MD-Methodology of English language teaching 2300-NZ2-MD-WNJ-MN
During the course the following issues are discussed:
1. teaching receptive and productive skills;
2. planning in the job of English language teaching;
3. classroom management, the ability to deal with possible difficult situations in English classroom;
4. English teacher roles;
5. individuation in teaching job;
6. humanistic approach in practice of English language classroom;
7. evaluiation, testing and assessment in language education;
8. selected implications of neuroscience for language education.
Type of course
Learning outcomes
Knowledge
After completing the course student:
- knows various techniques of teaching receptive and productive skills;
- knows techniques of teaching vocabulary and pronunciation to various language groups;
- possesses knowledge on various English teacher roles;
- possesses knowledge about individual differences characteristic for English language learners;
- possesses knowledge on planning in the process of language education.
Skills
After completing the course student:
- is able to use various techniques and activities for teaching skills;
- is able to use various techniques for teaching pronunciation and vocabulary;
- implements theoretical knowledge in projecting particular lessons and longer educational stages;
- adjusts language techniques and activities for individuation.
Social competences
After completing the course student:
- is able to cooperate with others in order to achieve a particular educational goal;
- is aware of the role and responsibility of English language teacher;
- realizes how important are on-going reflection and self-training of English language teacher.
Assessment criteria
Forms of work:
discussion, self-work, lecture
Requirements:
1. Active participation in classes.
2. Systematic reading of the compulsory literature.
3. Self preparation and conducting of a lesson - simulation in the group of students.
4. 2 absences are allowed.
Bibliography
Burns, A. & Richards, J. C. (Eds.) (2009). Cambridge guide to second language teacher education. New York: Cambridge University Press.
Christison, M. A. (2005). Multiple intelligences and language learning: A guidebook of theory, activities, inventories, and resources (2nd ed.).
Burlingame, CA: Alta Book Center Publishers.
Gardner, H. (2006). Multiple intelligences: New horizons in theory and practice. Boston:Basic Books.
Griffiths, C. (Ed.) (2008).Lessons from good language learners.
Cambridge:Cambridge University Press.
Harmer, J. (2007). The practice of English language teaching (4th ed.).Essex, England:Pearson Longman ELT.
Harmer, J. (2007). How to teach English: An introduction to the practice of English language teaching (2nd ed.). Longman, ELT.
Lightbown, P. & Spada, N. (2006). How languages are learned (3rd ed.).
Oxford, UK: Oxford University Press.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: