Language Learning Glossary

The subconscious process of developing language ability through meaningful interaction, similar to how children learn their first language.

A metaphorical barrier raised by negative emotions (anxiety, low motivation) that impedes language acquisition by blocking input from being processed.

The ability to use two languages with functional proficiency, ranging from balanced bilingualism (equal fluency) to dominant bilingualism (stronger in one language).

The Common European Framework of Reference for Languages, an international standard describing language proficiency across six levels from A1 (beginner) to C2 (mastery).

Alternating between two or more languages within a single conversation, sentence, or utterance, often serving social, pragmatic, or cognitive functions.

The ability to use language effectively and appropriately in real social contexts, encompassing grammatical, sociolinguistic, discourse, and strategic competence.

Language input that is slightly above the learner's current level but made understandable through context, a core concept in Krashen's theory of second language acquisition.

The theory that there is a biologically optimal window for language acquisition, after which achieving native-like proficiency becomes significantly harder.

A language learning approach involving reading large quantities of easy, enjoyable texts to build vocabulary, reading speed, and general language competence.

The ability to produce and comprehend language smoothly, rapidly, and without excessive hesitation, distinct from accuracy (correctness of form).

The permanent cessation of interlanguage development in specific areas, resulting in persistent errors that resist further correction or instruction.

A classical approach to language teaching that emphasizes the study of grammar rules and the translation of texts between the native and target languages.

A language learning environment where the target language is the primary or exclusive medium of communication, forcing learners to use it for authentic purposes.

Krashen's theory that language acquisition occurs when learners are exposed to input at the i+1 level — slightly above their current competence.

The dynamic linguistic system a second language learner constructs, which is influenced by both the L1 and L2 and evolves as proficiency develops.

A person's native or mother tongue — the language acquired first during childhood through natural exposure.

Any language learned after the first language, whether through formal instruction, immersion, or self-study.

The effect of a learner's native language on second language production, which can be positive (facilitating) or negative (interfering).

A language teaching method that emphasizes learning vocabulary in chunks, collocations, and fixed expressions rather than individual words and separate grammar rules.

Krashen's theory that consciously learned rules serve as a monitor to edit language output, effective only when the learner has time, focus, and knowledge of the rule.

The driving force behind language learning, typically categorized as integrative (desire to connect with a culture) or instrumental (desire for practical benefits).

Knowledge of how to use language appropriately in social contexts, including understanding speech acts, politeness strategies, and cultural communication norms.

Instructional support provided to a learner to help them accomplish tasks they cannot yet do independently, gradually removed as competence increases.

The academic field studying how people learn languages beyond their first, encompassing cognitive, social, and educational perspectives.

A study technique that spaces review sessions at progressively longer intervals, leveraging the spacing effect to maximize long-term retention of vocabulary and other material.