example: The “cran” in “cranberry” is a cranberry morpheme. It doesn’t appear in other words like “cran-apple” or “cran-juice,” making it unique to this specific word.

Question 33

✅ Criterion-Referenced Testing

Answer 33

➡️ Definition: A type of testing where learner performance is measured against predetermined criteria or standards, not in comparison with others, i.e., descriptions of what learners are expected to know and/or be able to do at a specific stage of their learning. A learner passes if they meet the criteria, regardless of how others perform.

➡️ Example:
In a B2 writing test, learners are expected to:

Divide the essay into logically ordered paragraphs, each focusing on a single topic.
Use a topic sentence to clearly indicate the main point of the paragraph.
Use connectives accurately to show the relationship between ideas.

Question 34

✅The Critical Period Hypothesis

Answer 34

➡️Definition : This hypothesis suggests that there is a period in childhood when language acquisition can take place effortlessly and naturally, but that after adolescence the brain is no longer able to process language in this way. The hypothesis is associated with the work of Lenneberg in the 1960s.

➡️Example : A child who goes to live in a foreign country will “pick up” a language just by being exposed to it, whereas an adult may need formal instruction