Second language acquisition 4100-IIIMWOAINJO
The master's course in foreign language acquisition and learning provides and expands knowledge in the field of foreign language acquisition and learning in school settings. The course includes four thematic modules:
Module 1 entitled "Products and Processes" explains the mechanisms and effects/products of the language acquisition process in a classroom setting. The module begins with an introduction and extended analysis of concepts in the field of general didactics and glottodidactics: knowledge, skills, skills, competences, accidental and intentional learning. The module also provides knowledge about the interlanguage and its selected features: complexity, correctness and fluency.
Module 2 is devoted to modern teaching approaches and methods, i.e.: content-language integrated learning (CLIL); task-based approach (TBL); cognitive approach taking into account the role of interaction in the learning process; conceptual teaching); an approach emphasizing data processing (processing instruction); constructivist didactics. The module also covers issues related to the evaluation and assessment process in the language classroom.
Module 3, "Aspects of the student's language", focuses on issues related to the acquisition of language subsystems and the development of selected language skills, e.g.: acquiring phonetics, lexis, grammar, developing receptive and productive skills.
Module 4, "Individual Differences in Language Acquisition", addresses the issue of individual differences in language learning in the classroom and discusses, in turn, differences of a social, cognitive and psychological nature (motivation, personality, language anxiety). A separate lecture is devoted to the characteristics and role of the teacher in the language acquisition process.
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Term 2024Z:
The master's course in foreign language acquisition and learning provides and expands knowledge in the field of foreign language acquisition and learning in school settings. The course includes four thematic modules: Module 1 entitled "Products and Processes" explains the mechanisms and effects/products of the language acquisition process in a classroom setting. The module begins with an introduction and extended analysis of concepts in the field of general didactics and glottodidactics: knowledge, skills, skills, competences, accidental and intentional learning. The module also provides knowledge about the interlanguage and its selected features: complexity, correctness and fluency. Module 2 is devoted to modern teaching approaches and methods, i.e.: content-language integrated learning (CLIL); task-based approach (TBL); cognitive approach taking into account the role of interaction in the learning process; conceptual teaching); an approach emphasizing data processing (processing instruction); constructivist didactics. The module also covers issues related to the evaluation and assessment process in the language classroom. Module 3, "Aspects of the student's language", focuses on issues related to the acquisition of language subsystems and the development of selected language skills, e.g.: acquiring phonetics, lexis, grammar, developing receptive and productive skills. Module 4, "Individual Differences in Language Acquisition", addresses the issue of individual differences in language learning in the classroom and discusses, in turn, differences of a social, cognitive and psychological nature (motivation, personality, language anxiety). A separate lecture is devoted to the characteristics and role of the teacher in the language acquisition process. |
Prerequisites (description)
Course coordinators
Type of course
Mode
Learning outcomes
Knowledge: the graduate knows and understands:
K_W01 to an in-depth degree chosen facts, theories, institutions, processes, and phenomena related to the field of studies teaching foreign languages: linguistics, pedagogy and education studies, psychology, law, which have practical application in teaching foreign languages at the third educational stage and in adult and higher education
Skills: the graduate is able to:
K_U01 search, analyse, evaluate, select and use information, using a variety of sources and methods, including advanced information and communication techniques, in Polish and English and, optionally, in French or German
K_U03 evaluate and conduct a critical analysis of the quality of foreign language teaching and diagnose the needs, abilities and potential of every learner, as well as design and implement individually tailored teaching and educational programs
K_U07 assess the suitability of a variety of methods, procedures and best practices, and select and apply the appropriate approach with the goal of accomplishing tasks and solving problems related to foreign language teaching
K_U12 formulate and test hypotheses to conduct a critical analysis of their own actions and identify possible areas for change in the future
K_U20 prepare, and deliver in public, oral presentations in Polish and English, optionally in French or German, for specific purposes, using advanced theoretical approaches, as well as a variety of sources
K_U22
present their ideas, concerns, suggestions and arguments, in Polish and in English, optionally in French or German, supporting them with
chosen theoretical perspectives and diverse viewpoints
K_U23 use language skills at CEFR level C1+ in English and French or German, including the specificity of academic language and that of
classroom communication
K_U27
continuously acquire knowledge and develop their professional competences in teaching foreign languages using a variety of sources (in Polish and English, optionally in French or German) and new technologies (ICT)
Social competences: the graduate is prepared to:
K_K01 pursue lifelong learning
K_K02 critically reflect on the level of their skills and knowledge, constantly develop professionally and personally, self-assess their competences, improve their skills, plan their development and training, consult experts in case of difficulties
Assessment criteria
The basis for passing the course is:
a) attendance at classes, the student has the right to 2 absences, 4 absences the student loses the right to pass the course and must repeat it
b) written exam with semi-open and closed tasks. The tasks concern each of the four thematic modules implemented during classes. (25% for each module)
The required minimum knowledge of the presented content within each thematic block is 60%
Bibliography
RABSKI J., (1985) O przyswajaniu języka drugiego, (obcego), WSiP, Warszawa.
DAKOWSKA M., (2001), Psycholingwistyczne podstawy dydaktyki języków obcych, PWN, Warszawa.
GĘBAL P., (2019), Dydaktykajęzyków obcych, PWN, Warszawa.
KOMOROWSKA H., Nauka języka obcego w perspektywie ucznia, Oficyna wydawcnicza Łośgraf, Łódź.
KURCZ I., (1992), Język a psychologia, WSiP, Warszawa.
KURCZ I., (2007), Psychologiczne aspekty dwyjęzyczności, GWP, Gdańsk.
PFEIFFER W., (2001), Nauka języków obcych. Od praktyki do praktyki. Wagros, Poznań.
RÓG, T., (2020), Nauczanie języków obcych. Teoria, badania, praktyka. Lublin, Wydawnictwo Werset.
WILCZYŃSKA W., (1999), Uczyć się czy być nauczanym ? O autonomii w przyswajaniu języka obcego, PWN, Warszawa.
WOŹNICKI T., Zawadzka E.,(1979), Fazy procesu przyswajania języka obcego, PWN, Warszawa.
ZYLIŃSKA, M., (2013), Między podręcznikiem a internetem. Nowa dydaktyka języków obcych. Fraszka Edukacyjna, Warszawa.
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Term 2024Z:
ARABSKI J., (1985) O przyswajaniu języka drugiego, (obcego), WSiP, Warszawa. |
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: