Last update: PhDr. Monika Kadrnožková, Ph.D. (26.10.2020)
The study subject aims at approaches and methods of English language teaching. Based on the linguistic as well as psychological foundations, students are introduced to the historical development of foreign language teaching and learning, including the main changes in the teaching and learning processes and aims. At the end of the course, students will be able to evaluate the relevance of selected approaches and methods in relation to stated aims in order to plan lessons effectively.
Topics:
•Historical development of foreign language teaching and learning.
•Relevant terminology, approach, method, technique.
•Grammar-translation method.
•Direct method.
•Audiolingual method.
•Alternative methods.
•Communicative language teaching and learning, Task-based learning.
•Post-communicative approach, post-method era.
Last update: PhDr. Monika Kadrnožková, Ph.D. (26.10.2020)
The study subject aims at approaches and methods of English language teaching. Based on the linguistic as well as psychological foundations, students are introduced to the historical development of foreign language teaching and learning, including the main changes in the teaching and learning processes and aims. At the end of the course, students will be able to evaluate the relevance of selected approaches and methods in relation to stated aims in order to plan lessons effectively.
Topics:
•Historical development of foreign language teaching and learning.
•Relevant terminology, approach, method, technique.
•Grammar-translation method.
•Direct method.
•Audiolingual method.
•Alternative methods.
•Communicative language teaching and learning, Task-based learning.
•Post-communicative approach, post-method era.
Literature -
Last update: PhDr. Monika Kadrnožková, Ph.D. (26.10.2020)
KKumaravadivelu, B. (2003). Beyond methods: macro-strategies for language teaching. New Haven: Yale University Press. ISBN: 0-300-09573-2.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: OUP. ISBN: 978-019-4355-742.
Richards, J. C., & Rodgers, T. S. Approaches and methods in language teaching. Cambridge: Cambridge University Press, 2014. ISBN: 978-1-107-67596-4.
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. (1996). A Framework for Task-Based Learning. Harlow: Longman. ISBN: 978-0582259737.
Last update: PhDr. Monika Kadrnožková, Ph.D. (26.10.2020)
KKumaravadivelu, B. (2003). Beyond methods: macro-strategies for language teaching. New Haven: Yale University Press. ISBN: 0-300-09573-2.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: OUP. ISBN: 978-019-4355-742.
Richards, J. C., & Rodgers, T. S. Approaches and methods in language teaching. Cambridge: Cambridge University Press, 2014. ISBN: 978-1-107-67596-4.
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. (1996). A Framework for Task-Based Learning. Harlow: Longman. ISBN: 978-0582259737.
