Awareness and Autonomy, Content and Needs – Current Issues in EFL Learning and Teaching - MA Seminar 1 3301-JSS1MOŻ
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 1):
• to offer students an overview of contemporary research avenues in selected areas of applied linguistics and foreign language pedagogy
• to illustrate these avenues with examples of own completed research or own research-in-progress
• to help students arrive at and formulate their research topic.
Course syllabus:
week 1 "An introduction": students’ research interests; a road map of the four semesters; expectations and requirements (incl. the format of the thesis, the purpose of the two book reports); browsing through example MA theses
BACKGROUND READING 1:
• Dmochowski, Z. (1992) Historia szkolnej pracowni przyrodniczej w Wilnie. In: Feliksiak, E. (ed.) Wilno-Wileńszczyzna jako krajobraz i środowisko wielu kultur (pp. 201-218). Białystok: Towarzystwo Literackie im. A. Mickiewicz. [ do not print out]
week 2 "Needs 1": an intro to Needs Analysis (example); the MA stylesheet [bring]
HOME ASSIGNMENT: familiarize oneself with the MA stylesheet
BACKGROUND READING 2: "On replication studies"
week 3 "Needs 2": types and instruments of Needs Analysis; sources, plagiarism, bibliography (data mining)
HOME ASSIGNMENT: prepare info about one notion (all Ss)
BACKGROUND READING 3: Robinson (1991) pp. 1-17.
week 4 "Needs 3": Needs Analysis and syllabus and materials design (also in relation to topics no. 5, no. 9 and no. 10)
HOME ASSIGNMENT: bring a research paper of own choice
BACKGROUND READING 4: Robinson (1991) pp. 33-45, 54-64.
week 5 "Language awareness 1": an intro to Language Awareness (example); an intro to critical literature review
BACKGROUND READING 5: – none –
week 6 "Language awareness 2": the place of Language Awareness in FL education (concepts: accuracy/fluency, explicit/implicit, declarative/procedural, noticing, attention, focus-on-form/focus-on-forms)
HOME ASSIGNMENT: prepare info about one notion (all Ss)
BACKGROUND READING 6: Piechurska-Kuciel (2005) pp. 18-30.
week 7 "Language awareness 3": a survey of definitions of Language Awareness (concepts: language awareness, consciousness-raising, input enhancement); instruments for measuring Language Awareness (GJTs, etc.)
HOME ASSIGNMENT: find and bring to class a def. of LA plus references (all Ss)
BACKGROUND READING 7:
• Piechurska-Kuciel (2005) pp. 46-55, 60-67
• Schmidt, R. (1995) Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In: Schmidt, R. (ed.) Attention and Awareness in Foreign Language Learning (pp. 1-63). Honolulu, Ha: University of Hawaii Press. frgt
week 8 "Language awareness 4": Language Awareness and Individual Learner Differences (concepts: motivation, aptitude, personality, age, IQ/MI, learning styles, learning strategies)
HOME ASSIGNMENT: prepare info about one notion (all Ss)
BACKGROUND READING 8:
• Dornyei, Z. (2006) Individual differences in second language acquisition. AILA Review 19: 42-68.
• Schmidt, R. (2010) Attention, awareness, and individual differences in language learning. In: Chan, W.M., Chi, S., Cin, K.N., Istanto, J., Nagami, M., Sew, J.W., Suthiwan, T. & Walker, I. (eds.) Proceedings of CLaSIC 2010, Singapore, December 2-4 (pp. 721-737). Singapore: National University of Singapore, Centre for Language Studies.
week 9 "Autonomy": developing learner-, learning- and teacher-autonomy
HOME ASSIGNMENT: prepare info about one notion (all Ss)
BACKGROUND READING 9:
● Komorowska, H. (2011) Learner autonomy and its implications for the EPOSTL. In: Newby, D. (ed.) Insights into the European Portfolio for Student Teachers of Languages (EPOSTL) (pp. 51-82). Newcastle: Cambridge Scholars Publishing.
week 10 "CLIL 1": an intro to CLIL (a workshop); CLIL a related notions
HOME ASSIGNMENT: prepare info about one notion (all Ss)
BACKGROUND READING 10: Marsh et al. (2008)
week 11 "CLIL 2": theoretical underpinnings of CLIL
BACKGROUND READING 11:
• Gozdawa-Gołębiowski, R. (2010) Integracja czy dezintegracja? O roli systemu gramatycznego w kształceniu typu CLIL. Języki Obce w Szkole 6: 43-52.
• Śpiewak, G.(2010) Ruch dwukierunkowy? CLIL a nauczanie języka obcego na filologii angielskiej. Języki Obce w Szkole 6: 84-87
week 12 "CLIL 3": an intro to CLIL (example)
BACKGROUND READING 12:
• Możejko, Z. P. (2010) Tworzenie materiałów CLIL z perspektywy kształcenia nauczycieli. Języki Obce w Szkole 6: 78-83.
week 13 "Individual tutorials": concerning refining of research area and phrasing of the title (mandatory)
BACKGROUND READING 13: – none –
week 14 "Individual presentations": own research area plus title of the MA thesis
HOME ASSIGNMENT: prepare own PowerPoint presentation
HOME ASSIGNMENT: bring the two book reports (photocopied for each class member)
week 15 "Individual tutorials": concerning directions for self-study during the winter break [ bring a flash disc]
BACKGROUND READING 15: – none –
Please familiarize yourself with the following books before the beginning of the seminar, if:
- you are not a certified EFL teacher:
• Harmer J. (2001) The Practice of English Language Teaching. Pearson Education.
• Komorowska, H. (1999) Metodyka nauczania języków obcych. Warszawa: WSiP.
• Richards, J. C. and Rodgers, T. S. (2001) Approaches and Methods in Language Teaching. Cambridge: CUP.
• Scrivener J. (2005) Learning Teaching (2nd edition). Macmillan.
- you have not covered a Practical English course "Grammar of text", or similar:
• Downing, A. and Locke, P. (1992) A University Course in English Grammar. Prentice Hall. [ modules: 28-30]
Type of course
Mode
Course coordinators
Learning outcomes
Knowledge: the student has in-depth familiarity with
K_W01 advanced terminology, theory and research methods corresponding to the state of the art in the discipline of applied linguistics (with specific focus on the domain of foreign language education), in accordance with their chosen specialization (and educational path)
K_W02 advanced principles of linguistic research design, in particular the principles of method and tool selection in formulating research problems and testing hypotheses
K_W04 concepts and principles concerning the protection of intellectual property and copyright
K_W05 economic, legal, ethical and other conditions of the various professional activities related to the field of study
Abilities: the student is able to
K_U01 apply the advanced terminology, theories and methods of linguistic research (with specific focus on the domain of foreign language education) to solve complex and original research problems in accordance with his/her chosen specialization (and educational path)
K_U02 apply advanced principles of linguistic research design, and in particular is able to:
- select appropriate sources, methods and tools
- critically analyze and synthesize the current state of research in the discipline
- interpret and present the results obtained
using advanced information and communication techniques
K_U03 use structures, lexis and language conventions appropriate to the communicative situation (e.g. holding a public debate, giving an academic presentation, etc.) in spoken and written English at the minimum level C2 according to the Common European Framework of Reference for Languages
K_U04 apply the concepts and principles of intellectual property protection and copyright law
K_U05 apply the knowledge of economic, legal, ethical and other conditions of various professional activities related to the field of study
K_U07 use modern technology to acquire knowledge and communicate through a variety of communication channels and techniques
K_U09 design their own development path and guide others in so doing
Social competences: the student is ready to
K_K01 critically appraise their knowledge and content obtained from various sources
K_K02 recognize the importance of knowledge in solving cognitive and practical problems; consult experts when
required
Assessment criteria
Credits based on:
- reading the background readings
- fulfilling the home assignments
- submitting one reading-report
Verification of outcomes: W, U, K.
MA seminar 1 ends in a formulation of the topic and phrasing of the title of the MA-thesis.
Additional comments:
Attendance is obligatory. Three absences are allowed.
Practical placement
- does not apply -
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: