counter-examplen
an example that falsifies a hypothesis or claim. For instance, an utterance
such as *He goedin learner speech is a counter-example to the claim that
people learn simply by imitating what they hear in input.
coursebookn
in language teaching, a book (usually as part of a series of books) that
contains all the materials necessary for a particular type of language learner
at a particular level (e.g. intermediate level adults). Such a book is typically
based on an integrated or multi-skills syllabus i.e. one that contains sections
on grammar functions, vocabulary, listening, speaking, reading and writing.
course densityn
(in course design and syllabus design (see course design)) the rate at
which new teaching points are introduced and reintroduced in a course or
syllabus in order to achieve a satisfactory rate of learning. In language
courses where the main emphasis is on grammar and vocabulary, learners
can generally learn four or five items per hour for active use and another
four or five for passive use. Targets of 2000 items for active use and a fur-
ther 2000 for passive recognition are commonly set for a 400 hour course
of instruction.
course designn
also language programme design, curriculum design, programme design
(in language teaching) the development of a language programme or set of
teaching materials. Whereas syllabus design generally refers to procedures
for deciding what will be taught in a language programme, course design
includes how a syllabus will be carried out. For example:
awhat teaching methodand materials will be needed to achieve the
objectives
bhow much time will be required
c how classroom activities will be sequenced and organized
dwhat sort of placement tests, achievement tests and other sorts of
tests will be used
e how the programme will be evaluated (see evaluation)
Course design is part of the broader process of curriculum development.
see also course density
course management systemn
also CMS
see learning management system
course management system