Awareness and Autonomy, Content and Needs – Current Issues in EFL Learning and Teaching - MA Seminar 3 3301-JSS3MOŻ
Aims of the seminar (global):
• to provide students with insight into new tendencies in applied linguistics and foreign language pedagogy
• to help students choose, negotiate and refine their research area
• to conduct small scale research projects in the field of ELT learning and teaching (incl. planning, piloting, administering, analyzing and reporting)
• to assist students in the process of writing the MA thesis (incl. bibliographical quarries, outlining and drafting).
Aims of the seminar (semester 3):
• to assist students in the process of drafting and re-drafting chapters one and two of the thesis
Course syllabus:
week 1: collecting chapter one of the thesis (draft version); introduction to year two
HOME ASSIGNMENT: bring chapter one (draft version) + accompanying bibliography
BACKGROUND READING 1: – none –
week 2: a brief refresher of empirical research with own MA research in mind
HOME ASSIGNMENT: bring draft ideas for own empirical research
BACKGROUND READING 2: – none –
week 3 "Individual presentations 1": design of own empirical study for the MA thesis
HOME ASSIGNMENT: prepare own PowerPoint presentation plus handout (incl. research aims, questions, administration and sample of research instrument)
BACKGROUND READING 3: sources selected according to individual research interests
week 4 "Individual presentations 2": design of own empirical study for the MA thesis
HOME ASSIGNMENT: prepare own PowerPoint presentation plus handout (incl. research aims, questions, administration and sample of research instrument)
BACKGROUND READING 4: sources selected according to individual research interests
week 5 "Individual presentations 3": design of own empirical study for the MA thesis
HOME ASSIGNMENT: prepare own PowerPoint presentation plus handout (incl. research aims, questions, administration and sample of research instrument)
BACKGROUND READING 5: sources selected according to individual research interests
week 6: handing back of proofread chapter one (version.1.0); workshop on academic writing
BACKGROUND READING 6: – none –
week 7 "Individual tutorials (1-i)": feedback on chapter one (mandatory for ½ class)
BACKGROUND READING 7: sources selected according to individual research interests
week 8 "Individual tutorials (1-ii)": feedback on chapter one (mandatory for ½ class)
BACKGROUND READING 8: sources selected according to individual research interests
week 9 "Individual tutorials (2-i)": troubleshooting potential problems with chapter two (mandatory for ½ class)
HOME ASSIGNMENT: bring in draft version of chapter two + potential problems/questions
BACKGROUND READING 9: sources selected according to individual research interests
week 10 "Individual tutorials (2-ii)": troubleshooting potential problems with chapter two (mandatory for ½ class)
HOME ASSIGNMENT: bring in draft version of chapter two + potential problems/questions
BACKGROUND READING 10: sources selected according to individual research interests
week 11 "Individual tutorials (3-i)": troubleshooting potential problems with chapter two – second round (mandatory for ½ class)
HOME ASSIGNMENT: bring in draft version of chapter two + potential problems/questions
BACKGROUND READING 11: sources selected according to individual research interests
week 12 "Individual tutorials (3-ii)": troubleshooting potential problems with chapter two – second round (mandatory for ½ class)
HOME ASSIGNMENT: bring in draft version of chapter two + potential problems/questions
BACKGROUND READING 12: sources selected according to individual research interests
week 13: collecting chapter one of the thesis (improved version)
HOME ASSIGNMENT: bring chapter one (improved version)
BACKGROUND READING 13: – none –
week 14 "Individual tutorials (4-i)": collecting chapter two of the thesis (draft version)
HOME ASSIGNMENT: bring chapter two (draft version) + accompanying bibliography
BACKGROUND READING 14: – none –
week 15 "Individual tutorials (4-ii)": collecting chapter two of the thesis (draft version)
HOME ASSIGNMENT: bring chapter two (draft version)
BACKGROUND READING 15: – none –
Type of course
Course coordinators
Learning outcomes
● Student knows and uses correctly selected terminology from ELT methodology.
● Student understands basic and more advanced notions in the field of applied linguistics.
● Student is able to analyze and receive critically a scientific paper.
● Student understands and is able to employ the structure of a research report.
● Student uses correctly lexical expressions belonging to proper register.
The course is conducted at the B2+ level.
Assessment criteria
Credits based on:
- course attendance (two absences admitted) and participation in class discussion
- reading the individualized background readings
- fulfilling the home assignments
MA seminar 3 ends in submitting a final version of chapter one and a draft version of chapter two of the thesis.
If the course is taught in a distance-learning mode, each student is expected to have a working web-cam and a mic.
Bibliography
Bibliography: research field
• Bielska, J. (2006) Between Psychology and Foreign Language Learning. Katowice: Wydawnictwo Uniwersytetu Śląskiego.
• Dakowska, M. (2003) Current Controversies in Foreign Language Didactics. Warszawa: Wydawnictwa Uniwersytetu Warszawskiego.
• Dakowska, M. (2007) Teaching English as a Foreign Language. A Guide for Professionals. Warszawa: PWN.
• Dalton-Puffer, C. (2007). Discourse in Content and Language Integrated Learning (CLIL) Classrooms. Amsterdam/Philadelphia: John Benjamins Publishing Company.
• Doughty, C. J. and Long, M. H. (eds.) (2003) The Handbook of Second Language Acquisition. Oxford: Blackwell.
• Ellis, R. (2008) The Study of Second Language Acquisition (2nd edition). Oxford: OUP.
• Komorowska, H. (ed.) (2007) Nauczanie języków obcych. Polska a Europa. Warszawa: Academia.
• Kumaravadivelu, B. (2003) Beyond Methods: Macrostrategies for Language Teaching. New Haven: Yale University Press.
• Marsh, D., Zając, M., Gozdawa-Gołębiowska, H., Czura, A., Gapińska, A., Majewska, R., Papaja, K., Roda, M., Urbaniak, M. and Wróblewska, E. (2008) Profile Report: Bilingual Education (English) in Poland. Warszawa: The National Centre for Teacher Training and Development (CODN) & British Council Poland.
• Mehisto, P., Marsh, D. and Frigols, M. J. (2008) Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Oxford: Macmillan Publishers Limited.
• Piechurska-Kuciel, E. (2005) The Importance of Being Aware. Advantages of Explicit Grammar Study. Opole: Wydawnictwo Uniwersytetu Opolskiego.
• Richards, J. C. and Renandya W. A. (eds.) (2002) Methodology in Language Teaching. An Anthology of Current Practice. Cambridge: CUP.
• Robinson, P. C. (1991) ESP Today: A Practitioner’s Guide. New York: Prentice-Hall.
• Robinson, P. C. (ed.) (2002) Individual Differences and Instructed Language Learning. Amsterdam/Philadelphia: John Benjamins Publishing Company.
• Schmidt, R. (ed.) (1995) Attention and Awareness in Foreign Language Learning. Honolulu, Ha: University of Hawaii Press.
Bibliography: research methods
• Brown, J. D. (1988) Understanding Research in Second Language Learning.CUP.
• Brzeziński, J. (2000) Badania eksperymentalne w psychologii i pedagogice. Warszawa: Wydawnictwo Naukowe SCHOLAR.
• Brzeziński, J. (2003) Metodologia badań psychologicznych. Warszawa: PWN.
• Cohen, L., Manion, L. and Morrison, K. (2007) Research Methods in Education (6th edition). London and New York: Routledge.
• McCall R. (1994) Fundamental Statistics for Behavioral Sciences. Forth Worth: Hartcourt Brace College Publishers
• Porte, G. K. (2002) Appraising Research in Second Language Learning. Amsterdam/Philadelphia: John Benjamins Publishing Company.
• Seliger, H. W. and Shohamy, E. (1989) Second Language Research Methods. OUP.
• Silverman, D. (2008) Interpretacja danych jakościowych. Warszawa: PWN.
• Wilczyńska, W., and Michońska-Stadnik, A. (2010) Metodologia badań w glottodydaktyce. Kraków: Avalon.
• Brown, J. D. (1988) Understanding Research in Second Language Learning.CUP.
• Brzeziński, J. (2000) Badania eksperymentalne w psychologii i pedagogice. Warszawa: Wydawnictwo Naukowe SCHOLAR.
• Brzeziński, J. (2003) Metodologia badań psychologicznych. Warszawa: PWN.
• Cohen, L., Manion, L. and Morrison, K. (2007) Research Methods in Education (6th edition). London and New York: Routledge.
• McCall R. (1994) Fundamental Statistics for Behavioral Sciences. Forth Worth: Hartcourt Brace College Publishers
• Porte, G. K. (2002) Appraising Research in Second Language Learning. Amsterdam/Philadelphia: John Benjamins Publishing Company.
• Seliger, H. W. and Shohamy, E. (1989) Second Language Research Methods. OUP.
• Silverman, D. (2008) Interpretacja danych jakościowych. Warszawa: PWN.
• Wilczyńska, W., and Michońska-Stadnik, A. (2010) Metodologia badań w glottodydaktyce. Kraków: Avalon.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: