Undergraduate seminar: From knowledge of the world to the ability to learn: The role of general competencies according to the CEFR in the process of learning/teaching a foreign language. 3304-1DX3O-SL-02
One of the major changes introduced into language teaching methodology 25 years ago by the action-oriented approach (approche actionnelle) was the emphasis placed on the holistic dimension of language use and language learning through socially situated action. In addition to communicative language competences, the 2001 Common European Framework of Reference for Languages (CEFR) identified four so-called general competences: general knowledge, practical skills, existential competence (personal characteristics), and the ability to learn. On the one hand, these competences shape the language acquisition process in ways specific to each learner; on the other hand, they can themselves be significantly developed and enriched through this process.
During the bachelor’s seminar, we will analyze the specific nature of these general competences, their actual impact on foreign language learning, and the possibilities for their modification, development, and assessment. Seminar participants will become familiar with current research in these areas (including the basics of research methodology), prepare presentations on selected topics, and share reflections on academic readings and teaching practice. This work will lead to the formulation of bachelor’s thesis topics by the end of the winter semester and the preparation of the bachelor’s thesis project (outline + PowerPoint presentation) during the summer semester.
The topics discussed during the seminar will include:
The topics discussed during the seminar will include:
Declarative knowledge (savoir)
language learning and ways of perceiving the world (knowledge of the world);
why knowledge of the society and culture of the language community is important (sociocultural knowledge);
what intercultural awareness consists of and whether it can be developed.
Practical skills and know-how (savoir-faire)
the role of social, life, professional, and even leisure-related skills – what practical skills should language learners possess in order to communicate effectively in a given domain?
Existential competence / personal characteristics (savoir-être)
the influence of a range of individual factors, such as attitudes, motivation, values, beliefs, cognitive styles, and personality traits, on learners’ participation in communicative acts and on their ability to learn;
ethical issues, for example: to what extent can the development of a learner’s personality constitute an explicit educational goal? How can learners be supported in making use of their strengths and overcoming weaknesses?
Ability to learn (savoir apprendre)
what are linguistic and communicative awareness?
why are general sensitivity and phonetic aptitude important?
how can learning techniques and strategies be developed?
Course coordinators
Type of course
B.Sc. seminars
Mode
Prerequisites (description)
Learning outcomes
Upon successful completion of the course, the student, in terms of knowledge:
* has an advanced command of the terminology used in contemporary glottodidactics (K_W02);
* has an in-depth understanding of the following concepts: general competences, declarative knowledge, intercultural awareness, practical skills, personality-related factors, motivation, attitudes, learning styles, learning ability, linguistic and communicative awareness;
* knows and understands, at an advanced level, the main processes involved in teaching and learning processes (K_W03);
* has in-depth knowledge of the task-based approach presented in the *Common European Framework of Reference for Languages* (CEFR, 2001 version) and the *Companion Volume* (2018);
* knows the basic concepts and corresponding terminology used to describe foreign language teaching methodology and understands their relationship to other fields within the humanities (K_W03);
* has basic knowledge of research trends in foreign language teaching methodology and of the latest developments in these fields (K_W06).
In terms of skills, the student:
* analyzes the conditions influencing the development and evaluation of general competences in foreign language teaching/learning;
* is able to plan teaching activities supporting language learning through the use of general competences;
* is able to apply ready-made tools or prepare evaluation tools for selected general competences;
* possesses basic research skills, including formulating and analyzing research problems, selecting research methods and tools, and preparing and presenting results to the extent necessary for participation in classroom discussions and preparation of their own work in the field of Romance studies (K_U02);
* is able to prepare oral presentations in French and Polish on specific issues, using various sources and basic theoretical approaches (K_U09);
* applies basic theoretical concepts relevant to glottodidactic processes when planning research (K_U01);
* presents their own views by referring to various sources and basic theoretical approaches, and is able to justify the adopted standpoint (K_U04);
* is able to prepare written work in French, referring to basic theoretical approaches relevant to glottodidactics (K_U06);
* is able to independently acquire knowledge and develop skills using various sources (K_U09);
* is able to apply advanced knowledge in glottodidactics to carry out their own research project (K_U12);
* is able to use advanced information and communication technologies in the process of acquiring knowledge and communicating within the field of glottodidactics (K_U13).
In terms of social competences, the student is ready to:
* critically assess their own knowledge and skills (K_K01);
* demonstrate openness toward individual and cultural differences (K_K02);
* observe the basic principles of professional ethics as well as intellectual property and copyright regulations (K_K06);
* engage in teamwork while treating other group members with respect;
* present their point of view in a manner that does not offend other team members;
* monitor their own progress;
* understand the need for continuous professional development and personal growth, assess their own competences in various fields, and improve their skills accordingly (K_K01).
Assessment criteria
Assessment methods:
- individual and group assignments (including project work);
- partial presentations on the topics discussed during the course;
- response papers (short written reflections);
- continuous assessment of class work (preparation for classes and active participation).
Assessment criteria:
- the participant attends classes regularly (two unexcused absences per semester are allowed) and informs the instructor about any limitations, including agreed absences;
- the participant informs the instructor about any specific educational needs at - the beginning of the semester;
- the participant completes both ongoing assignments (projects, written tasks) and final assessment tasks.
With regard to the use of artificial intelligence (AI) tools in classes and when preparing a
dissertation, the rules set out in Resolution No. 42 of the Teaching Council for the Roman
Philology degree programme, dated 15 April 2024, apply.
Resolution: https://romanistyka.wn.uw.edu.pl/wp-
content/uploads/2024/04/RD_uchwala_42_15-kwietnia-2024_wytyczne_SI_.pdf
Appendix: https://romanistyka.wn.uw.edu.pl/wp-
content/uploads/2024/04/RD_uchwala_42_15-kwietnia-
2024_wytyczne_SI_ZALACZNIK_1.pdf
Bibliography
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