Last update: Mgr. Martin Mikuláš, Ph.D. (12.09.2022)
The aim of the course is to provide students with the specific knowledge and skills needed to work with linguistic resources and speaking skills in teaching English as a foreign language. Students will learn to identify the key characteristics of the different areas of language teaching, to plan the teaching process and to evaluate it. Students will also understand the relationship of language teaching to plurilingualism, interculturality and mother tongue and be able to incorporate it into language teaching in accordance with the CEFR action approach. The theory presented in the course will be applied in practice. The course also reviews topics from the didactic subjects in the bachelor's study programme. More specifically, the course focuses on effective approaches to the teaching of the English language system and its subcomponents: vocabulary, grammar, phonology and writing systems, with an overlap into the teaching of selected aspects of hypersyntax and text. The course consistently applies confrontational (L1 and L2 systems, specifics of their acquisition, source of interference, transfer theory), developmental (interlanguage theory, developmental sequences in the acquisition of forms, L2 as a complex system, influence of different variables on the acquisition of the language system) and didactic-methodological (specific techniques of teaching language resources) perspectives. Emphasis is placed on the development of the students' ability to relate all the above aspects to each other and to explain specific didactic and methodological procedures not only in terms of their implementation but also in terms of theory.
Last update: Mgr. Martin Mikuláš, Ph.D. (12.09.2022)
Cílem předmětu je poskytnout studentům konkrétní znalosti a dovednosti potřebné k práci s jazykovými prostředky a řečovými dovednostmi ve výuce AJ jako cizího jazyka. Student se naučí identifikovat klíčové charakteristiky jednotlivých oblastí jazykové výuky, plánovat jejich zapojení do vyučovacího procesu ve vzájemné provázanosti a návaznosti a hodnotit je. Pochopí i vztah jazykové výuky k plurilingvismu, interkulturalitě a mateřskému jazyku a dokáže jej zapracovat do výuky jazyka v souladu s akčním přístupem SERRJ. Teoretické poznatky si bude moci ověřovat v praxi pomocí návazného předmětu Náslechová praxe. Předmět obsahuje i návrat k tématům z didaktických předmětů v bakalářském studijním plánu formou samostudia. Konkrétněji se předmět zaměřuje na efektivní přístupy k výuce anglického jazykového systému a jeho dílčích složek - slovní zásoby, systému gramatického, fonologického a grafického, s přesahem do výuky vybraných aspektů nadvětné syntaxe a textu. V kurzu je důsledně uplatňováno hledisko konfrontační (systémy L1 a L2, specifika jejich osvojování, zdroj interference, teorie transferu), vývojové (teorie mezijazyka, vývojové sekvence v osvojování forem, L2 jako komplexní systém, vliv různých proměnných na osvojování jazykového systému) a didakticko-metodické (konkrétní techniky výuky jazykových prostředků). Důraz je kladen na rozvoj dovednosti studentů všechna hlediska vzájemně usouvztažnit a konkrétní didaktické a metodické postupy nejen realizovat, ale také odborně vysvětlit.
Descriptors
Last update: Mgr. Martin Mikuláš, Ph.D. (12.09.2022)
credit + examination (the number of credits: 5)
guarantor: prof. Germain-Rutherford
self-study: 15 hours per semester
studying materials: 25 hours per semester (including the project finalization)
continuous tasks and homework: 14 hours (presentations, projects and their (self-)evaluation)
seminar paper
Literature -
Last update: Mgr. Martin Mikuláš, Ph.D. (12.09.2022)
COURSEBOOKS:
lectures:
PICCARDO E.; GERMAIN-RUTHERFORD A.; LAWRENCE G. The Routledge Handbook of Plurilingual Language Education. New York: Taylor Francis, 2021.
seminars:
COOK, V. (2008). Second Language Learning and Language Teaching. Hodder Education. ISBN: 978-0415713801 COOK, V. (1993). Linguistics and Second Language Acquisition. Macmillan. ISBN: 0 333 5534 1 HARMER, J. (1991). The Practice of English Language Teaching. Longman. ISBN: 978-1405853118 SAVILLE-TROIKE, M., & Barto, K. (2016). Introducing Second Language Acquisition. Cambridge University Press. ISBN: 978-1107149526 SCRIVENER, J. (2005). Learning Teaching. Oxford: Macmillan Heinemann. ISBN: 978-1405013994
OTHER SOURCES used in lectures and seminars:
BROWN, H. (2014). Principles of Language Learning and Teaching. New York: Pearson Education ESL. ISBN: 978-0131991286 BROWN, H. (2001). Teaching by principles: an interactive approach to language pedagogy. New York: Longman. ISBN: 978-0136127116 KECK, C. M. (2014). Pedagogical grammar. Amsterdam: John Benjamins Publishing Company. ISBN 9789027212177 LARSEN-FREEMAN, D. (2003). Teaching Languages: from Grammar to Grammaring. Heinle ELT. ISBN: 978-0838466759 MEISEL, J. M. (2011). First and second language acquisition: parallels and differences. Cambridge: Cambridge University Press. ISBN: 978-0521552943 SCRIVENER J. (2010). Teaching English Grammar. Macmillan. ISBN: 978-0230723214 YULE G. (1999). Explaining English Grammar. Oxford University Press. ISBN: 978-0194371728
OTHER RECOMMENDED SOURCES: THORNBURY, Scott. How to teach grammar. Harlow: Longman, 2001. ISBN 978-058-2339-323.
THORNBURY, Scott. How to teach vocabulary. Harlow: Pearson Education Limited, 2007. ISBN 978-058-2429-666.
KELLY, Gerald. How to teach pronunciation. Harlow: Longman, 2000. ISBN 05-824-2975-7.
CELCE-MURCIA, Marianne, Donna BRINTON a Janet M GOODWIN. Teaching pronunciation: a course book and reference guide. 2nd ed. New York: Cambridge University Press, 2010. ISBN 05-217-2976-9.
BROWN, H. Douglas. Teaching by principles: an interactive approach to language pedagogy. White Plains: Pearson Education, 2007, ISBN 978-0-13-612711-6.
HARMER, Jeremy. How to teach English: new edition. Harlow: Longman, 2007, ISBN 978-140-5853-095.
HARMER, Jeremy. The practice of English language teaching. Harlow: Longman, 2001. ISBN 05-824-0385-5.
GOWER, Roger, Diane PHILLIPS a Steve WALTERS. Teaching practice handbook. New ed. Oxford: Macmillan Heinemann English language teaching, 1995. ISBN 04-352-4059-5.
GRANT, Linda J. a Donna BRINTON. Pronunciation myths: applying second language research to classroom teaching. Ann Arbor: University of Michigan Press, 2014. ISBN 04-720-3516-9.
SCRIVENER, Jim. Learning teaching: the essential guide to English language teaching. Oxford: Macmillan, 2011. ISBN 978-0-230-72984-1.
Last update: Mgr. Martin Mikuláš, Ph.D. (12.09.2022)
ZÁKLADNÍ LITERATURA:
přednášky:
PICCARDO E.; GERMAIN-RUTHERFORD A.; LAWRENCE G. The Routledge Handbook of Plurilingual Language Education. New York: Taylor Francis, 2021.
práce v seminářích:
COOK, V. (2008). Second Language Learning and Language Teaching. Hodder Education. ISBN: 978-0415713801 COOK, V. (1993). Linguistics and Second Language Acquisition. Macmillan. ISBN: 0 333 5534 1 HARMER, J. (1991). The Practice of English Language Teaching. Longman. ISBN: 978-1405853118 SAVILLE-TROIKE, M., & Barto, K. (2016). Introducing Second Language Acquisition. Cambridge University Press. ISBN: 978-1107149526 SCRIVENER, J. (2005). Learning Teaching. Oxford: Macmillan Heinemann. ISBN: 978-1405013994
ROZŠIŘUJÍCÍ LITERATURA:
BROWN, H. (2014). Principles of Language Learning and Teaching. New York: Pearson Education ESL. ISBN: 978-0131991286 BROWN, H. (2001). Teaching by principles: an interactive approach to language pedagogy. New York: Longman. ISBN: 978-0136127116 KECK, C. M. (2014). Pedagogical grammar. Amsterdam: John Benjamins Publishing Company. ISBN 9789027212177 LARSEN-FREEMAN, D. (2003). Teaching Languages: from Grammar to Grammaring. Heinle ELT. ISBN: 978-0838466759 MEISEL, J. M. (2011). First and second language acquisition: parallels and differences. Cambridge: Cambridge University Press. ISBN: 978-0521552943 SCRIVENER J. (2010). Teaching English Grammar. Macmillan. ISBN: 978-0230723214 YULE G. (1999). Explaining English Grammar. Oxford University Press. ISBN: 978-0194371728
DALŠÍ DOPORUČENÉ ZDROJE: THORNBURY, Scott. How to teach grammar. Harlow: Longman, 2001. ISBN 978-058-2339-323.
THORNBURY, Scott. How to teach vocabulary. Harlow: Pearson Education Limited, 2007. ISBN 978-058-2429-666.
KELLY, Gerald. How to teach pronunciation. Harlow: Longman, 2000. ISBN 05-824-2975-7.
CELCE-MURCIA, Marianne, Donna BRINTON a Janet M GOODWIN. Teaching pronunciation: a course book and reference guide. 2nd ed. New York: Cambridge University Press, 2010. ISBN 05-217-2976-9.
BROWN, H. Douglas. Teaching by principles: an interactive approach to language pedagogy. White Plains: Pearson Education, 2007, ISBN 978-0-13-612711-6.
HARMER, Jeremy. How to teach English: new edition. Harlow: Longman, 2007, ISBN 978-140-5853-095.
HARMER, Jeremy. The practice of English language teaching. Harlow: Longman, 2001. ISBN 05-824-0385-5.
GOWER, Roger, Diane PHILLIPS a Steve WALTERS. Teaching practice handbook. New ed. Oxford: Macmillan Heinemann English language teaching, 1995. ISBN 04-352-4059-5.
GRANT, Linda J. a Donna BRINTON. Pronunciation myths: applying second language research to classroom teaching. Ann Arbor: University of Michigan Press, 2014. ISBN 04-720-3516-9.
SCRIVENER, Jim. Learning teaching: the essential guide to English language teaching. Oxford: Macmillan, 2011. ISBN 978-0-230-72984-1.
Requirements to the exam
Last update: Mgr. Martin Mikuláš, Ph.D. (12.09.2022)
The examination has a written and an oral part. The written part consists of a test made up of closed and open questions. In the oral part of the exam, students draw from a list of headings. One can participate in the oral part of the exam on condition that they have passed the written part with a minimum score of 70%.
Syllabus
Last update: Mgr. Martin Mikuláš, Ph.D. (12.09.2022)
Lectures:
plurilinguism, interculturality and mediation
action approach and the use of technologies in ELT
the praxis in teaching from the perspective of the action approach, plurilinguism and interculturality in the international context
Seminars:
Specifics and techniques of teaching grammar, including pragmatics, stylistics and the theory of discourse (linguistic, pragmatic and discourse competence)
Specifics and techniques of teaching lexis
Specifics and techniques of teaching pronunciation and the writing system of English
The theory of error, transfer and difficulty in the acquisition of language structures
ELT focused on form (explicitness, implicitness, inductive and deductive approach); the language system and its position within the communicative approach; pedagogical grammar
The role of input and output in L2 system acquisition
The development of a language system (interlanguage, developmental stages, acquisition sequences, the curve of acquisition, the variability of a language system, the role of universal grammar)
Course completion requirements
Last update: Mgr. Martin Mikuláš, Ph.D. (12.09.2022)
To complete the course, students need:
to participate actively in lectures and seminars and work out all homework and assigned tasks
to work out the presentation of a project reflecting the theoretical part of the course
to pass a test (with a minimum score of 70%), students can resit the test/examination twice
