Learners - Classrooms - Contexts: Diversity and Individual Differences in Foreign Language Teaching and Learning - MA Seminar 3 3301-ZJ-JSS3CZO
During the seminar, we will discuss issues related to individual differences among learners and diverse classroom contexts in language teaching. Both individual (e.g. age, learning style, motivation, neurodiversity) and social (e.g. education system, status of language in the community) conditions affecting the learning process will be discussed.
We will also analyse theoretical and methodological approaches that take into account individualised approaches to the learner, such as UDL (Universal Design for Learning), Theory of Multiple Intelligences, inclusive pedagogy.
In preparation for writing their MA thesis, the seminar participants will:
● become acquainted with current research directions in applied linguistics,
● develop competences in analysing and critical reading of scientific articles,
● learn basic research tools,
● learn to interpret qualitative and quantitative data.
One absence is allowed.
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Term 2026Z:
In preparation for writing their MA thesis, in the third semester, the seminar participants will: One absence is allowed. |
Course coordinators
Type of course
Learning outcomes
Knowledge
Students will have in-depth familiarity with:
● K_W02 advanced principles of linguistic research design, in particular the principles of method and tool selection in formulating research problems and testing hypotheses related to foreign language teaching and learning
● 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 in applied linguistics in accordance with his/her chosen specialization (and educational path) .
● 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 in the field of language teaching.
● K_K02 recognize the importance of knowledge in solving cognitive and practical problems; consult experts when required.
Assessment criteria
Credit based on:
- presentation - critical analysis of a selected scientific article
- preparation of home assignments
- preparation of an outline of the MA thesis, which includes a list of topics to be covered and a preliminary bibliography (semester 1)
- preparation of the first chapter of the master’s thesis (semester 2)
- preparation of the second chapter of the master’s thesis (semester 3)
- preparation of the third chapter of the master’s thesis (semester 4)
If the course is conducted remotely, the student is required to have a camera and microphone on.
Partial written assignments and oral statements (verification of outcomes: W, U, K).
Performance of short assignments during classes (verification of outcomes: W, U, K).
Project assignments completed during the semester (verification of outcomes: W, U, K).
Students present an outline of the MA thesis, which includes a list of topics to be covered and a preliminary bibliography (verification of outcomes: W, U).
Students submit a chapter of their MA thesis (verification of outcomes: W, U).
Bibliography
The choice of bibliography depends on the needs of students.
Suggested sources:
Benson, P., & Nunan, D. (Eds.). (2005). Learners' stories: Difference and diversity in language learning. Cambridge University Press.
Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. Sage Publications.
Dörnyei, Z. (2014). The psychology of the language learner: Individual differences in second language acquisition. Routledge.
Ellis, R. (2008). The Study of Second Language Acquisition (2nd ed.). Oxford University Press.
Li, S., Hiver, P., & Papi, M. (Eds.). (2022). The Routledge handbook of second language acquisition and individual differences. Routledge.
Mackey, A., & Gass, S. M. (Eds.). (2011). Research methods in second language acquisition: A practical guide. John Wiley & Sons.