SubjectsSubjects(version: 873)
Course, academic year 2020/2021
  
TEFL I - AAA500105
Title: Didaktika AJ I
Guaranteed by: Department of the English Language and ELT Methodology (21-UAJD)
Faculty: Faculty of Arts
Actual: from 2020
Semester: winter
Points: 0
E-Credits: 5
Examination process: winter s.:
Hours per week, examination: winter s.:0/3 C [hours/week]
Capacity: unknown / unknown (unknown)
Min. number of students: unlimited
State of the course: not taught
Language: English
Teaching methods: full-time
Level:  
Additional information: https://dl1.cuni.cz/course/view.php?id=664
Note: course can be enrolled in outside the study plan
enabled for web enrollment
Guarantor: PhDr. Tomáš Gráf, Ph.D.
Class: Exchange - 09.1 Modern EC Languages
Exchange - 09.3 Linguistics
P//Is pre-requisite for: AAA500117
Schedule   Noticeboard   
Annotation -
Last update: PhDr. Tomáš Gráf, Ph.D. (28.10.2019)
A foundation course in Teaching English as a Foreign Language
The course aims to provide both a theoretical basis to foreign language teacher training and a platform for practising and developing concrete practical techniques and competences which characterize the teaching profession in the area of English Language Teaching. Key theoretical concepts are discussed in the light of contemporary research in the fields of language acquisition, linguistics, psycholinguistics, pedagogy, psychology and language teacher education. These then provide the basis for the acquisition of foreign-language-teaching techniques which the students practise in class, observe, give and receive feedback on, for example, during micro-teaching periods and video observations.
Course completion requirements -
Last update: PhDr. Tomáš Gráf, Ph.D. (01.02.2020)

 

All of the credit requirements must be fulfilled by the end of the exam period in the academic year in which the student enrolled for the subject.

Literature -
Last update: PhDr. Tomáš Gráf, Ph.D. (01.02.2020)

Bibliography (selection)

(detailed lists of literature for each topic covered in the course are to be found in the Moodle)

Brown, H. D. (2007). Teaching by principles: an interactive approach to language pedagogy (3rd ed.). White Plains, NY: Pearson Education.
Brown, H. D. (2014). Principles of language learning and teaching (Sixth Edition.). White Plains, NY: Pearson Education.
Burgess, S., & Head, K. (2005). How to teach for exams. Harlow: Longman.
Burns, A. & Richard, J. C. (2012) Pedagogy and practice in second language teaching, Cambridge: Cambridge University Press
Celce-Murcia, M., Brinton, D., & Snow, M. A. (2014). Teaching English as a second or foreign language. Boston: National Geographic Learning.
Cook, V. (2016) Second language learning and language teaching, Fifth edition, New York: Routledge
Derwing, T. M. & Munro, M. J. (2015) Pronunciation Fundamentals: Evidence-based perspectives for L2 teaching and research, Volume 42 of Language Learning & Language Teaching, John Benjamins Publishing Company
Gower, R., Phillips, D., & Walters, S. (2005). Teaching practice handbook. Oxford: Macmillan Education.
Harmer, J. (2004). How to teach writing. Harlow: Longman.
Harmer, J. (2007). How to teach English. Harlow, Essex: Pearson Education.
Harmer, J. (2015). The practice of English language teaching. Harlow: Pearson/Longman.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.
Kelly, G. (2001) How to teach pronunciation. Harlow: Longman.
Larsen-Freeman, D. (2011). Techniques and principles in language teaching (3rd ed.). Oxford?; New York: Oxford University Press.
Lightbown, P. (2013). How languages are learned (Fourth edition.). Oxford: Oxford University Press.
O’Leary, M. (2014). Classroom observation: a guide to the effective observation of teaching and learning. London?; New York: Routledge.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge; New York: Cambridge University Press.
Richards, J. C. (2015) Key issues in language teaching, Cambridge. Cambridge University Press
Scrivener, J. (2010). Teaching English grammar: what to teach and how to teach it. Oxford: Macmillan Education.
Scrivener, J. (2011). Learning teaching: the essential guide to English language teaching. [Oxford]: Macmillan Education.
Scrivener, J. (2012). Classroom management techniques. Cambridge, UK?; New York: Cambridge University Press.
Shrum, J. L. (2009). Teacher’s handbook: contextualized language instruction (4th ed.). Boston, MA: Heinle Cengage.
Stanley, G. (2013). Language learning with technology: ideas for integrating technology in the language classroom. Cambridge?; New York: Cambridge University Press.
Thornbury, S. (1999). How to teach grammar. Harlow, England: Pearson Education.
Thornbury, S. (2002). How to teach vocabulary. Harlow: Longman.
Thornbury, S. (2005). How to teach speaking. Harlow, England: Longman.
Thornbury, S. (2006). An A-Z of ELT: a dictionary of terms and concepts used in English language teaching. Oxford: Macmillan Education.
Ur, P. (2012). A course in English language teaching (2nd ed.). Cambridge?; New York: Cambridge University Press.
Wajnryb, R. (1992). Classroom observation tasks: a resource book for language teachers and trainers. Cambridge [England]?; New York: Cambridge University Press.
Webb, S. & Nation, P. (2017) How vocabulary is learned, Oxford: Oxford University Press
Wilson, J. J. (2009). How to teach listening. Harlow, Essex, [England]: Pearson Longman.
Wragg, E. C. (2012). An introduction to classroom observation (Classic ed.). London?; New York: Routledge.

Teaching methods
Last update: GRAFT (26.09.2014)

seminar

Requirements to the exam -
Last update: PhDr. Tomáš Gráf, Ph.D. (26.09.2017)

Credit requirements (požadavky k zápočtu)

- active participation and attendance (maximum of two unexcused absences)

- preparing and delivering a microteaching slot (5-minute presentation of the material and the goals of the teaching + 15-minute teaching slot)

- final written test based on the theoretical concepts introduced in the seminars and recommended reading as published in the Moodle

- keeping your own teaching portfolio

Syllabus -
Last update: GRAFT (26.09.2014)

Seminar 1 - On being a teacher
Practical info - syllabus introduction, system of work, requirements
Introducing basic concepts, terms and abbreviations (L1, L2, L3; ESL x EFL; ELF; SLA, FLA, L1A, L2A; SLTE; EFL, TEFL, TESOL; applied linguistics)
The roles of the teacher
Teacher language
The concepts of the good language teacher, effective teacher, expert teacher, confident teacher
Literature for language teachers - teacher training manuals
Teaching and research - academic resources, journals

Seminar 2 - Introducing classroom observations
Classroom observations - types and purposes
Ways of recording and analysing observations
Observations and research, classroom research
Introducing micro teaching
Practical: observing and analysing a part of a video recording of an English lesson

Seminar 3 - On being a language learner
Learner roles
Learner variables - cognitive, affective, personality
Age in language learning
Teaching young and older teenagers (topics, attitude, motivation, discipline, cooperation)
Teaching adults

Seminar 4 - On language learning and acquisition
Empiricism and mentalism
Theories of learning and their impact on language learning theories and classroom practice
(behaviorist, cognitivist, constructivist, social cognitivist, social constructivist)
Overview of essential SLA theories and their implications on language teaching
The learning process - declarative & procedural knowledge, automatization, restructuring, instruction
Learner training
Practice: introducing basic language classroom techniques, classroom language

Seminars 5 & 6- Teaching pronunciation
Teaching segmental and suprasegmental phonetics - techniques and principles, activities
The intelligibility principle
The link between production and perception 
Underhill’s muscular memory techniques (The Sound Foundations)
Using the IPA
Literature on and for teaching pronunciation
Pronunciation and the Common European Framework of Reference

Seminar 7 - The content of language learning, lesson plans
"What is there to learn?" - language forms, skills, functions
Competences - sociolinguistic, systemic and strategic
Needs analysis
Types of syllabi
Lesson plans - types, purposes, examples, mistakes, overplanning, adapting, the "Dogme" approach, planning ahead - planning the course, continuity
Managing multiple classes, keeping organized, keeping on top of the workload, aims and objectives

Seminar 8 - Classroom management
Classrooms, schools, companies & lessons
Using space/seating/classroom management
Active classroom techniques
Interaction - lockstep, pairwork, groupwork
Lesson - types of lesson, stages of the lesson, ways of varying the lesson

Seminar 9 - Vocabulary in language teaching
Overview of research on vocabulary acquisition, learning and teaching
Lexical minimum
Techniques for teaching, practising and recycling
Learning strategies for vocabulary
Learner dictionaries
English vocabulary profile
Lexical competence in the Common European Framework of Reference

Seminar 10 - From the history of LT & ELT
Approach, method and technique
Direct and indirect methods
Grammar-translation method, Direct method, Audio-lingual method
Humanistic approaches
Communicative language teaching and its offshoots
Task-based learning and teaching

Seminars 11 & 12 - Tools: textbooks
Textbooks as methodology
Typology of materials
ELT publishers
Teaching with textbooks 
Textbook selection and adaptation
Materials development
Reviewing textbooks
Textbook research

Seminar 13 - Tools: technology
Blackboard
CALL
Interactive whiteboards
Internet 
Applications
Tools for teachers
Corpora in language teaching

 
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