(in Polish) Teorie i procesy przyswajania języków 4100-IMTiPPJ
The aim of the course is to deepen students' knowledge of the mechanisms and conditions of foreign language acquisition in a formal environment and to develop their skills in interpreting and critically analysing linguistic and didactic phenomena. The classes sensitise future teachers to the importance of individual differences among students and encourage reflection on the practical applications of acquisition theory in language teaching. Key concepts in language education, such as competence, interlanguage and fluency, are discussed, as well as contemporary approaches to foreign language teaching, including CLIL, TBL, and cognitive and constructivist approaches. The process of acquiring individual language subsystems and the development of language skills in the context of the school classroom are analysed. Particular attention is also paid to the role of assessment and evaluation in the teaching process and to the social, cognitive and affective determinants of individual differences in language learning.
The subject belongs to a group of subjects of an advanced disciplinary nature, providing the theoretical foundations of education. It has been assigned to the discipline of linguistics.
Type of course
Mode
Course coordinators
Learning outcomes
Learning outcomes
K_W02 has an in-depth knowledge and understanding of selected models and theories in the field of applied linguistics, constituting advanced general knowledge in the field of foreign language acquisition in school education and their practical application in foreign language teaching
K_U01 use in-depth advanced knowledge of general and applied linguistics to analyse, interpret and critically evaluate linguistic phenomena in English and in a foreign language relevant to the chosen second specialisation
K_K01 critically evaluate their knowledge and the content they receive
K_K02 recognise the importance of knowledge in solving cognitive and practical problems and seek expert advice when encountering difficulties in solving a problem independently
Assessment criteria
Written examination. Open tasks.
Final assessment criteria:
Below 60 – 2.0
60–67 – 3.0
68–76 – 3.5
77–84 – 4.0
85–93 – 4.5
Above 94 – 5.0
Bibliography
DAKOWSKA M., (2001), Psycholingwistyczne podstawy dydaktyki języków obcych, PWN, Warszawa.
GĘBAL P., (2019), Dydaktyka języków 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.
Loewen, Shawn (2020): Introduction to Instructed Second Language Acquisition. New York: Routledge.
RÓG, T., (2020), Nauczanie języków obcych. Teoria, badania, praktyka. Lublin, Wydawnictwo Werset.
VanPatten, Bill & Williams, Jessica (Hg.) (New York): THEORIES IN SECOND LANGUAGE ACQUISITION: Routledge.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: