acquire 習得

　　active L vocabulary 積極外語詞匯

　　bilingual 雙語的

　　classification 分類

　　communicative ability 交際能力

　　communicative function 交際功能

　　a communication-oriented activity 以交際為中心的活動

　　comparison and contrast 比較和對照

　　cross lingual technique 跨語言(教學)法

　　equivalent expression 相對應的表達

　　FLT(foreign language teaching) 外語教學

　　free interpretation 自由口譯

　　functional equivalent 功能對應的表達

　　grammar formula 語法公式

　　initial 首字母縮寫詞

　　L proficiency 外語水平

　　language proficiency 語言水平

　　plural noun 復數名詞

　　privacy 隱私

　　reference system 參照系統(tǒng)

　　similarities and differences 異同點

　　style 風格

　　taboo 禁忌

　　target culture 目標語文化

　　teaching/learning technique 教/學方法

　　third person singular 單數第三人稱

　　word list 單詞表

　　Conversion drill 轉換練習

　　Decode 解碼

　　Demonstration：示范

　　Encode 編碼

　　Information gap 信息溝

　　Inhibition 約束，抑制

　　Interaction 交互作用，互動

　　Mechanical drills 機械操練

　　Motivation 動力

　　Nonverbal 非言語的

　　Pantomime 啞劇，用手勢表達

　　Participation 參與

　　Receptive 接受性的

　　Scenario 劇本

　　Stimulate 激發(fā)

　　Stimulus 刺激，促進因素

　　Substitution drills 替換練習

　　Target language 目標語，指要學習的語言

　　UNPRedictability 不可預見性

　　Cluster Sampling 整群抽樣

　　Cohort Design 類似群體設計

　　Control Variable 控制變量

　　Criterion Group Design 標準組設計

　　Dependent Variable 依變量

　　Expectancy Effect 期望效應

　　Experimental Mortality 實驗死亡率

　　External Change 外部變化

　　External Validity 外部效度

　　History 歷史

　　Independent Variable 自變量

　　Instability 不穩(wěn)定性

　　Instrumentation 手段

　　Interaction of Several Factors 因素的交互組合

　　Internal Change 內部變化

　　Internal Validity 內部效度

　　Interrupted Time Series Design 間斷時間次序設計

　　Maturation 成熟

　　Moderator Variable 調節(jié)變量

　　Non-Designs 前實驗設計

　　Nonequivalent Dependent Variables Design 非等值依變量設計

　　Observational Techniques 觀察技巧

　　one-group posttest-only design 一組實驗后測試設計

　　one-group pretest-posttest design 一組實驗前后測試設計

　　Operational Definition 操作定義

　　Outcome Variable 結果變量

　　posttest-only control group design 只有實驗后測試的控制組設計

　　Prestest-posttest control group design 實驗前后測試的控制組設計

　　Pretesting 前測試

　　Quasi-Experimental Designs 準實驗設計

　　Questionnaire 問卷調查

　　Quota Sampling 定額抽樣

　　Random Sampling 隨機抽樣

　　Repeated Treatment Design 反復處理設計

　　Research Hypothesis 研究假設

　　Selection 選擇

　　Statistical Regression 統(tǒng)計回歸

　　Systematic Sampling 系統(tǒng)抽樣

　　True Experiment 真正的實驗

　　Untreated Control Group Design with Pretest and Posttest

　　language learning objective 語言學習目標

　　curriculum 課程目標

　　action and interaction 作用和相互作用

　　examination prescription 考試指南

　　philisophy of teaching 教學觀念

　　practicality 實用性

　　pragmaticality 實效性

　　motivational drive 動力驅動

　　reality 現實性

　　learning strategy 學習策略

　　terminal objective 結果目標

　　enabling objective 過程目標

　　evaluation 評價

　　formative assessment 形成性測試

　　assignment 作業(yè)布置

　　language acquisition 語言習得

　　individual difference 個體差異

　　auditory 聽覺

　　scientificity 科學性

　　variety多樣性

　　flexibility 靈活性

　　creativity 創(chuàng)造性

　　learner-centered 學生中心

　　awareness of syllabus 大綱意識

　　contextualized setting 語境

　　affirmative answer 肯定回答

　　allocation of roles 角色分配

　　assessment 評估

　　assessor 評估者

　　bilabial 雙唇音

　　brainstorm 集思廣益/大腦風暴

　　Chinese Pinyin 漢語拼音

　　closed pairs 練習式結對活動

　　designing 設計

　　communicative ability 交際能力

　　communicative function 交際功能

　　content feedback 內容反饋

　　consonant clusters 輔音連綴

　　compulsory course 必修課

　　classroom teaching 課堂教學

　　demonstration 示范，演示

　　demonstrator 示范者，演示者

　　diphthong 雙元音

　　elicitation 誘導，引出

　　evaluation 評價

　　exponents 范例

　　feedback 反饋

　　form feedback 形式反饋

　　falling tone 降調

　　fluency practice 流利度訓練

　　group work 小組活動

　　information gap 信息溝

　　instructor 指導者

　　intensive reading 精讀

　　interactional language 交際性語言

　　intonation 語調

　　indoor activities 室內活動

　　jazz chants 爵士樂

　　jigsaw games 拼圖游戲

　　language units 語言單位

　　language input 語言輸入

　　language proficiency 語言熟練度

　　manners of articulation 發(fā)音方法

　　mime 模擬, 模仿

　　monitor 監(jiān)督者，監(jiān)督者

　　nasals 鼻音

　　noughts and crosses 拼字游戲

　　open pairs 演示性接對活動

　　organizer 組織者

　　outdoor activities 室外活動

　　pair work 結對活動

　　participation 參與

　　places of articulation 發(fā)音部位

　　practice stage 實踐階段

　　procedure 步驟

　　prompts 提示性語言

　　pronunciation practice 語音練習

　　quiz 知識小測驗

　　remedial measures 補救性措施

　　rhyme 韻律

　　rhythm 節(jié)奏

　　rising tone 聲調

　　received pronunciation 標準語音

　　role plays 角色扮演

　　safety coefficient 安全系數

　　scan 略讀

　　skim 快讀

　　supplementary form 補充形式

　　supervisor 督促者

　　stress 重音

　　structure practice 結構練習

　　teaching syllabus for full-time secondary schools 全日制中學教學大綱

　　tongue twisters 繞口念

　　vocal organs 發(fā)音器官

　　vocabulary practice 詞匯練習

　　alphabet chart 字母表

　　authentic printed material 原文材料

　　flip chart 瀏覽圖表

　　grammar chart 語法圖表

　　JEFC 初中英語

　　model 模型

　　object visual 實物教具

　　phonetic chart 語音圖表

　　picture flash card 圖畫卡片

　　questionnaire 問卷

　　sentence building card 組句卡

　　sentence building grid 組句表格

　　speech organ 發(fā)音器官

　　syllable wheel 音節(jié)風車

　　teaching aids 教具

　　visuals 可視教具

　　wall picture 墻畫

　　wall poster 墻貼

　　word building card 組詞卡

　　word flash card 單詞卡片

　　word map 聯(lián)想圖表

　　word slide 單詞滑梯

　　work card 練習卡

　　work sheet 分發(fā)材料

　　blackboard arrangement 黑板布局

　　board writing 板書

　　dynamic person 動態(tài)人物畫

　　full cursive 草體

　　inanimate object 靜物

　　main board writing 主板書

　　minor board writing 副板書

　　printing style 印刷體

　　simple blackboard drawing 黑板簡筆畫

　　simple cursive 簡單草體;行體

　　simple picture 簡筆畫

　　static image 靜物畫

　　stick figure 簡筆人物畫

　　writing style 書體，字體

　　web 網狀圖形

　　active listening積極聆聽

　　agenda議程

　　attention span注意力

　　automatic reaction機械反應

　　classroom interaction課堂互動

　　classroom routine課堂常規(guī)

