Language teaching

Language teaching is the practice and study of helping learners develop proficiency in speaking, listening, reading, and writing. It includes choices about methods, materials, assessment, and the social contexts of learning.

Communicative language teaching: An approach that develops language ability through meaningful communication and purposeful classroom interaction. It organizes learning around using language to exchange meaning.
Second-language acquisition: The processes through which people learn a language after acquiring their first language. It studies the learning processes that language teaching seeks to support.
Language assessment: The systematic evaluation of language ability for learning, placement, certification, or research. Assessment can guide instruction and show whether learners meet defined goals.
Explicit instruction: Teaching that deliberately explains rules or procedures and directs attention to them. It makes language forms an overt object of teaching.
Stephen Krashen: An American linguist known for influential hypotheses about second-language acquisition and teaching. His input and acquisition hypotheses shaped debates about classroom methods.
Task-based language teaching: An approach in which learners use the target language to complete meaningful tasks. It turns communicative goals into structured tasks that prompt language use.
Phonetics: The study of speech sounds, including how they are produced, transmitted, and perceived. It underpins instruction in pronunciation and listening discrimination.
English as a second or foreign language: The teaching and learning of English by people whose first language is another language. It is a large, varied area of language-teaching practice.
Implicit learning: Learning that occurs without conscious awareness of the knowledge being acquired. It contrasts with lessons that directly explain grammatical rules.
Diane Larsen-Freeman: An American linguist and educator known for research on grammar, language teaching, and complex systems. Her work connects grammar instruction with changing language use.

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