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TKT Module 1: Language Key Terms Guide

The document outlines key terms and explanations related to language and language skills across 18 units. It covers topics such as grammar, lexis, phonology, discourse, language functions, and assessment methods. Each unit provides definitions and examples to enhance understanding of language systems and teaching methodologies.

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124 views4 pages

TKT Module 1: Language Key Terms Guide

The document outlines key terms and explanations related to language and language skills across 18 units. It covers topics such as grammar, lexis, phonology, discourse, language functions, and assessment methods. Each unit provides definitions and examples to enhance understanding of language systems and teaching methodologies.

Uploaded by

Humay
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

TKT Module 1: Key Terms and Explanations (Units 1–18)

Unit 1 – Describing language and language skills


Grammar – The system of rules that determine how words combine to form sentences.

Lexis – The vocabulary of a language, including words and expressions.

Phonology – The study of the sound system of a language and how sounds function.

Discourse – Written or spoken communication beyond individual sentences.

Functions – The purposes for which language is used, e.g., apologising, requesting.

Register – The level of formality or informality in language use.

Accuracy – How correct learners’ language use is, according to grammar and pronunciation
rules.

Fluency – The ability to produce language smoothly and easily without hesitation.

Unit 2 – Describing language systems


Parts of Speech – The categories of words according to their function, e.g., nouns, verbs,
adjectives.

Tense – The grammatical form showing the time of an action or state.

Aspect – Indicates how an action or state extends over time (e.g., continuous, perfect).

Clause – A group of words containing a subject and a verb.

Sentence – A set of words expressing a complete idea.

Word Formation – How new words are made, e.g., prefixes, suffixes, compounding.

Unit 3 – Lexis
Collocation – Words that commonly occur together, e.g., 'make a decision'.

Synonym – A word with a similar meaning to another word.

Antonym – A word with an opposite meaning.

Homophone – Words that sound the same but have different meanings/spellings, e.g.,
'sea'/'see'.

Idiom – A fixed phrase whose meaning is not literal, e.g., 'break the ice'.
Unit 4 – Phonology
Phoneme – The smallest unit of sound that can change meaning, e.g., /p/ vs /b/.

Stress – The emphasis placed on certain syllables or words.

Intonation – The rise and fall of voice pitch in speech.

Connected Speech – How words link or blend in natural spoken language.

Unit 5 – Grammar: verbs and tenses


Auxiliary Verb – A verb used with a main verb to form tenses, questions, or negatives, e.g.,
'do', 'have'.

Modal Verb – A verb that expresses possibility, necessity, or obligation, e.g., 'can', 'must'.

Infinitive – The base form of a verb, often with 'to', e.g., 'to go'.

Gerund – The -ing form of a verb used as a noun, e.g., 'Swimming is fun'.

Phrasal Verb – A verb combined with a preposition or adverb, e.g., 'look after'.

Unit 6 – Nouns, pronouns and articles


Countable Noun – A noun that can be counted, e.g., 'apple/apples'.

Uncountable Noun – A noun that cannot be counted, e.g., 'milk'.

Pronoun – A word used in place of a noun, e.g., 'he', 'it'.

Article – A word used before a noun to show whether it refers to something specific or
general.

Unit 7 – Adjectives and adverbs


Comparative – An adjective or adverb form showing comparison between two things, e.g.,
'bigger'.

Superlative – An adjective or adverb form showing the highest degree, e.g., 'the biggest'.

Adverb of Frequency – Shows how often something happens, e.g., 'always', 'sometimes'.

Unit 8 – Function and meaning


Function – What we do with language, e.g., suggesting, requesting, agreeing.

Exponents – The actual words used to express a function, e.g., 'Let's go out' for suggesting.

Formality – The degree of politeness or social distance expressed in language.

Unit 9 – Discourse
Cohesion – The linking of ideas in a text through grammar and vocabulary.
Coherence – How logically ideas are connected and flow in a text.

Reference – Using pronouns or other devices to refer to earlier or later ideas in a text.

Ellipsis – Omitting words when the meaning is clear from context.

Unit 10 – Language skills


Productive Skills – Speaking and writing, where learners produce language.

Receptive Skills – Listening and reading, where learners receive language.

Sub-skill – A smaller skill that contributes to a main skill, e.g., skimming, scanning.

Unit 11 – Listening
Listening for gist – Understanding the general meaning of what is heard.

Listening for detail – Listening for specific information.

Inference – Understanding meaning that is not directly stated.

Unit 12 – Reading
Skimming – Reading quickly for general meaning.

Scanning – Reading quickly to find specific information.

Prediction – Guessing content from titles or prior knowledge before reading.

Unit 13 – Speaking
Turn-taking – Sharing speaking time in conversation.

Intonation – Pitch patterns used to convey meaning or emotion.

Fluency – Smooth and natural speech production.

Unit 14 – Writing
Coherence – Logical organization of ideas in writing.

Cohesion – Use of linking words and grammatical devices to connect ideas.

Draft – A preliminary version of a piece of writing.

Unit 15 – Motivation and learning styles


Intrinsic Motivation – Learning for personal satisfaction or interest.

Extrinsic Motivation – Learning for external rewards or outcomes.

Learning Style – An individual’s preferred way of learning, e.g., visual, auditory, kinesthetic.

Unit 16 – Errors and correction


Error – A mistake caused by lack of knowledge of a rule.

Slip – A mistake made accidentally even though the learner knows the rule.

Feedback – Information given to learners about their performance.

Unit 17 – Lesson planning


Objective – A specific learning aim for a lesson.

Stage – A distinct step or part of a lesson.

Timing – The amount of time allocated to each stage.

Interaction Pattern – How learners work together, e.g., pair work, group work.

Unit 18 – Assessment
Assessment – Measuring learners’ language ability or progress.

Formative Assessment – Assessment during learning to improve progress.

Summative Assessment – Assessment at the end of a course or period of learning.

Validity – How well a test measures what it is supposed to measure.

Reliability – How consistent test results are across different times or groups.

Common questions

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Effective lesson planning for varied learning styles includes incorporating diverse instructional methods, such as visual aids for visual learners, discussions and oral presentations for auditory learners, and hands-on activities for kinesthetic learners . Differentiated instruction and the use of technology can also tailor learning experiences to meet individual student needs, promoting engagement and effective language acquisition.

Formative assessments provide ongoing feedback during the learning process to identify strengths and areas for improvement, allowing teachers to adjust instruction for better learner outcomes . Summative assessments evaluate student proficiency at the end of a learning period, measuring cumulative knowledge and skills . Used together, these assessments create a comprehensive evaluation system, enhancing both teaching effectiveness and student progress tracking.

Grammar, lexis, and phonology are foundational components of language that interact to enable effective communication. Grammar provides the rules and structures that determine how words combine to form sentences, ensuring clarity and consistency in communication . Lexis encompasses the vocabulary of a language, enabling precise expression through choice of words and phrases . Phonology, the study of the sound system of a language, affects how language sounds are produced and perceived, influencing meaning through elements like stress and intonation . Together, these elements ensure that language is both coherent and meaningful when spoken or written.

Coherence ensures that writing is logically organized and that arguments and ideas flow naturally, which is crucial for clarity and persuasiveness in academic and professional writing . Cohesion provides the necessary linguistic connections within sentences and paragraphs through linking words and grammatical devices, reinforcing structure and clarity . Both are critical for effective communication in professional and academic settings where clarity, precision, and logical argumentation are valued.

Intrinsic motivation, driven by personal interest and satisfaction, often results in sustained engagement and deeper cognitive processing, which enhances long-term language acquisition as learners are more likely to persevere in the face of challenges . Extrinsic motivation, motivated by external rewards or outcomes, may lead to shorter-term engagement and learning focused on specific goals, such as passing tests. While both are crucial, intrinsic motivation generally contributes more positively to sustained effort and success in language learning over time.

Turn-taking ensures that conversation participants have equal opportunities to speak, contributing to a balanced interaction and preventing communication breakdowns due to interruptions or dominance by one speaker . Intonation adds emotional context and clarifies meaning, allowing speakers to convey questions, statements, or emotions fluidly, thus enhancing mutual understanding within a conversation . Together, these elements are critical for maintaining coherent and clear dialogues.

Phonemic awareness allows learners to recognize and differentiate sounds within a language, aiding in accurate listening comprehension . Understanding connected speech—how sounds merge in natural discourse—helps learners process fluent spoken language, improving their ability to comprehend speech in real-time environments . These practices are essential for developing effective listening skills, facilitating better integration of language components during communication.

Idioms and phrasal verbs often lack direct translations and rely on cultural context, making them difficult for second language learners to comprehend and use accurately. Strategies to improve understanding include contextual learning through authentic materials, explicit teaching of meaning and usage, and practice in varied contexts to develop linguistic intuition . Encouraging learners to use these features in conversation can also improve naturalness and fluency.

Register dictates the level of formality or informality appropriate to a particular context, impacting language choice and style . It reflects social setting, the relationship between interlocutors, and the purpose of communication, thus guiding speakers to adapt their language appropriately to maintain social norms and achieve communicative goals effectively.

Cohesion in discourse links ideas within a text through grammar and vocabulary, creating a text that is structurally connected . Coherence refers to the logical flow and meaningful connections between ideas, ensuring that the text is easily understandable . Ellipsis involves omitting words that are understood from context, which can make sentences more concise and maintain reader engagement without sacrificing clarity . Together, these discourse features facilitate the reader's understanding and engagement with the text, contributing to effective communication.

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