Monographic Lecture: Selected issues in foreign language pedagogy (for Literature and Culture Studies) 3301-2ST-WM-JS001-LK
1. Introduction to the lecture series (needs and expectations). On John Hattie's effect size. An intro-quiz.
2. On ELF (English as a lingua franca) and NNEST (Non-Native English Speaking Teacher).
3. On pronunciation and MAPT (Mobile Assisted Pronunciation Training).
4. On Discourse Analysis in politics and advertisement.
5. On language awareness and language play in foreign language education.
6. On corpus linguistics and the Lexical Approach.
7 . On literacy and readership habits.
8. On post-methods and post-communication.
9. Test no.1 or the midterm (covers topics 1 – 8)
10. On the learner (i): selected individual differences (aptitude and motivation, anxiety and WTC, Willingness To Communicate)
11. On the learner (ii): dyslexia and SEN (Special Educational Needs)
12. On the learner (iii): on autonomy, agency and efficacy
13. On the teacher (i): on attribution theory and the mindset approach
14. On the teacher (ii): on occupational burnout
15. Test no.2 or the final exam (covers topics 10 – 14)
ADDITIONAL REMARKS:
Attendance is obligatory. Three absences are allowed.
The use of artificial intelligence (AI) tools in the classroom is governed by the rules set forth in Resolution No. 16 of the Teaching Council for the programs English Studies, English Studies – Linguistics, and English Studies – Literature and Culture of 9 December 2025.
https://ia.uw.edu.pl/fileadmin/ilustracje/dokumenty/2026/RD_IA_2025_UCHWALA_nr16_narzedzia_AI_nowelizacja_ZAL2_EN.pdf
The governing act is: RESOLUTION No. 98 OF THE UNIVERSITY COUNCIL FOR TEACHING AND LEARNING of 8 December 2023 on the guidelines for the use of artificial intelligence tools in the education process https://dokumenty.uw.edu.pl/dziennik/DURK/Lists/Dziennik/Attachments/134/EN.DURK.2023.98.UURK.98.pdf
The acceptable level of AI use in a given course may be defined on the basis of “The AI Assessment Scale”, https://aiassessmentscale.com/
1. No AI
2. AI Planning
3. AI Collaboration
4. Full AI
5. AI Exploration
Course coordinators
Type of course
Mode
Learning outcomes
Knowledge. Students will have in-depth familiarity with:
K_W06 selected dilemmas and issues of contemporary civilization in the light of various academic disciplines (including Applied Linguistics), as related to the compulsory subjects included in the programme and other elective courses
Abilities. Students will be able to:
K_U06 apply knowledge from different academic disciplines (including Applied Linguistics) relating to selected dilemmas and issues of contemporary civilization
Assessment criteria
- two written tests (non-cumulative, comprising open-ended and closed-ended items)
- test no.1 (60% of the final grade)
- test no.2 (40% of the final grade)
- cut off point for each test: 50%
- allocation of grades:
50-59% (dost);
60-69% (dost plus);
70-79% (db);
80-89% (db plus);
90-100% (bdb).
Practical placement
- non applicable -
Bibliography
Dörnyei, Z. (2006) Individual differences in second language acquisition. AILA Review, 19, 42-68.
Ediger, A. (2001) Teaching children literacy skills in a second language. In Celce-Murcia, M. (ed.) Teaching English as a Second or Foreign Language (3rd edition, pp. 153-169). Heinle & Heinle.
Grabe, W. (2002) Dilemmas for the development of second language reading abilities. In Richards, J. C. and Renandya W. A. (eds.) Methodology in Language Teaching: An Anthology of Current Practice (pp. 276-286). CUP.
Janzen, J. (2002) Teaching strategic reading. In Richards, J. C. and Renandya W. A. (eds.) Methodology in Language Teaching: An Anthology of Current Practice (pp. 287-320). CUP.
Kumavadivelu, B. (2003) Beyond Methods: Macrostrategies for Language Teaching. Yale University Press.
Możejko, Z. P. (2022). Mother tongue literacy: A glocal perspective. In P. A. Robinson, K. V. Williams & M. Stojanović (Eds.), Global Citizenship for Adult Education: Advancing Critical Literacies for Equity and Social Justice (pp. 11-19). Routledge.
Nijakowska, J. et al. (2013) Dyslexia for Teachers of English as a Foreign Language. Trainer's Booklet.
Seidlhofer, B. (2005) Key concepts: English as a lingua franca. ELT Journal, 59(4), 339-341.
Silver, D. (2012) Fall Down 7 Times, Get Up 8: Teaching Kids to Succeed. Cowin.
Svalberg, A. M-L. (2007) Language awareness and language learning. Language Teaching, 40(4), 287-308.
Richards, J. C. & Rodgers, T. S. (2001) Approaches and methods in language teaching. CUP.
Thornbury, S. (n.d.) internet blog An A-Z of ELT.
https://scottthornbury.wordpress.com