Bachelor's Seminar: The Joy of Learning - Foreign language pedagogy challenges. 3304-1DZ3O-SL-035

Here is the English translation:
The following topics will be addressed in the seminar:

1. The shift in educational paradigm - from behaviorism to social constructivism.
2. What is scaffolding according to J. Bruner? How to implement it in foreign language lessons?
3. The role of personality factors in foreign language learning.
4. External and internal barriers in the foreign language learning process.
5. What neuroscience tells us and attempts to transfer it to language teaching.
6. New teaching competencies in relation to social and emotional challenges in the 21st century.
7. How to assess in ways that build rather than destroy self-esteem?
8. Krashen's theory and the role of the affective filter in language teaching.
9. Innovative teaching practices: flipped classroom, gamification, webquest...
10. Informal and non-formal foreign language learning - what impact on language competencies?
11. Teacher-directed vs. self-directed learners - how to develop autonomy in learning?
12. Emotion management - challenges, techniques, opportunities...
13. Building and developing motivation for foreign language learning - what motivational theories say (Bandura, Deci/Ryan)
14. Linguistic worldview and immersion in foreign language culture.
15. Joy in/from foreign language learning - summary.

Type of course

obligatory courses

Mode

Classroom

Prerequisites (description)

Learning is a long process that requires commitment, patience, and perseverance. It is most often associated with hardship, effort, and perhaps even tears of frustration and discouragement. However, learning can be a source of pleasure and joy—very positive feelings that significantly contribute both to measurable learning outcomes and to improving the well-being of both learners and teachers. Language teaching and learning (glottodidactics), which deals with the processes of learning and teaching foreign languages, is a particularly good area for these considerations. In this seminar, we will examine the role of emotions in this process and the management strategies that foreign language teachers can implement so that students truly feel the joy of learning. We will explore how to sustain and develop intrinsic motivation, how to reduce stress and language anxiety, how to understand the role of S. Krashen's affective filter, and what approaches, techniques, and materials to use to deepen the feeling of joy in learning. The seminar is aimed at everyone who may have lost their joy of learning along their educational journey, as well as those who would like to share this joy with others.

Course coordinators

Jolanta Sujecka-Zając

Learning outcomes

Here is the English translation:
In terms of knowledge, the student:

- knows advanced terminology in the field of contemporary language teaching methodology (K_W02);
- knows and understands at an advanced level the main processes occurring in didactic processes (K_W03);
- knows at an advanced level the directions and methodology of research on learning and teaching processes (K_W04);
- knows and understands at an advanced level the main issues in the field of foreign language teacher competencies (K_W05);
- knows and understands at an advanced level the actions of students and teachers in complex situations of social and intercultural communication (K_W07);
- knows and understands at an advanced level selected facts, processes and phenomena in the field of foreign language teaching and learning (K_W10);
- knows and understands at an advanced level selected issues in the field of psychology, pedagogy, voice production and foreign language acquisition, particularly French (K_W11);
- knows basic concepts and principles in the field of intellectual property protection and copyright law (K_W13)

In terms of skills, the student can:

- apply basic theoretical concepts appropriate for language teaching processes when planning research (K_U01);
- present their own views, referring to various sources and basic theoretical approaches, and argue for their adopted point of view (K_U04);
- prepare written work in French, referring to basic theoretical approaches appropriate for language teaching methodology (K_U06);
-independently acquire knowledge and develop skills using various sources (K_U09);
- apply advanced knowledge in the field of language teaching methodology to implement their own research project (K_U12);
- apply advanced information and communication techniques in the process of acquiring knowledge and communicating in the field of language teaching methodology (K_U13);

In terms of social competencies, the student is ready to:

- critically evaluate their own knowledge and skills (K_K01);
- be open to individual and cultural differences (K_K02);
- care for cultural heritage, especially in relation to French and Francophone culture (K_K04);
- actively participate in French and Francophone culture, using various forms and media (K_K05);
- observe basic principles of professional ethics and principles in the field of intellectual property protection and copyright law (K_K06).

Assessment criteria

Assessment Methods:

- Individual and group work (including project work)
- Partial presentations of discussed content
- Current work monitoring (preparation for classes, active participation)

Assessment Criteria:

- The participant extensively uses digital technology and artificial intelligence to develop work on a chosen topic (e.g., Canva, applications for creating audio and video files)
- The participant regularly attends classes and informs about their limitations, including agreed-upon absences
- The participant informs about specific educational needs at the beginning of the semester
- The participant fulfills partial tasks (projects, written assignments) as well as summative tasks.

Bibliography

1. ARNOLD, J., M. C. FONSECA. 2004. « Multiple intelligence theory and foreign language learning : A Brain-Based Perspective », IJES, International Journal of English Studies, 4,1,119-136.
2. Arnold, J. «Comment les facteurs affectifs influencent-ils l'apprentissage d'une langue étrangère ? » Éla. Études de linguistique appliquée. 2006/4 nº 144, pages 407 à 425. Cairn.Info : https://www.cairn.info/revue-ela-2006-4-page-407.htm
3. CLÉMENT, R, Z. DÖRNYEI, K. NOELS. 1994. « Motivation, self-confidence and group cohesion in the foreign language classroom », Language Learning, 44,417-448.
4. CONSEIL DE L`EUROPE 2000. Cadre européen commun de référence pour les langues. Apprendre. Enseigner. Evaluer. Strasbourg/Paris : Conseil de l'Europe/ Didier.
5. Cadre européen commun de référence. Volume complémentaire avec de nouveaux descripteurs, Strasbourg, Conseil de l’Europe, 2018.
6. DE ANDRÉS, V. 1999. « Self-esttem in the classroom or the metamorphosis of butterflies », dans Arnold, J. (ed.) Affect in Language Learning : Cambridge : Cambridge University Press.
7. FENOUILLET, Fabien, « Les multiples facettes de la motivation » dans Gérard Toupiol (dir.), Mémoire, langages et apprentissage, Paris, Éditions RETZ, p. 133-144.
8. GOLEMAN, D. 1995. Emocional Intelligence. New York : Bantam Books.
9. KRASHEN, S. 1982. Principles and Practice in Second Language Acquisition. Oxford : Pergamon Press.
10. Kucharczyk, R. (2019). L’impact des facteurs affectifs sur le développement de la compétence plurilingue. Vers une approche SMART en classe de langue tertiaire. Revue TDFLE, (actes n°1). https://doi.org/https://doi.org/10.34745/numerev_1349
11. OXFORD, R. L. 1999. « Anxiety and the language learner : New insights », dans Arnold, J. (ed.) Affect in Language Learning. Cambridge : Cambridge University Press.
12. ROSENTHAL, R., JACOBSON, L. 1992. Pygmalian in the Classroom : Teacher Expectations and Pupils? Intellectual Development. New York : Irvington.
13. Vesconi. J. L’impact du psycho-affectif en classe de langue: application à la gestion de l’erreur à l’oral. Education. 2024. dumas-04478536

Additional information

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

Description of 3304-1DZ3O-SL-035 in USOSweb