UZAJ9510 Issues in English Language Teaching

Faculty of Arts
Autumn 2007
Extent and Intensity
0/2/0. 2 credit(s) (plus 3 credits for an exam). Recommended Type of Completion: zk (examination). Other types of completion: z (credit).
Teacher(s)
Mgr. Hana Smíšková (lecturer)
Guaranteed by
Jeffrey Alan Vanderziel, B.A.
Department of English and American Studies – Faculty of Arts
Contact Person: Tomáš Hanzálek
Timetable
Mon 13:20–14:55 G31
Prerequisites
ELTM course or CELTA course, successfully completed
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.

The capacity limit for the course is 15 student(s).
Current registration and enrolment status: enrolled: 0/15, only registered: 0/15
fields of study / plans the course is directly associated with
Course objectives
The course is intended as a complement to the ELT Methodology (CELTA) training, i.e. it requires basic knowledge of teaching and learning principles. The focus will be on the theoretical background to TESOL: introduction to second language learning theories (SLA theories), introduction to research methodology in instructed SLA and an overiew of teaching methodology options, with an emphasis on current developments in the teaching field. It will comprise 12 sessions, consisting of a blend of input (lecturettes) and workshop actvities. The aim of the course is to provide the necessary background to a more profound understanding of the teaching and learning process. Also, those interested in doing a research MA Thesis in the Methodology track will find this a valuable tool.
Syllabus
  • 1. Theories of SLA I. 2. Theories of SLA II. 3. Research in instructed SLA (research evidence) 4. Research methodology I. (Assignment 1 set) 5. Research methodology II. 6. Report on assignments 7. Learner variables (learning strategies, etc.) 8. A historical overview of approaches and methods in ELT 9. Current trends in ELT I. (Assignment 2 set) 10. Current trends in ELT II. 11. Report on assignments 12. Report on assignments
Literature
  • Wenden, A. (1991) Learner Strategies for Learner Autonomy. Prentice Hall International.
  • Mitchell, R. & Myles, F. (2004). Second Language Learning Theories. London: Arnold.
  • BROWN, James Dean and Theodore S. RODGERS. Doing second language research. First published. Oxford: Oxford University Press, 2002, xiv, 314. ISBN 9780194371742. info
  • Approaches and methods in language teaching. Edited by Jack C. Richards - Theodore S. Rodgers. 2nd ed. Cambridge: Cambridge University Press, 2001, ix, 270. ISBN 9780521008433. info
  • LITTLE, D. G. and Radka PERCLOVÁ. Evropské jazykové portfolio : příručka pro učitele a školitele. Praha: Ministerstvo školství, mládeže a tělovýchovy České republiky, 2001, 93 s. info
  • YULE, George and Elaine TARONE. Focus on the language learner : appoaches to identifying and meeting the needs of second language learners. Oxford: Oxford University Press, 1989, v, 206. ISBN 0194370615. info
  • Learner strategies in language learning. Edited by Anita Wenden - Joan Rubin. London: Prentice Hall, 1987, xvii, 181. ISBN 0-13-527110-X. info
  • WRIGHT, Tony. Roles of teachers and learners. Edited by H. G. Widdowson - Christopher Candlin. Oxford: Oxford University Press, 1987, xi, 167. ISBN 0194371336. info
Language of instruction
English
Further Comments
The course is taught annually.
  • Enrolment Statistics (recent)
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