　　communicating style傳播風格

　　communication model交際模式

　　consultant咨詢者

　　cyclical (sequence)循環(huán)次序

　　facilitator協(xié)助者

　　follow-up跟蹤練習

　　group work activities小組活動

　　half dialogue補全對話

　　information gap信息溝

　　instructor指導者

　　linear sequence線性次序

　　loss of control(課堂)失控

　　motivation動機

　　questioner提問者

　　remedial teaching糾錯教學

　　rhetorical devices修辭手法

　　pair work activities結對活動

　　personalizing個體化

　　prompts提示

　　repetition dialogue重復對話

　　substitution dialogue替換

　　sequencing次序安排

　　supervising監(jiān)督，管理

　　the need to communicate交際需求

　　transmission model傳授模式

　　whole class work activities全班活動

　　allophonic : 音位變體的，語音變體的。

　　articulation: 發(fā)音動作，發(fā)音。

　　consonant clusters 輔音

　　content words 實詞

　　contraction: 縮略形式。

　　discrimination: 辨別。

　　form words 虛詞

　　homophones: 同音異形詞

　　inflection: 變音;轉調;語音的抑揚變化。

　　jingle: 疊韻的詩句。

　　lateral consonant 邊輔音

　　linking of souds 音的連讀

　　mimicry 模仿

　　minimal pair: 最小對立體。

　　nasals 鼻音

　　ongoing 持續(xù)的

　　oral cavity 口腔

　　phoneme：音位(語音的最小單位);音素。

　　prosodic feature: 韻律特征。

　　remedial teaching (此處為)糾音教學法

　　rhythm: 節(jié)奏。

　　segment: 單位;切分成分。

　　segmental phoneme：切分音位。

　　sight words: 同形異音詞

　　soft palate 軟腭

　　super segmental phoneme: 超切分音位

　　utterance: 發(fā)聲，表達，話語(指兩個停頓或可能的停頓之間的一串言語，通常在話語的末尾用上升或下降的終端連音表示)。

　　vibration 振動 共鳴

　　willy-nilly:不管愿不愿意。

　　anticipate 預測

　　brainstorm 集思廣益

　　chunk 片語

　　coherent unity 前后一致的整體

　　command 命令句

　　competence 能力

　　compile 收集

　　comprehensive recognition 理解性認知

　　conjunction 連接詞

　　context 語境，上下文

　　coordinator 協(xié)調連詞

　　Creative writing 創(chuàng)造寫作

　　cursive 手寫體

　　diagram 圖表，圖集，文圖

　　diction 語言風格

　　exclamation 感嘆句

　　feedback 反饋

　　framework 框架

　　gap filling 填空

　　genre 風格，體裁

　　highlight 標明

　　incorporate 包括，納入

　　information explosion 信息爆炸

　　interaction 交流，合作

　　interior relation 內在的聯(lián)系

　　Jigsaw writing 割畫寫作

　　linker 連接詞

　　Matching words 詞組填空

　　morphology 形態(tài)

　　muddled 亂序的

　　OHP overhead projector 投影儀

　　Pattern drills 句型練習

　　Picture writing 看圖寫話

　　pie chart 餅型圖表

　　proofread 審讀

　　punctuation 標點

　　readership 讀者

　　Rearranging scrambled sentences 亂句重組

　　reference注解

　　resulting text 完成稿

　　revise 校訂

　　rhetorical purposes 修辭目的

　　semantic 語義的

　　Sentence chains 句子連接

　　sentence combining 句子組合

　　sentence completion 完成句子

　　Sentence judging and making 判斷句子和造句

　　Sentence linking 連句成段

　　sequencer 順序詞

　　statement 陳述句

　　structurally complete 結構完整

　　substantial guidance 大量的指導

　　syntax 句法

　　transcend 超越

　　transformation 轉換

　　transition 過渡連接

　　treasure hunt 尋寶

　　comprehensible input 有意義輸入

　　cue 提示詞

　　chain drill 鏈式操練

　　deductive method 演繹法

　　function 功能

　　inductive method 歸納法

　　morpheme 詞素

　　multi- slot substitution 多成分替換

　　morphology 詞法

　　syntax 句法

　　the Grammar Translation Method 語法翻譯法

　　transformation drill 轉換練習

　　single-slot substitution 單一成分替換

　　backgroud knowledge 背景知識

　　bottom-up processing 自下而上認識法

　　communicative competence交際能力

　　decode解碼

　　encode編碼

　　information input/output信息輸入/輸出

　　interactional purpose 互動目的

　　lead-in導入

　　linguistic competence語言能力

　　phatic寒暄

　　top-down processing自上而下認識法

　　transactional purpose 信息傳遞目的

　　code 語碼

　　a system of words, letters, numbers, etc.

　　decode 解碼

　　to discover the meaning of a code

　　encoding 編碼

　　putting … into a code

　　decoding 解碼

　　discovering the meaning of a code

　　Skimming 掠讀

　　Skimming means reading quickly to get the gist, i.ethe 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 pointsAfter that he/she sets a goal for the assignment and plans how to do intensive reading of the entire document at a slower pace

　　Scanning 略讀

　　Scanning means to read and locate specific information such as figures, schedules, tables, news heading, etcThe key point in scanning is that students have something in their mind and they should ignore the irrelevant parts when reading

　　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.

　　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

　　Distinguishing 辯識

　　finding the main idea from supporting details

　　Predicting 預測

　　guessing what is coming next

　　SQR Strategy SQR閱讀策略

　　SQR 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 complex.

　　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.

　　PQR Strategy PQR閱讀策略

　　PQR 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 complete text, unlike SQR to read section by section, recording notes in the margin or underlining important information that answers the predicted questionsIn this stage, reflection phase, information from the entire chapter or article is linked togetherThe 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 complete text

　　In the final stage, review, make sure the predicted questions have been answered and that the author's purpose is fully understood

　　RAP Strategy RAP閱讀策略

　　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.

　　REAP Strategy REAP閱讀策略

　　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 comprehension 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 stepDifferent aspects of the text are handled differently when writing annotationsAll 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 completenessThe teacher should consider how the text relates to other readings, to course objectives, and to classroom activities.

　　SNIPS Strategy SNIPS閱讀策略

　　The SNIPS Strategy is a five-step reading approach for facilitating on-line processing through interpretation of visual aidsThe 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 colorsAnd 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 stepConsider 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.

　　PRSR Strategy PRSR閱讀策略

　　PRSR stands for preview, read, self-test, and reviewText 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 textExamine the illustrations for additional informationLook at the words in italics or bold printRead 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 questionsIdentify important points by underlining or taking notesClarify 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 textUse summaries to organize important informationTry explaining key ideas and concepts to another person

　　For reviewing check answers to review questions against the textReconsider information that was forgotten or misunderstoodRepeat the self-test and review stages until the material is masteredThen review periodically to keep the information in long-term memory

　　PROR Strategy PROR閱讀策略

　　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 readingRecall prior knowledge related to the subject to form more questions

　　In the second stage, read with the goal of answering the questionsAnnotate key concepts, supporting details, and examplesConsider how illustrations relate to the text

　　In organizing stage, develop rehearsal strategies to organize the important information and commit it to memoryAnswer the questions aloudCompare the text to lecture material

　　Last, reduce the information to the bare essentialsTarget the information that was unclearTalk through the material to yourself or another student

　　PARTS Strategy PARTS閱讀策略

　　The PARTS strategy is a five-step procedure that guides students in carefully reading an assignment in order to enhance learningThe five steps are: to perform goal setting, to analyze little parts, to review big parts, to think of questions you hope will be answered, and last, to state relationships

　　For the perform goal setting stage, consider the reason you are analyzing the text parts.

　　In analyzing little parts stage, divide the text into parts, such as title, headings, visuals, and wordsAnalyze one part at a timeExplain the information included in each partThen, based on one part, predict what the next part will discussAfter reading all parts, tie them together.

　　During the review big parts stage, review the introduction and summary of the textSearch for signal words, such as "the most important" or "the purpose is," that indicates the main ideasDecide what the author's main goal or purpose isRelate the new information to knowledge you have already read about the subjectParaphrase the main ideas into your own words

　　In the think of questions you hope will be answered stage, identify your own questions based on titles and headings, previous knowledge, and predictionsCheck the questions at the end of the text

　　For the last stage, state relationships, consider how the text relates to other texts in the unitConsider how the text relates to the course objectives indicated on the syllabusConsider how the text relates to what you already know about the subject

　　DISSECT Strategy DISSECT閱讀策略

　　DISSECT stands for discover the word's context, isolate the prefix, separate the suffix, say the stem or root word, examine the stem or root word, check with someone, and try the dictionaryIt is a word identification strategy

　　It emphasizes the systematic analysis of a word using context and word element clues

　　CSSD Strategy CSSD閱讀策略

　　The CSSD strategy is a four-step procedure combining a number of approaches for learning vocabulary words and meaningsSCCD stands for context, structure, sound and dictionary

　　The first step is to consider the context of the word

　　The second step is to Break the word into smaller parts and look for familiar prefixes, root words, and suffixes

　　The third step is to analyze the word phonetically by breaking it into units of sound.

　　If these methods do not work, consult the dictionary in the last step

　　VOCAB game 詞匯游戲

　　The vocab game is for students to determine the meanings of out-of-context words through an understanding of morphemes, word parts, and etymology (word origins).

　　The steps of the vocab game are: to divide the class into groups, to discuss and select vocabulary words, to select a scorekeeper and recorder, to present the words, to define the words, to analyze the words, to check the definitions, to record points, to do group discussion, to record the word lists, and to evaluate the students.

　　The Patterned Language Approach 模式語言策略

　　The patterned language approach is to practice word identification skills with an emphasis on word meaning

　　It follows these steps: to select the reading material, to read the selected material, to make and match text strips, and to write word cards.

　　The Creative Mapping Strategy 圖式閱讀策略

　　The creative mapping strategy is to use pictorial images to help students recognize the organization of information in content readings and reorganize the main ideas and details of the text

　　guided reading 指導性閱讀

　　Guided reading refers to timed reading conducted in class under the control and guidance of the teacher

　　pre-reading activities 閱讀前活動

　　We mean tasks/activities that students do before they read the text in detail.

　　a transition device 轉換方式

　　A transition device is the way to transfer information from one form to another

　　referential words 指示詞

　　Referential words are words such as pronouns to refer to people or things already mentioned previously in the context

　　making inferences 推理

　　Making inferences means "reading between the lines" It requires the reader to use background knowledge in order to infer the implied meaning of the author.

　　Role-play 角色表演

　　Role-play is a very common language learning activity where students play different roles and interact from the point of view of the roles they play.

　　subvocalization 默念

　　Subvocalization means a more subtle type of saying the words, also called thinking each word without actually moving the lips or tongue.