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The study subject is devoted to approaches and methods in English language teaching. Drawing on psychological and linguistic backgrounds, students are introduced to historical developments in the field, including the changing processes and goals of foreign language teaching. Students are introduced in detail to approaches and methods that are relevant to English language teaching, particularly at the lower-secondary and upper secondary school level. Through practical demonstrations and their reflection, underpinned by theory, we will seek answers to the questions of what benefits all these methods and approaches have for our current practice and for what purpose it is appropriate to apply which method. The aim of the course is therefore to provide students with a historical cross-section of the theories, approaches and methods that have significantly influenced the paradigms of foreign language didactics and to integrate this knowledge into the already acquired knowledge in the field of foreign language didactics, i.e. the teaching of language skills and components of the language system.
Last update: Uličná Klára, doc. PhDr., Ph.D. (09.09.2022)
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Self-study of literature 5 hours + Work with study materials 6 hours: total preparation for seminars 11 hours Completion of continuous assignments 8 hours Seminar papers 8 hours Preparation for credit 8 hours Exam preparation 20 hours Students work independently with the recommended literature and other materials according to the assignment. During the semester, they complete assigned tasks, which they add to their own professional portfolio. Last update: Uličná Klára, doc. PhDr., Ph.D. (09.09.2022)
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1. Attendance (no more than two missed classes), active participation, attendance at the SWOP-SHOP 2. Designed and during the teaching practice piloted activities (GTM-DM-ALM-TPR) + their possible “evaluation”/AAA 3. Required reading: · A list of relevant key words associated with each method/approach · creating an observation sheet for each method/approach based on the required reading 4. Micro-teaching (15 min, individually OR in pairs): a · a demonstration of what one of the methods/approaches looks like in practice (the best of the method, its ispiration), aimed at lower or upper secondary school learners (communicative competence A2-B1 · send me your lesson plan two days before your teaching via e-mail 5. Portfolio, own Eclectic approach/method, time-line (commented) 6. An oral interview (in pairs) Last update: Uličná Klára, doc. PhDr., Ph.D. (09.09.2022)
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Basic literature: RICHARDS, Jack C.; RODGERS, Theodore S. Approaches and methods in language teaching. Cambridge University Press, 2014. (selected chapters) Recommended sources: ASHER, J.: Learning Another Language Through Actions. Los Gatos: Sky Oaks Productions, Inc., 2003. KRASHEN, S.; TERRELL, T.: The Natural Approach: Language Acquisition in the Classroom. Hemel Hempstead: Prentice Hall Europe, 1988. Kumaravadivelu, B. (2003). Beyond methods: macro-strategies for language teaching. New Haven: Yale University Press. ISBN: 0-300-09573-2. KUMARAVADIVELU, B. Understanding Language Teaching: From Method to Postmethod. London: Lawrence Erlbaum Associates, 2005. (selected chapters) Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: OUP. ISBN: 978-019-4355-742. LARSEN-FREEMAN, D.; ANDERSON, M. Techniques and Principles in Language Teaching. Oxford: OUP, 2011. SKEHAN, P. A. Cognitive Approach to Language Learning. Oxford: Oxford University Press, 1998. HOWATT, A. P. R., WIDDOWSON, H. G.: History of English Language Teaching, Oxford: Oxford University Press, 2004. Van den Branden, K. (2006). Task-based language education: From theory to practice. Cambridge: Cambridge University Press. ISBN: 13 978-0-521-68952-6. Williams, M., & Burden, R. L. (1997). Psychology for language teachers: a social constructivist approach. New York: Cambridge University Press. ISBN: 978-0-521-49880-7. WILLIS, J.: A Framework for Task-Based Learning. Harlow: Longman, 1996
Last update: Uličná Klára, doc. PhDr., Ph.D. (09.09.2022)
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The final grade will result from the assessment of your micro-teaching together with its written reflection, your portfolio and the oral interview. Your micro-teaching will demonstrate the selected method. An excellent presentation involves correct use of English, meeting the principles and using the techniques that are typical for the particular method/approach, and it is original. Your portfolio will contain: - your micro-teaching preparation (lesson plan, materials) - your micro-teaching self-reflection based on theory, practical experience and the feedback you have gained from your colleagues‘ observation sheets - your activities piloted during the teaching practice + their evaluation/reflection (AAA) + - a list of keywords associated with each method/approach - completed observation sheets for each method/approach Each observation sheet reflects the theory of the studied method/approach. No important features are omitted. The observation sheet should help you understand the experience you will have in class; to connect each part of your colleague’s presentation to theory and proper terminology. At least three different approaches to observation sheet design are employed. + - Own Eclectic Approach - Original time-line capturing the development of ELT foundations, methods/approaches and aims (commented)
After coplteting the above mentioned tasks, there will be the final oral interview: The oral interview: An excellent performance demonstrates your knowledge of all of the discussed methods and approaches, your understanding of their similarities and differences, your ability to compare and contrast their various aspects, basic knowledge of their history, understanding their connection to theories of language and theories of learning, understanding of what influence they have had on current language teaching, and an awareness of what influence they have on you as a future English teacher. While your colleague is talking, you listen carefully, you may make notes, and afterwards you will ask questions that are theoretically in accord with the method/approach and that will address its unmentioned aspects. Last update: Uličná Klára, doc. PhDr., Ph.D. (09.09.2022)
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The following methods will be covered:
Last update: Uličná Klára, doc. PhDr., Ph.D. (09.09.2022)
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