Awareness Studies in Foreign Language Teaching and Learning - MA Seminar 1 3301-ZJ-JSS1MOŻ
The aim of the seminar is to discuss selected topics in Applied Linguistics (such as, for instance selected individual learner differences (ILDs) or the role of positive and negative emotions in the process of second language acquisition, SLA) and in Teaching English as a Foreign Language (TEFL) methodology (such as, for instance CLIL (Content and Language Integrated
Learning), or vocabulary learning strategies (VLS) and pedagogical grammar) from the perspective of language awareness.
The goal of the first semester is to sketch a lavish picture of the domain of Applied Linguistics, and charter the territories that await exploration. The proposed topics (including readings) are subject to modification depending on the interests of individual seminar participants.
MEETING 1 "An introduction": students’ research interests; expectations and requirements (incl. the format of the thesis); browsing through example M.A. theses
● FOR NEXT MEETING: familiarize oneself with the M.A. stylesheet
● BACKGROUND READING: "On replication studies"
"Needs": an introduction to Needs Analysis (ZM's example)
● FOR NEXT MEETING: get a password for BUW on-line; access BUW
MEETING 2 "Needs – cont.": types and instruments of Needs Analysis; NA in relation to syllabus and materials design; the authored curriculum; Needs Analysis and English for Specific Purposes (ESP)
● HOME ASSIGNMENT: prepare info about one notion (all Ss): Needs Analysis
● BACKGROUND READING:
● (frgmts) Long, M. (2005) Methodological issues in learner needs analysis. In: Long, M. (ed.) Second Language Needs Analysis (pp. 19-76). Cambridge: Cambridge University Press.
● (frgmts) Belcher, D. (2009) What ESP is and can be: An Introduction. In: Belcher, D. (ed.) English for Specific Purposes in Theory and Practice (pp. 1-20). Ann Arbor: University of Michigan Press.
"Technicalities of M.A. thesis writing": the M.A. stylesheet, format of bibliography, implications of the text "On replication studies" for your own research, purpose of the book report
MEETING 3 "Language awareness": an intro to Language Awareness (Z.M.'s example); 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): concepts connected with instructing gram.
● BACKGROUND READING: Piechurska-Kuciel (2005) pp. 18-30
"CLIL": an intro to CLIL and related notions
● HOME ASSIGNMENT: prepare info about one notion (all Ss): CLIL
● BACKGROUND READING: Marsh et al. (2008)
"Technicalities…": on mining for quality readings, on where to get started, locating sources in BUW on-line.
● use BUW on-line to locate a text for the book report (for meeting no. 4)
MEETING 4 "Language awareness – cont.": a survey of definitions of Language Awareness (concepts: language awareness, consciousness-raising, input enhancement); measuring Language Awareness (GJTs)
● BACKGROUND READING: Piechurska-Kuciel (2005) pp. 46-55, 60-67
● (frgmts) Svalberg (2007) Language awareness and language learning…
"CLIL – cont.": theoretical underpinnings of CLIL
● BACKGROUND READING: Gozdawa-Gołębiowski, R. (2010) Integracja czy dezintegracja? O roli systemu gramatycznego w kształceniu typu CLIL. Języki Obce w Szkole, 6, 43-52.
"Technicalities…": on paraphrasing, note taking and plagiarism
● HOME ASSIGNMENT: bring / send out Book Report
MEETING 5 "Individual learner differences – Motivation": the role of ILD in FLL; the development of theories of motivation; current models of motivation.
● BACKGROUND READING: Ushioda & Dörnyei (2009) Motivation, language identities…
● Dornyei, Z. (2009) Researching motivation: from integrativeness to the ideal L2 self. In Hunston, S. & Oakey, D. (eds) Introducing Applied Linguistics (pp.74-83). Routledge.
● (frgmts) Dornyei Z. (2006) Individual differences in second language acquisition. AILA Review…
● your selection from: Lamb et al. (2019), Li et al. (2022).
"Technicalities…": page layout, quoting and citing, punctuation; on how to outline
MEETING 6 "Autonomy": developing learner-, learning- and teacher-autonomy
● HOME ASSIGNMENT: prepare info about one notion (all Ss): Autonomy
● BACKGROUND READING: Komorowska (2011)
MEETING 7 "Individual tutorials": a tutorial concerning refining of research area and phrasing of the title
● HOME ASSIGNMENT: bring a draft outline of ch.1 and ch.2 (printout)
ADDITIONAL REMARKS:
Attendance is obligatory. Three absences are allowed.
The use of artificial intelligence (AI) tools in the classroom is governed by the rules set forth in Resolution No. 16 of the Teaching Council for the programs English Studies, English Studies – Linguistics, and English Studies – Literature and Culture of 9 December 2025.
https://ia.uw.edu.pl/fileadmin/ilustracje/dokumenty/2026/RD_IA_2025_UCHWALA_nr16_narzedzia_AI_nowelizacja_ZAL2_EN.pdf
The governing act is: RESOLUTION No. 98 OF THE UNIVERSITY COUNCIL FOR TEACHING AND LEARNING of 8 December 2023 on the guidelines for the use of artificial intelligence tools in the education process https://dokumenty.uw.edu.pl/dziennik/DURK/Lists/Dziennik/Attachments/134/EN.DURK.2023.98.UURK.98.pdf
The acceptable level of AI use in a given course may be defined on the basis of “The AI Assessment Scale”, https://aiassessmentscale.com/
1. No AI
2. AI Planning
3. AI Collaboration
4. Full AI
5. AI Exploration
Course coordinators
Type of course
Mode
Learning outcomes
Knowledge. Students will have in-depth familiarity with:
K_W01 advanced terminology, theory and research methods corresponding to the state of the art in the discipline of linguistics (especially in Applied Linguistics and TEFL methodology), in accordance with their chosen specialization (and educational path)
K_W02 advanced principles of linguistic research design (especially in Applied Linguistics and TEFL methodology), 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. Students will be able to:
K_U01 apply the advanced terminology, theories and methods of linguistic research to solve complex and original research problems (especially in Applied Linguistics and TEFL methodology) in accordance with his/her chosen specialization (and educational path)
K_U02 apply advanced principles of linguistic research design (especially in Applied Linguistics and TEFL methodology), 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. Students will be 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
MA seminar 1 ends in:
- formulating the topic and title (provisional)
- submitting one book report
- submitting the five pages of ch.1
Practical placement
- does not apply -
Bibliography
Bielska, J. (2006) Between Psychology and Foreign Language Learning. Wydawnictwo UŚ.
Dörnyei, Z. (2006) Individual differences in second language acquisition. AILA Review, 19, 42-68.
Doughty, C. J. and Long, M. H. (eds.) (2003) The Handbook of Second Language Acquisition. Blackwell.
Ellis, R. (2008) The Study of Second Language Acquisition (2nd edition). OUP.
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). Cambridge Scholars Publishing.
Kumaravadivelu, B. (2003) 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.
Lightbown, P. M. and Spada N. (2006) How Languages are Learned. OUP.
Long, M. (ed.) (2005) Second Language Needs Analysis. CUP.
Mehisto, P., Marsh, D. and Frigols, M. J. (2008) Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Macmillan Publishers Limited.
Piechurska-Kuciel, E. (2005) The Importance of Being Aware. Advantages of Explicit Grammar Study. Wydawnictwo Uniwersytetu Opolskiego.
Richards, J. C. and Renandya W. A. (eds.) (2002) Methodology in Language Teaching. An Anthology of Current Practice. CUP.
Svalberg, A. (2007) Language awareness and language learning. Language Teaching, 40(4), 287-308.
Svalberg, A. (2012). Language awareness in language learning and teaching: A research agenda. Language Teaching, 45(3), 376-388. doi:10.1017/S0261444812000079
Ushioda, E. & Dörnyei, Z. (2009) Motivation, language identities and the L2 Self: A theoretical overview. In: Dörnyei, Z. & Ushioda, E. (eds.) Motivation, language identity and the L2 self (pp. 1-8). Multilingual Matters.