Psychopedagogical Foundations of Foreign Language Teaching 3301-L2PPFW
1.A short history of the main teaching methods (grammar translation, direct/natural, audiolingual, cognitive and eclectic). The role of L1, translation, the function of grammar rules, text and authentic materials; language drill, form versus meaning; the role of meaning in language learning.
2.Alternative approaches and their critical evaluation. A synthesis.
3.Communicative language teaching: theoretical background, the role of situation and discourse genres, principles and activities, types of programmes and syllabuses, characteristic features of communicative textbooks; strengths and weaknesses of CLT.
4.Current conceptions: TBLT, ESP,CLIL, LA. A critical evaluation and significance for TEFL.
5.TEFL at present – ELF in the global world and digital culture; Language learning and information society – challenges to language teaching in the educational system.
6.FLT demystified: human cognitive functioning along the life span; language use as verbal communication and the whole-person involvement; input, interaction, feedback; three facets of language: knowledge, skill and discourse.
7. Second Language Acquisition Research, its key issues, representatives and developments. Significance to TEFL.
8. Focus on individual learner differences: intelligence, multiple intelligences, language aptitude and its impact on language learning along the life-span; motivation, communicative and learning strategies, autonomy, assertiveness, willingness to communicate and anxiety.
9. Foreign language teacher as a professional expert. The difference between intuitive teaching based on common sense knowledge and professional teaching based on understanding language use and learning.
10.EFL classroom as a miniature society (its culture, norms of behaviour, discipline problems, sources of conflict, motivational strategies. The role of the teacher as a leader.
Type of course
Mode
Learning outcomes
Students acquire knowledge regarding the nature of their field as a professional discipline, its tradition, conceptions and specialized subfields; they understand human development and the nature of EFL learning along the life-span, the role of individual differences in language learning, the specificity of teacher/learner and learner/learner interaction in the language learning classroom; they get to know a whole spectrum of EFL teaching options, activities and strategies and are aware of their structure, function and advantages as well as disadvantages; students can solve problems connected with task-design in TEFL.
Assessment criteria
Students receive a grade based on their attendance and participation in discussions and activities as well three written assignments at the end of each month (sent by email). The nature of these written assignments is negotiated with course participant in the beginning of the term.
Bibliography
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Dakowska, M., 2015. In Search of Processes of Language Use in Foreign Language Didactics. Frankfurt am Main: Peter Lang.
Dornyei, Z., 2003. Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.
Dornyei, Z., 2005. The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, N.J.: Lawrence Erlbaum
Ellis, R., 2003. Task-Based Language Learning and Teaching. Oxford: Oxford University Press.
Eysenck, M.W., and M.T. Keane, 2010. Cognitive Psychology. A Student’s Handbook. Hove: Psychology Press.
Howatt, A.P.R., 1984. A History of English Language Teaching. Oxford: Oxford University Press.
Kumaravadivelu, B. 2006. Understanding Language Teaching. From Method to Post-Method. Mahwah, N.J.: Lawrence Erlbaum.
Lewis, M., 1993. The Lexical Approach. The State of ELT and a way Forward. Hove: Language Teaching Publications.
Liontas, J. I., ed. 2018. The TESOL Encyclopedia of English Language Teaching. Chichester: Wiley and Blackwell.
Long, M.H., 2007. Problems in SLA. Mahwah, N.J.: Lawrence Erlbaum.
Mitchell, R., and F. Ziegler, 20013. Fundamentals of Developmental Psychology. Essex: Psychology Press.
Ortega, L., 2009. Understanding Second Language Acquisition. London: Hodder Education.
Pawlak, M., 2012. Error Correction in the Foreign Language Classroom: Reconsidering the Issues. Poznań: UAM.
Richards, J.C., and T.S. Rodgers, 2014. Approaches and Methods in Language Teaching. 3rd edition Cambridge: Cambridge University Press.
Schaffer, R.H., 2004. Introducing Child Psychology. Oxford: Blackwell.
Stryker, S.B., and B.L. Leaver, eds., 2007. Content-Based Instruction in Foreign Language Education. Models and Methods. Washington, D.C.: Georgetown University Press.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: