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
Course coordinators
Learning outcomes
Knowledge: the graduate will be able to
K_W01 Identify and characterize on an advanced level the place and status of applied linguistics within the humanities (especially the study of L2, Ln acquisition, learning and teaching)
K_W02 Describe on an advanced level the current trends in linguistic research within English studies (including quantitative, qualitative and mixed methods)
K_W04 Characterize on an advanced level the principles of research design in linguistics, with special focus on the application of methods and tools in formulating research problems and testing hypotheses in the field of L2, Ln acquisition, learning and teaching
K_W05 Identify the notions and principles pertinent to intellectual property and copyright
K_W06 Characterise economic, legal and other factors relevant for various kinds of professional activities related to the study programme
Abilities: the graduate is able to
K_U01 Apply advanced terminology and notions pertinent to the discipline (linguistics, esp. applied linguistics, literary studies, culture and religion studies)
K_U02 Apply advanced research methodology (including quantitative, qualitative and mixed methods) within linguistics and English studies, respecting ethical norms and copyright law
K_U03 Apply knowledge obtained during the course of studies to account for and solve a problem, thereby completing a research task related to the discipline applied linguistics
K_U04 Analyze linguistic, literary and cultural phenomena and draw generalizations on their basis in the context of societal, historical and economic factors on an advanced level
K_U05 Discern alternative methodological paradigms within a discipline (including quantitative, qualitative and mixed methods)
K_U06 Find information in various sources and critically assess its usefulness for research related to the topic of the MA project
K_U07 Use modern technology in the process of learning and communicating with academic teachers, colleagues, representatives of various institutions and fellow participants in classes and projects, applying various channels and techniques of communication
K_U09 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_U11 Design one’s own development
Social competences: the graduate is ready to
K_K02 Apply knowledge and skills obtained during the course of studies to undertake lifelong learning, as well as personal and professional development
K_K03 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_K04 Assess critically one’s own knowledge and skills related to the studies (incl. applied linguistics)
Assessment criteria
Credits based on:
- course attendance (two absences admitted) and participation in class discussion
- reading the background readings
- fulfilling the home assignments
- submitting one reading-report
MA seminar 1 ends in a formulation of the topic and phrasing of the title of the MA-thesis.
The course is conducted at the B2+ level.
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: