Longman Dictionary of

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teacher cognition
actions based on commands given in the target language; giving orders
and instructions to others, etc. It has been argued that this is a more effective
way of learning a language since it provides a purpose for the use and
learning of a language other than simply learning language items for their
own sake.
taxonomic adj taxonomy n
(in linguistics) classification of items into classes and sub-classes.
Taxonomic approaches have been used in PHONOLOGY, SYNTAX and
SEMANTICS. For example, in taxonomic PHONEMICS, the distinctive speech
sounds of a language are classified as VOWELs and CONSONANTs, the consonants
are classified as STOPs, FRICATIVEs, NASALs, etc., the stops are
classified as voiced or voiceless (see VOICE 2 ) and so on.
see also CLASS
teachability hypothesis n
the idea that the teachability of language is constrained by what the
learner is ready to acquire. Instruction can only promote acquisition if the
interlanguage is close to the point when the structure to be taught is
learnable without instruction in natural settings.
see also LEARNABILITY HYPOTHESIS
teacher belief systems n
in language teaching, ideas and theories that teachers hold about themselves,
teaching, language, learning and their students. Teachers’ beliefs
are thought to be stable constructs derived from their experience, observations,
training and other sources and serve as a source of reference
when teachers encounter new ideas, sometimes impeding the acceptance
of new ideas or practices. Beliefs also serve as the source of teachers’ classroom
practices. Beliefs form a system or network that may be difficult to
change. In teacher education a focus on belief systems is considered
important since teacher development involves both the development of
skills and knowledge as well as the development or modification of belief
systems.
see LEARNER BELIEFS
teacher cognition n
also teacher thinking
afield of educational research and theory which focuses on the thinking processes,
beliefs, and decision-making used by teachers at various levels during
the planning, delivery, and evaluation of teaching. Teacher behaviour is
seen as resulting from the thoughts, judgements, beliefs, and decisions
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