- Code
- ELL 434
- Name
- Theories and Approaches to English Teaching in Upper Secondary Education
- Semester
- 2
- Lecture hours
- 3.00
- Seminar hours
- 1.00
- Laborator hours
- 0.00
- Credits
- 3.50
- ECTS
- 6.00
- Description
-
This course is an introduction to English Language Teaching methods. It develops the students’ pedagogical knowledge and the basic skills needed to teach English efficiently. The course is divided into 3 main areas: Basic teaching and learning methodology, terminology and concepts closely related to EFL classes, principles and factors to consider in language teaching.
- Objectives
-
Students will be introduced to the most popular approaches and theories in English language teaching methods (ELT). Students will discuss learning situations that match the characteristics of these approaches. They will get acquainted with the basic concepts and processes of English language teaching, as well as with facts and principles that should be taken into account during the teaching process.
- Java
- Tema
- 1
- Language, learning and teaching learner characteristics, schools of thought in second language acquisition, language teaching in the 20th century, Brown 1, ch 1
- 2
- First language acquisition: major theories in FLA (behavioural, nativist, functional), major issues: competence, performance, comprehension, universals, the relationship between language and thought, Brown 1 chapter 2 (principles of language teaching)
- 3
- Age and acquisition Second language acquisition critical period hypothesis, the relationship between age and attainment, age-and-acquisition inspired language teaching methods, Brown 1 chapter 1-3, Ellis chapter 2
- 4
- A methodical history of language teaching (the difference between method, approach, technique, main features of most popular traditional methods: grammar translation method, direct method, audio-lingual method, community language learning, Brown 2, chapter 2
- 5
- Current approaches to language teaching communicative language teaching, learner-centred instruction, cooperative and collaborative learning, whole language education, Brown 2, chapter 3
- 6
- Communicative language teaching Content-based learning Teaching content and language at the same time, the role of the teacher, learner responsibilities, types of activities, assessment and feedback Brown 2, chapter 3, Richards & Rogers, ch 17-18
- 7
- Communicative language teaching Task-based learning, Teaching language through in tasks, what are tasks, types of tasks, how to design them, student engagement in tasks, the role of the teacher, Brown 2, chapter 3, Richards & Rogers, ch 17-18
- 8
- Midterm exam
- 9
- Teaching by principles cognitive principles: automaticity, meaningful learning, motivation, affective principles: self-confidence, language ego, anxiety, risk-taking, self-efficacy, willingness to communicate, Brown 2, ch 4, Brown 1, ch 6
- 10
- 9 Teaching across age levels and proficiency levels intellectual development, attention span, sensory input, affective factors. Defining different proficiency levels, teaching beginning levels, teaching intermediate levels, teaching advanced levels Brown 2 chapter 6-7
- 11
- The role of the first language how a learner’s native language affects SLA, language transfer and linguistic factors, positive and negative influence of L1, development of interlanguage, feedback for language proficiency Ellis chapter 6 Brown 1 chapter 9
- 12
- The role of explicit and implicit instruction (two types of instruction, their elements, differences and influence on language learning, the role of explicit and implicit knowledge and instruction in L2 proficiency, Ellis chapter 10 & 11
- 13
- Interactive language teaching Input and interaction What is interaction, the role of the teacher as initiator of interaction, the role of the learner, sustaining interaction through group work, types of input, elements of effective interaction, Brown 2 chapter 11-12
- 14
- Techniques, textbooks, technology and lesson planning Different types of techniques and their taxonomy, the use of textbooks and other written texts, how to make usE of technology in the classroom, guidelines for planning a lesson Brown 2, chapter 9-10
- 15
- Student presentations
- 16
- Final Exam
- 1
- Students demonstrate a clear understanding of basic ELT terminology.
- 2
- Students demonstrate an understanding of the basic theoretical background behind teaching and learning languages
- 3
- Students apply the knowledge to analyse ELT textbooks and materials
- 4
- Students critically analyse basic practical approaches and techniques involved in teaching EFL.
- 5
- Students critically evaluate their own learning experiences using ELT-related terms and concepts from the
- 6
- Students reflect critically on learning experiences on the course and relate them to educational contexts they are familiar with
- Quantity Percentage Total percent
- Midterms
- 1 30% 30%
- Quizzes
- 0 0% 0%
- Projects
- 1 10% 10%
- Term projects
- 1 20% 20%
- Laboratories
- 0 0% 0%
- Class participation
- 0 0% 0%
- Total term evaluation percent
- 60%
- Final exam percent
- 40%
- Total percent
- 100%
- Quantity Duration (hours) Total (hours)
- Course duration (including exam weeks)
- 16 4 64
- Off class study hours
- 14 3 42
- Duties
- 2 5 10
- Midterms
- 1 10 10
- Final exam
- 1 12 12
- Other
- 0 0 0
- Total workLoad
- 138
- Total workload / 25 (hours)
- 5.52
- ECTS
- 6.00