Developments in foreign language teaching methodology 3301-JS2938-2ST
Students will be introduced to the main methodological trends in the 20th and 21st century. Some examples include the Grammar-translation method, the Direct Method, the Audio-lingual method, The Silent Way, Total Physical Response, and variations of “weak” and “strong” Communicative Language Teaching (e.g., Presentation-Practice-Production, Content-Based Instruction, CLIL, Task-based Language Teaching and Learning, Dogme). The goal is that, by becoming familiar with these methods, teacher trainees will broaden their teaching repertoire.
For each method/approach, students will be given a quick theoretical background highlighting the main tenets and common techniques. This will be followed by a display of the method in practice (e.g., recordings of classes and detailed descriptions of classes) and an analysis of the techniques used in that display, drawing connections between the techniques and the method.
A book that will be used throughout is “Techniques and Principles in Language Teaching”. I will show the description of a fictitious lesson with each part/technique highlighted and explained in light of the principles underlying the method/approach. Students will learn what it is, will see it being done, will dissect a lesson and understand why each step of the lesson was included in that lesson.
What this course is not:
The course will not focus on teaching techniques. Of course, when talking about various methods/approaches, some techniques will be mentioned/shown, and may be discussed briefly (even drawing on research to discuss their effectiveness). This is necessary for students to understand the method/approach, and important if students decide to apply such method/approach in their practice.
Type of course
Prerequisites (description)
Course coordinators
Learning outcomes
Knowledge: the graduate will be able to
- Identify and characterize on an advanced level the place and status of linguistics within the humanities with regard to English as a foreign language practice (K_W01)
- Describe on an advanced level the current trends in linguistic research within English as a foreign language research (K_W02)
- Characterise the history of philosophical thought and its implications for English studies with regard to English as a foreign language practice (K_W07)
Abilities: The graduate is able to
- Apply advanced terminology and notions pertinent to the discipline (linguistics and foreign language teaching and learning) (K_U01)
- Apply knowledge obtained during the course of studies to account for and solve a problem, thereby being able to utilize more suitable techniques during their EFL practice (K_U03).
- Discern alternative methodological paradigms within a discipline (K_U05)
- Present knowledge in a coherent, precise and linguistically correct manner in English on level C2 according to the Common European Framework of Reference for Languages, ensuring an appropriate register and form (K_U09)
- Demonstrate fluency in a foreign language other than English on Level B2+ according to the Common European Framework of Reference for Languages (K_U10)
- Design one’s own development (K_U11)
Social competences: the graduate is ready to
- Apply knowledge and skills obtained during the course of studies to fulfill societal obligations and undertake actions benefitting the social environment with regard to English as a foreign language practice (K_K01)
- Apply knowledge and skills obtained during the course of studies to undertake lifelong learning, as well as personal and professional development (K_K02)
- Take responsibility for performing one’s professional duties, with due respect for the work of others, obey and develop the ethical norms in professional and academic settings related to the disciplines included on the curriculum of English studies (K_K03)
- Assess critically one’s own knowledge and skills related to the studies (K_K04)
Value cultural heritage and cultural diversity as well as individual opinions (K_K06)
Assessment criteria
In-class participation
Mid-term: written test. A case study: Students criticize, highlight the techniques, and evaluate the class shown
Final test: A case study, just like in the mid-term.
Scoring:
Participation: 25%
Mid-term: 25%
Final test: 50%
Bibliography
Fundamental:
Richards, J. C., & Rodgers, T. S. (2001) Approaches and methods in language Teaching (2nd ed). Cambridge University Press.
Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford University Press.
OBS: Scientific papers, mainly theoretical papers, may be assigned during the course when needed. Their reading will also be obligatory. Examples:
Celce-Murcia, M., Dörnyei, Z, & Thurrell, S. (1995). Communicative competence: A Pedagogically motivated model with content specifications. Issues in Applied Linguistics, 6(2), 5-35).
Seedhouse, P. (1999). Task-based interaction. ELT Journal, 53(3), 149-156.
Swan, M. (2005). Legislation by hypothesis: The case of task-based instruction. Applied Linguistics, 26(3), 376-401.
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL Content and Language Integrated Learning. Cambridge University Press. Chapter to be used: The CLIL Tool Kit: Transforming theory into practice (pp. 48-85)
Supplementary reading:
Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). Pearson
Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford University Press
Nunan, D. (2004). Task-based language teaching. Cambridge University Press
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: