Contemporary Approaches to Foreign Language Teaching 4100-1ELIWMNJO
The aim of the course is to deepen students’ knowledge of selected contemporary methods and approaches to foreign language teaching and their theoretical and empirical foundations. The teaching solutions discussed are analysed in the light of models and theories of applied linguistics, as well as current research findings on foreign language acquisition processes. Particular attention is paid to the assumptions underlying individual methods concerning the nature of language and communication, learning mechanisms, the objectives of language education, and the roles of the teacher and learner.
During the course, students become familiar with the criteria used to describe, compare, and evaluate foreign language teaching methods. The analysis covers, among other aspects, the objectives and scope of their application, the organisation of the teaching process, the emphasis placed on the development of individual language skills, the nature of classroom interaction, and the role of materials and resources supporting learning. The potential applications of individual methods are discussed, together with their limitations and the consequences arising from their underlying theoretical assumptions.
The methods and approaches are critically evaluated in relation to diverse educational contexts, learning objectives, and learner characteristics, including those of learners with diverse educational needs. The course raises awareness of the need to consider such factors as the stage of education, language proficiency level, individual differences among learners, and the organisational conditions in which teaching takes place.
The course promotes an informed and reflective approach to knowledge of foreign language teaching methodology. Students examine claims concerning the effectiveness of teaching methods in relation to their theoretical foundations, research findings, and the specific characteristics of a given educational environment. This enables them to recognise that teaching methods are not universally applicable solutions but need to be evaluated in terms of their suitability, limitations, and applicability within a specific language education context.
Course coordinators
Type of course
Mode
Learning outcomes
Knowledge – the student knows and understands:
P_W01. The student knows and explains the assumptions underlying selected contemporary methods and approaches to foreign language teaching concerning the nature of language, the language acquisition process, and the roles of the teacher and learner. (K_W03)
P_W02. The student understands and compares the relationships between selected foreign language teaching methods and models and theories of applied linguistics, as well as research findings on language acquisition. (K_W03)
P_W03. The student knows and explains the factors determining the selection of foreign language teaching methods in relation to educational objectives, learner characteristics, and diverse educational contexts. (K_W06)
P_W04. The student understands the possibilities, limitations, and consequences of applying selected foreign language teaching methods when working with learners with diverse educational needs. (K_W03, K_W06)
Social competences – the student is prepared to:
P_K01. The student is prepared to critically evaluate their own knowledge and content relating to contemporary foreign language teaching methods, taking into account their theoretical foundations, research findings, and educational context. (K_K01)
P_K02. The student is prepared to verify their own beliefs concerning the effectiveness of foreign language teaching methods and to revise their judgements in response to well-founded arguments and scientific evidence. (K_K01)
Assessment criteria
1. Conditions for passing the course
The conditions for being admitted to the final course assessment are:
– attendance at classes (1 absence is permitted; unexcused absences exceeding this limit result in an NK grade and the requirement to retake the course),
– timely completion of all compulsory written and/or oral assignments carried out during classes and on the e-learning platform.
The final grade is determined on the basis of the assessment methods and criteria described below in sections 2, 3 and 4.
The use of AI tools and technologies supporting language processing is permitted only insofar as it does not interfere with the achievement of the intended learning outcomes, with the instructor’s consent, after agreeing on the scope of their use and subject to the submission of a written declaration. The use of AI tools without the instructor’s consent is treated as a breach of the principles of independent work and results in a failing grade.
2. Assessment methods
Written exam
- learning outcomes assessed: K_W03, K_W06, K_K01.
3. Assessment criteria
Assessment criteria for the exam:
- accuracy of the answers,
- completeness of the answers.
The assessment criteria are applied jointly. All criteria must be met to at least a satisfactory degree. Written exam is graded in accordance with the applicable scoring system and grading scale.
4. Grading scale
The threshold for obtaining a passing grade and passing the course is a minimum score of 60%.
90–100% → very good (5,0)
85–89% → good plus (4,5)
75–84% → good (4,0)
70–74% → satisfactory plus (3,5)
60–69% → satisfactory (3,0)
0–59% → fail (2,0)
Practical placement
Not applicable.
Bibliography
Compulsory reading:
- Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
- Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford University Press.
- Lightbown, P. M., & Spada, N. (2021). How languages are learned (5th ed.). Oxford University Press.
Supplementary reading:
- Council of Europe. (2020). Common European framework of reference for languages: Learning, teaching, assessment—Companion volume. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4
- CEFR Expert Group. (2023). A guide to action-oriented, plurilingual and intercultural education. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354
- Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019). Task-based language teaching: Theory and practice. Cambridge University Press.
- Kormos, J., & Smith, A. M. (2023). Teaching languages to students with specific learning differences (2nd ed.). Multilingual Matters.
- Piccardo, E., & North, B. (2019). The action-oriented approach: A dynamic vision of language education. Multilingual Matters.
- Thornbury, S. (2017). Scott Thornbury’s 30 language teaching methods. Cambridge University Press.
Notes
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Term 2026Z:
The lectures are delivered online in a synchronous format. Failure to complete this course prevents students from participating in the degree seminar. |