The actual use of language in concrete situations. It is used to describe both the production, sometimes called parole, as well as the comprehension of a language.

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Includes linguistic, sociolinguistic and cultural domains, explicit knowledge about a language.

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is a form of a guided research into language. The aim of it is to discover the language's underlying systems, to deal with them from a pedagogical perspective.

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is a broad term used to describe many forms of arrested progress in L2 acquisition.

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studying examples and (either consciously or unconsciously) working out the rules.

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The children learning their first language acquire grammatical structures in a "pre-determined", natural order, and that some are acquired earlier than others.

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a learner's ability to use language to communicate successfully. It encompasses a language user's grammatical knowledge of syntax, morphology, phonology and the like, as well as social knowledge about how and when to use the utterances appropriately.

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Is the type of a language or a linguistic system used by second-and foreign language learners who are in the process of learning a target language.

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Also known as inductive approach, is a technique or an approach where a teacher provides examples of a language item and helps the learners to find out the rules themselves.

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where learners are given interactive tasks to complete.

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can refer to language, such as a sentence structure and sentence types, word choice, figurative language, you might need to persuade a reader. For example, simile, metaphor, allusion and hyperbole

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Can refer to narrative, or story elements, such as setting, character, theme, symbols, and any other elements you might need to tell a story

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The language teachers and learners use to talk about the English language learning and teaching.

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The traditional approach that tells people how to use the English language, what forms they should utilise, and what functions they should serve.

For example, never start a sentence with conjunction like "And" or "But"

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Is a set of rules about language based on how it is actually used.

For example, ain't for I'm not, "we're good" instead of "we're doing well".

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Also called a student grammar, designed to help language learners with "rules of thumb", and not necessarily as comprehensive as a descriptive grammar.

For example, don't use an indefinite article with proper nouns

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The tool is used in linguistics and pragmatics to elicit particular speech acts. It consists of a one-sided role play containing a situational prompt to elicit the intended response.

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a manner of pronunciation peculiar to particular individual , location or a nation

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A regional or social variety of a language distinguished by pronunciation, grammar and/or vocabulary

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is the accent traditionally regarded as a standard for British English for global communication and educational purposes

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The sound formed in the gap between the vocal cords is called

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a group of consonants which have no intervening vowels

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A sound formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves towards another

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Sensitising learners to the effect of the vowel difference on meaning

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the smallest unit of meaningful sound in a language

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different articulation of the same phoneme; ex: lip position of /ʃ/ in shoe and she

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two items whose meanings alter when just one phoneme is changed; ex: pin/bin

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a unit of pronunciation which is (usually) longer than a sound, but (usually) less than a word

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a word consisting of a single syllable

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the ability to distinguish between two sounds when both are heard together

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those phonological features which are deemed to be vital in conveying a clear, unambiguous message to other users, especially in communication between ‘non-native speakers’

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the effect of emphasising certain syllables by making them louder or longer, or by increasing their pitch; there are word stress and sentence stress (aka prominence)

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where the greatest movement happens in a sentence; in a typical sentence most syllables are not stressed except one

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he process of ‘squeezing together’ the syllables that occur between stressed syllables, so that each segment of an utterance takes the same time to produce

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the stages for teaching word and sentence stress

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a language where stressed syllables tend to occur at regular intervals and syllables are NOT assigned the same stress, e.g., English

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a language where each syllable tends to take the same length of time to say, e.g., French or Japanese

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parts of a sentence, each with one stress

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= a speech sounds where the airstream from the lungs is either completely blocked, partially blocked, or where the opening is so narrow that the air escapes with audible friction):

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when the air is blocked completely and then released suddenly; explosion) ex: /p/, /b/, /t/, /d/, /k/, /g/

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when the air is partially blocked and friction is created; friction) ex: /f/, /v/, /θ/, /ð/, /s/, /z/, /ʃ/, /ʒ/, /h/

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a sequence of the above two: the air is first blocked and then released more gradually than in a plosive, causing friction; explosion ending in friction) ex: /ʧ/, /ʤ/

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nasal

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when the air is pushed around the sides of the tongue, the tip of which is in contact with the alveolar ridge) ex: /l/

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when two organs of speech come close to one another but not close enough to block the airflow or cause audible friction) ex: /r/, /w/*, /j/

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a speech sound produced without significant construction of the air flowing through the mouth

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a glide from one monophthong to another

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when a phoneme changes its quality due to the influence of a neighbour sound

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the way sounds are fused together at word boundaries

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(when an extra sound, i.e., a semi-vowel, is introduced between two vowel sounds, one at the end of a word and the second at the beginning of the next word;

occurs between 2 vowel boundaries and help link the vowel sounds together smoothly) Ex: pie and chips /paɪjən(d)ʧɪps/, China and Japan /ʧaɪnərənʤəpæn/, and go away /gəʊwəweɪ/

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when a consonant sound at the end of a word links with a vowel sound at the start of the next word so that the word boundaries become unclear) Ex: first of all /fɜ:stəvɔ:l/ -> ~festival

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when the utterances are phonemically identical but there are 2 possible interpretations of the sounds heard) Ex: I scream vs ice-cream /aɪskri:m/

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the omission of sounds/syllables because a similar sound occurs immediately afterwards) Ex: pie and chips /paɪjən(d)ʧɪps/, I walked to work /aɪwɔ:k(t)təwɜ:rk/

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when a word is unstressed, the vowel is reduced to a schwa; however, other vowel sounds can also be weak) Ex: and /æ/ -> /ə/, been /i:/ -> /ɪ/

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when two single syllable words combine into one syllable; one of the words is a weak form) Ex: is /ɪz/ + not /nɒt/ => isn’t /ɪznt/

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It is a suprasegmental feature of pronunciation, meaning that it is a property of whole stretches of speech rather than of individual segments (such as phoneme).

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is the level of speech sounds / voice as perceived by the listener; can be ‘high’, ‘mid’ or ‘low’

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the distance between the lowest pitch of a language and the highest

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a movement of pitch; can be rise, fall, fall-rise, or rise-fall;   combined with pitch, can be a high rise or a low rise (rising from a high or from a low position) or a high fall or a low fall (falling from a high or from a low position)

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Rhythm

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when the stressed syllables are particularly stressed and a varying number of unstressed syllables; could be one or five or more, and they are packed into the intervals; this results in distortions, compressions and weakening of the weak syllables; in English, significant words or syllables are stressed

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accent

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dialect

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Received Pronunciation

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Or prominence is the emphasis that certain words have in utterances. There is a general tendency to place stress in the stronger syllables of content words (e.g. main verbs, nouns, adjectives) rather than on function words (e.g. auxiliary verbs, prepositions)

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When English is spoken, the speaker alternates between stressed and unstressed syllables in regular intervals with the stresses falling within content words. 

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The stressed syllables of the sentence create beats. 

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The way that speech sounds are produced in a continuous stream rather than separately.

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Is the omission of a sound (a phoneme) in speech. More significantly it may refer to the omission of an unstressed vowel, consonant or syllable. 

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Means the linking of sounds or words. Due to this linking, the words do not sound the same as when we say them individually. 

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The use of changing (rising and falling) vocal pitch to convey grammatical information or personal attitude. It is particularly important in expressing question.

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A lexicalized sequence of words that functions as a single grammatical word

Type 1: a group of words that occur together “take a chance”

Type 2: meaning is not obvious “by and large”

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When two words are used together to yield a new meaning, a compound is formed. 

Open compound ( ex. Ice cream)

Closed compounds (ex. Doorknob)

Hyphenated compound (ex long-term)

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Words with identical pronunciation but different spellings and meaning

Ex. Bat (animal / baseball)

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There are 4 major of these (verb, noun, adjective, adverb) and 5 other word classes (determiners, prepositions, pronouns, conjunction, interjection)

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The largest word class in English. Nouns refer to people (and other creatures), places, things and abstract entities. 

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Are names of specific people, places and so on.

For example: David

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Are used to name general things 

For example: a lamp

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Is a part of a sentence that contains the person or thing performing the action (or verb) in a sentence.

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Is a part of a sentence that refers to the person or thing that is affected by the action of the verb.

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Word that has the same semantic meaning, may have different connotations, syntactic behaviours and be of different style. 

For example: leave - depart

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Words that have the opposite semantic meaning

For example: dark vs light

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Refers to the pairs of words that display symmetry in their meaning. 

For example: near and far; parent and child

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The core or dictionary meaning of lexical item, with no layers of social/regional interpretation

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The attidual meaning of a word, which may be culturally determined, such as whether it carries a positive or negative meaning; the interpretation of a word in a particular context or language variety (e.g. propaganda, suburban)

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A free-standing item of language that has meaning

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A group of words sharing the same root but different affixes.

For example: love/lover/lovely

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A term used to designate a particular member of a broader class

For example: daisy and rose are homonyms of flower

Also called a subtype or a subordinate term

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Is the way of organising related words and expressions into a system which shows their relationship to one another. 

For example: father, mother, uncle, aunt

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The same form and similar meaning 

For example: draw

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Two or more words which commonly occur together 

For example: strong coffee

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An expression in the usage of a language that is peculiar to itself either in having a meaning that can’t be derived from the conjoined meanings of its elements or I ts grammatically atypical use of words.

For example: Up in the air; give way

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A word that can substitute for a noun

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A word that typically expresses an event, process or state

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A word that typically identifies an attribute of a noun

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A word that functions either to specify the time, place or manner

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Is a word or group of words used before a noun, pronoun, or noun phrase to show direction, time, place, location, spatial relations, or to introduce an object. 

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Is a word used to connect words, phrases and clauses

For example: and, but, although

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It is the basic unit of language that expresses a complete thought. 

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It is the basic unit of language that expresses a complete thought and has only one clause

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Is a particle that is used to direct or redirect the flow of conversation without adding any significant paraphrasable meaning to the discourse

For example: Oh, like, you know

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Leaving out words rather than repeating them unnecessarily 

For example: I want to go but I can’t

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Identifies what or who is the topic of the clause and/or the agent of the verb

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Gives further information (or completes what is said) about some other element

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Adds extra information about the time, manner or place, etc of the situation

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A sentence that contains a main clause and one or more dependent clauses. The dependent clause is subordinate to the main clause. 

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A sentence that contains more than one clause. It can be either complex or compound. 

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A sentence consisting of two independent clauses linked by co-ordination, for example, and or but

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A clause that can stand on its own to form a sentence. It is sometimes called a main clause. 

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A clause that cannot stand on its own to make a sentence. 

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