MAThe Fundamentals of ELT Methodology (Pedag. Study Prog., Semesters 1 & 2)

Credit points: 8
Contact hours: 150
Type:

Instructors

Andreja Drašler, MA, Teaching Assistant
Andreja Drašler, MA, Teaching Assistant

Course Description

The course is comprised of two compulsory sections:

  1. The Fundamentals of ELT Methodology
  2. Lesson observations and reflective analysis

1.

Principles of language learning and teaching (cognitive, affective, linguistic).

Fundamental Concepts of ELT Methodology.

  • Communicative competence and the Common European Framework of Reference for Languages (CEFR).
  • A paradigm shift (from teacher-centredness to learner-centredness).
  • Distinction between L1 terms & L2 terms (implications for teaching).
  • Bilingualism, multilingualism, plurilingualism.

Learning vs. acquisition.Learner-/learning-centred teaching.

  • Learner variables/characteristics: motivation, aptitude, age, learning styles and strategies, multiple intelligence theory, etc.
  • Attitudes to errors and error correction strategies. Interlanguage.

Class management (different interaction patterns: lockstep, pairwork, groupwork, individual work).

Developing language skills and subskills:

  • teaching listening
  • teaching reading
  • teaching speaking
  • teaching writing
  • teaching and learning vocabulary
  • teaching and learning grammar
  • The integration of skills.

A hierarchical system: techniques, methods & approaches.

  • Language teaching methods (principle features): grammar-translation method, direct method, audiolingual method, oral-situational method; communicative approach.
  • A short historical sketch of language teaching.
  • The notion of methods and the break with the method concept. Principled eclecticism.

Exploring theories of language learning (e.g. Krashen’s Monitor Model). 

2.

The student teachers will be provided with experience and practice in selecting an observation focus and appropriate observation tool (i.e. task) for observing lessons. With the help of observation tasks, the trainees will learn how to observe different aspects of a lesson: the structure of a language lesson (opening, sequencing, pacing, closure), the lesson content, the aims of the lesson, the use of teaching aids, learner level, checking learning, managing interactive patterns, the teacher’s rapport with the students, student talking time vs. teacher talking time, asking questions, the skill of eliciting, dealing with errors, the use of the mother tongue, etc.

Literature

• Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy. [2. izd.]. Englewood Cliffs: Prentice Hall Regents.
• Brown, H. D. 2000. Principles of Language Learning and Teaching. [4. izd.]. White Plains, NY: Longman.
• Celce-Murcia, M. (ur.). 2001. Teaching of English as a Second or Foreign Language. [3. izd.]. Boston, Mass.: Heinle & Heinle.
• Harmer, J. 1998. How to Teach English. Harlow: Longman.
• Harmer, J. 2007. The Practice of English Language Teaching. [4. izd.]. Harlow: Longman.
• Johnson, K. 2008. An Introduction to Foreign Language Learning and Teaching. [2. izd.]. Harlow: Longman.
• Larsen-Freeman, D. 2000. Techniques and Principles in Language Teaching. [2. izd.]. Oxford: OUP.
• Lightbown, P. in N. Spada. 1999. How Languages are Learned. [2. izd.]. Oxford: OUP.
• Nunan, D. 1999. Second Language Teaching and Learning. Boston, Mass.: Heinle & Heinle.
• Omaggio Hadley, A. 2001. Teaching Language in Context. [3. izd.]. Boston, Mass.: Heinle & Heinle.
• Richards, J. C. in T. S. Rodgers. 2001. Approaches and Methods in Language Teaching. [2. izd.]. Cambridge: CUP.
• Scrivener, J. 2005. Learning Teaching. [2. izd.]. Oxford: Heinemann.
• Ur, P. 2012. A Course in Language Teaching: Practice and theory. [2. izd.]. Cambridge: CUP.
• Allwright, R. 1988. Observation in the Language Classroom. London: Longman.
• Day, R. 1990. 'Teacher Observation in Language Teacher Education'. V: Richards, J. and Nunan, D. (ur.). Second Language Teacher Education. Cambridge: CUP.
• Gower, R., D. Phillips, in S. Walters. 1995. Teaching Practice Handbook. Oxford: Heinemann.
• Skela, J., U. Sešek, in M. Zavašnik. 2003. Pedagoška praksa: Teaching Practice Pack. Ljubljana: Zavod RS za šolstvo.
• Wajnryb, R. 1992. Classroom Observation Tasks: A Resource Book for Language Teachers and Trainers. Cambridge: CUP.