Designing Tasks for Foreign Language Skills 3301-JS2902
The course provides students with a comprehensive background on the nature of the four language skills, their learning and teaching in English as a foreign language, integrated with a system of principles of task design. Students participate in developing and systematizing key criteria for the evaluation and adjustment of various tasks (meaningfulness, relevance for language learning as communication, logical development, suitability for the addressee, clarity of instructions, etc.), and for converting authentic materials into classroom tasks. On the basis of these principles, students are able to design sample tasks for various age groups and levels of proficiency, and evaluate as well as modify the available course book tasks. We also investigate the potential of tasks to promote accuracy and creativity, curb anxiety, and enhance learner motivation and cultural awareness, and provide feedback information (where applicable).
The topics include:
1. Receptive skills as language input: focus on comprehension versus focus on language learning; language input and cultural input; designing relevant tasks;
2. Special difficulties in developing listening comprehension; grading the level of difficulty in intensive listening tasks; the use of transcript; listening materials as input for pronunciation practice; the role of extensive listening;the role of feedback;
3. The reading skill: focus on content, relevant background knowledge, discourse structure, and vocabulary in the reading process; the role of verbal and non-verbal context; designing relevant tasks; intensive and extensive reading in EFL; literature as a source of authentic materials;the role of feedback; new literacies, multimodality;
4. Output in language learning: focus on the productive skills; the nature and essential differences between speaking and writing; the role of planning, rehearsal and feedback; writing tasks in everyday communication vs. academic writing tasks;
5. Special difficulties in developing the speaking skill; grading the level of difficulty in speaking tasks; tasks for practicing conversational interaction; strategies for keeping anxiety at bay; assertiveness training;
6. Formal and informal writing tasks; freedom and control in writing tasks; process writing; communicative writing tasks; graded written tasks and the role of feedback, the significance of editing in developing accuracy.
Participants study the reading assignments and examples of tasks, they also take part in discussions on their basis; they present their samples during classes, at least one for receptive skills and one for productive skills; students hand in two samples of their own tasks developed and discussed during the course, one sample of a textbook task with its critical evaluation and classroom feedback, where possible (3 written assignments to be sent by mail during the course), and they write a test.
The course is for BA full-time students.
3 absences are allowed during the semester.
Course coordinators
Type of course
Mode
Prerequisites (description)
Learning outcomes
Knowledge
Students will have familiarity with:
- K_W01 advanced terminology, theory and research methods corresponding to the state of the art in the discipline of linguistics in the area of evaluation, assessment and providing feedback in the teaching and acquisition of foreign languages, in accordance with their chosen specialization (and educational path) within the domain of English Studies
- K_W09 concepts and principles concerning the protection of intellectual property and copyright
Abilities
Students will be able to:
- K_U01 apply advanced terminology, theory and research methods corresponding to the state of the art in the discipline of linguistics, regarding evaluation, assessment and feedback in the teaching and acquisition of foreign languages, in accordance with their chosen specialization (and educational
path) within the domain of English Studies
- K_U09 apply the concepts and principles of intellectual property protection and copyright law
Social competences
Students will be ready to:
- K_K01 critically appraise their knowledge and content regarding evaluation, assessment and feedback in the teaching and acquisition of foreign languages obtained from various sources
- K_K02 recognize the importance of knowledge on the topic of the course in solving cognitive and practical problems; consult
experts when required
*** Applies to students who began their studies in the year 2022/2023 ***
Knowledge
Students will have familiarity with:
K_W02 discuss key terminology, well established methods and theories of linguistics, literary studies and culture studies within English studies
K_W03 describe methodology and recent developments in English linguistics
K_W05 list and discuss the characteristics of English grammar, syntax, phonology, phonetics, morphology and pragmatics on an advanced level
K_W07 explain principles of designing linguistic studies, with special focus on selecting appropriate methods and tools in formulating research questions and testing research hypotheses
Abilities
Students will be able to:
K_U01 employ the terminology and methodological tools from linguistics, literary studies and culture studies
K_U02 employ the methodology of linguistics within English studies, respecting the ethical norms and copyright law
K_U04 implement knowledge to describe a problem and identify means to solve it, thereby completing a project in linguistics
K_U11 design one’s own development
Social competences
Students will be ready to:
K_K02 undertake life-long learning and personal development, applying skills and competences to select subjects and projects optimally suiting one’s personal interests
K_K03 value responsibility for one’s own work and respect the work of others, adhering to the professional and ethical norms in various projects and other activities undertaken at work, voluntary services, etc.
Assessment criteria
- students are expected to prepare the reading assignments and take part in discussions on their basis (W, U, K) - 20% of the final grade,
- prepare - in class and at home - sample language tasks, which are presented and evaluated during classes (W, U, K) - 40%,
- students write a short test (W, U) - 40%.
The final grade is based on these components.
Re-take credit - another oral presentation of tasks and writing again the work(s) for which the student has received an unsatisfactory grade.
The use of AI tools is not permitted (in exceptional cases, a student may obtain the instructor's consent to deviate from this rule).
Practical placement
Students doing the Teaching Path program are expected to have a teaching practicum at school.
Bibliography
Celce-Murcia, M., and E. Olshtain, 2000. Discourse and Context in Language Teaching. A Guide for Language Teachers. Oxford: Oxford University Press, Part 3.
Dakowska, M., 2005. Teaching English as a Foreign Language. A Guide for Professionals. Warszawa: PWN, Part 6.
Dakowska, M., 2015. In Search of Processes of Foreign Language Use in Foreign Language Didactics. Frankfurt am Main: Peter Lang. Part 5.
Grabe, W., and F. L. Stoller, 2002. Teaching and Researching Reading. London: Longman. Hughes, R., 2005. Teaching and Researching Speaking. London: Longman.
Hyland, K., 2002. Teaching and Researching Writing. London: Longman.
Kormos, J., 2006. Speech Production and Second Language Acquisition. Mahwah: Lawrence Erlbaum.
Kroll, B., 2003. Exploring the Dynamics of Second Language Writing. Cambridge: Cambridge University Press.
Lionteas, J.I., 2018. The TESOL Encyclopedia of English Language Teaching. Chichester: Wiley and Blackwell.
Rost, M., 2003. Teaching and Researching Listening. London: Longman.
Examples of tasks from EFL course books and other sources.