MET-DJF - Evolution of teaching methods 3304-2D1O-MET-EMNJO
The syllabus includes a review of past methods of language teaching (mainly teaching French as a foreign language), as well as an analysis of the assumptions of the communicative approach and the task-based approach according to the 'Common European Framework of Reference for Languages'. Attention is also given to the contemporary interpretation of the issue of learner/language user competence. The discussion of the evolution of teaching methods is underpinned by references to the theories that inspired certain glottodidactic practices in a given period; these include: behaviourism, structuralism, contrastive analysis, pragmatics, sociolinguistic theories, linguistic theories of acquisition, cognitive theories of learning or principles of non-directive pedagogy.Detailed topics of the course:
1. the interdisciplinary character of language didactics; the place of other disciplines in planning the language teaching process
2 The origins of language teaching and the grammar-translation method
3 Associationism and the direct method
4. behaviourism, American structuralism, contrastive analysis: the audiolingual method
5 Verbo-tonal theory and the audiovisual method
6 Sources of the communicative approach and its features: definition of communicative competence, redefinition of the role of teacher and learner, principles for teaching/learning, materials used in teaching, vision of the target culture, etc.
7 General and linguistic competences of the language user according to the "Common European Framework of Reference for Languages".
8 Levels of language proficiency according to the "Common European Framework of Reference for Languages".
9. assumptions and features of the task-based approach
10. humanistic psychology and non-conventional methods in language teaching.
Type of course
pedagogical qualifications
Mode
Prerequisites (description)
Course coordinators
Learning outcomes
On successful completion of this module the student should have the following skills:
Knowledge: the graduate knows and understands at primary and secondary school level:
D.1.W5; conventional and unconventional teaching methods, including activation and project methods, the process of learning by doing, discovery or scientific inquiry and student research work, and the principles of selecting teaching methods typical of a particular subject or type of class;
D.1.W6; the methodology of implementation of individual educational contents within the subject (French language) or classes - substantive and methodical solutions, good practices, adaptation of interactions to the needs and capabilities of students or groups of students with different potential and learning style, typical for the subject or type of classes student mistakes, their role and ways to use them in the didactic process;
D.1.W9; educational methods in relation to the subject or activity taught, and the importance of developing an attitude of responsible and critical use of digital media and respect for intellectual property rights;
Skills: Graduate is able to
D.1.U5: create didactic situations serving the activity and development of students' interests and popularisation of knowledge;
D.1.U7: select methods of classroom work and didactic aids, including information and communication technology, which activate students and take into account their diverse learning needs;
Social competences: graduate is ready to
at primary and secondary school level:
D.1.K2: popularise knowledge among students and in the school and out-of-school environment;
D.1.K7: develop in students curiosity, cognitive activity and independence as well as logical and critical thinking.
Assessment criteria
Credit requirements: attendance and active participation in classes (2 unexcused absences allowed), ability to analyse, synthesise and present own reflection on selected methods of language teaching, passing two knowledge tests. Grading scale: 3 from 60%, 3+ from 75%, 4 from 80%, 4+ from 85%, 5 from 90%.
Pass mark
The form and criteria for passing the course may change depending on the current epidemic emergency. Equivalent conditions for passing will be determined in accordance with the guidelines in force at the University of Warsaw, in agreement with the course participants.
Up-to-date information on the instructor's duty period will be posted on the website of the Institute of Romance Studies at the University of Warsaw.
Bibliography
Bérard E. (1991), L'approche communicative. Théories et pratiques. Clé International, Paris.
Cadre Européen Commun de Référence pour les Langues : Apprendre, Enseigner, Évaluer (2001)
https://rm.coe.int/16802fc3a8
Volume Complémentaire avec de nouveaux descripteurs (2018)
https://rm.coe.int/cecr-volume-complementaire-avec-de-nouveaux-descripteurs/16807875d5
Cuq J.-P., Gruca I. (2005), Cours de didactique du français langue étrangère et seconde, Presses universitaires de Grenoble, Grenoble.
Cuq J.-P. (2003), Dictionnaire de didactique du français langue étrangère et seconde, Clé International, Paris.
Ellis R. (2000), Second Language Acquisition, Oxford University Press, Oxford - New York.
Gaonac'h D. (1982), Théories d'apprentissage et acquisition d'une langue étrangere, Hatier-Crédif, Coll. LAL, Paris.
Germain C. (1993), Evolution de l'enseignement des langues : 5000 ans d'histoire, Clé International.
Komorowska H. (2005), Metodyka nauczania języków obcych, Fraszka Edukacyjna, Warszawa.
Puren C. (1988), Histoire des méthodologies de l'enseignement des langues, Nathan - Clé International, Paris.
Wilczyńska W. (2005), Introduction à la didactique du français langue étrangère, Wyd. FLAIR, Kraków.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: