Current Research Avenues in Applied Linguistics 3301-ZJ-JS-KON001
Meeting 1: Introduction to the course. Students’ needs analysis. On research questions and operationalization. Scott Thornbury’s Dogme Approach.
Meeting 2: On AI in EFL teaching and learning.
Meeting 3: On language. ELF [English as a lingua franca]. On the place of pronunciation. MAPT [Mobile Application Pronunciation Training].
Meeting 4: On the figure of the teacher. Teacher autonomy. NEST vs. NNEST [Native / Non-Native English Speaking Teacher]
Meeting 5: On the (good) (language) learner. PosPsych [Positive Psychology]
Meeting 6: On the topic of your choice, or: On the early start. OPOL [One Parent One Language] approach. Bilingualism vs. Multilingualism. On institutional FLED [Foreign Language Education].
Meeting 7: Final assessment
Type of course
Course coordinators
Learning outcomes
Knowledge
The graduate 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 (and in FL education, in particular), in accordance with their chosen specialization (and educational path)
Abilities
The graduate is able to:
- K_U01 apply the advanced terminology, theories and methods of linguistic research to solve complex and original research problems in the domain of applied linguistics in accordance with his/her chosen specialization (and
educational path)
Social competences
The graduate is ready to:
- K_K01 critically appraise their knowledge and content obtained from various sources
Assessment criteria
- contribution to class discussion
- one co-authored facilitation of discussion (30% of final grade)
- final written test (70% of final grade)
Verification of outcomes: W, U, K.
Additional comments:
Attendance is obligatory. Two absences are allowed.
Practical placement
- does not apply -
Bibliography
Bolitho, R. and Tomlinson, B. (2009). Discover English. Macmillan Books for Teachers.
Edmett, A., Ichaporia, N., Crompton, H., and Crichton, R. (2023). Artificial intelligence and English language teaching: Preparing for the future. British Council. https://doi.org/10.57884/78EA-3C69
Enever, J. (ed.) (2011). ELLiE. Early Language Learning in Europe. British Council.
Hunston, S. and Oakey, D. (eds) (2009). Introducing Applied Linguistics. Routledge.
Kumaravadivelu, B. (2002). Beyond Methods: Macrostrategies for Language Teaching. Yale University Press.
Li, S., Hiver, P. and Papi, M. (eds.) (2022). The Routledge Handbook of Second Language Acquisition and Individual Differences. Routledge.
Richards, J. C. and Renandya W. A. (eds.) (2002). Methodology in Language Teaching: An Anthology of Current Practice. CUP.
Richards, J. C. and Rodgers, T. S. (2001). Approaches and Methods in Language Teaching. CUP.
Scrivener, J. (2013) Learning Teaching (3rd edition). Macmillan.
Thornbury, S. (n.d.) An A-to-Z of ELT, https://scott thornbury.wordpress.com
Thornbury, S. (2000) A Dogme for ELT. IATEFL Issues, 153, 2.
Thornbury, S. (2005) Dogme: Dancing in the dark. Folio, 9(2), 3-5.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: