Last update: Mgr. Martin Mikuláš, Ph.D. (31.01.2021)
This is the last obligatory didactic course. It summarizes the fundaments of the SLA and TEFL theory and practice from the previous courses. However, particular attention will be paid to neurolinguistic and psycholinguistic aspects of SLA. Due to the extensive integration of learners with specific learning needs and disorders (SEND) in Czech mainstream schools, teaching learners with specific educational needs will be considered, including the aspects of their testing and diagnosing. Therefore, the course also focuses on the various aspects of testing, assessment, standardization and evaluation to a great extent.
Last update: Mgr. Martin Mikuláš, Ph.D. (30.01.2021)
Kurz Didaktika anglického jazyka IV završuje studium oborové didaktiky anglického jazyka. Rozšiřuje stávající znalosti studentů v tématech předchozích kurzů a prohlubuje je o nová témata dle nejnovějších poznatků aktuálního lingvodidaktického výzkumu. Kurz se zaměří na neurolingvistické a psycholingvistické základy teorie osvojování jazyka. Zvláštní pozornost bude věnována testování a hodnocení v cizích jazycích, měření úrovně kompetencí, diagnostice učebních stylů a jazykových vloh. Vzhledem k inkluzivnímu pojetí české školy budou tato témata představena rovněž z pohledu výuky žáků se specifickými potřebami učení.
Literature -
Last update: Mgr. Martin Mikuláš, Ph.D. (09.02.2022)
Relevant chapters in the following sources: Neurolinguistic and psycholinguistic fundaments of the SLA process, bilingualism:
DÖRNYEI, Z. (2009). The Psychology of Second Language Acquisition. Oxford: Oxford University Press.
ELLIS, R., et al. (2009). Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching. Bristol: Multilingual Matters.
ELLIS, R. (2012). Language Teaching Research & Language Pedagogy. Malden: Blackwell.
IRUJO,S. Teaching Bilingual Children: Beliefs and Behaviors. Boston: Heinle &Heinle, 1998. ISBN 978-0-8384-6098-6.
ŠTEFÁNIK, J. (2000). Bilingvizmus na pozadí morfologicky odlišných jazykov. – Intenčný bilingvizmus u detí. Bratislava, Vydavateľstvo Univerzity Komenského.
Testing and Assessment in TEFL:
BROWN, H. D. (2018). Language Assessment: Principles and Classroom Practices. Pearson Education ESL.
BYČKOVSKÝ, P. (2007). Konstrukce a analýza testů pro přijímací řízení. PedF UK.
McNAMARA T. (2000). Language Testing. Oxford University Press.
WINKE P. et al. (2021). The Routledge Handbook of Second Language Acquisition and Language Testing. Routledge.
SLA Diagnostics. Learning styles, L2 learners with specific learning needs:
BROWN, H. D. (2001). Strategies for Success: A Practical Guide to Learning English. Pearson Education ESL
BROWN, H. D. (2014). Principles of Language Learning and Teaching. Pearson Education ESL.
PENNIGNTON et al. (2020). Diagnosing Learning Disorders: from science to practice. The Guilford Press.
RIES, . et al. (2004). Svět cizích jazyků dnes: inovační trendy v cizojazyčné výuce = Svet cudzích jazykov dnes: Inovačné trendy v cudzojazyčnej výuce. Bratislava: Didaktis.
SANTROCK, J. (2017). Educational Psychology. New York: McGraw-Hill Education.
Others:
SAVILLE-TROIKE M.,BARTO K. (2016). Introducing Second Language Acquisition. CUP.
THORNBURY, S. (2006). An A – Z of ELT. Oxford: Macmillan.
MITCHELL, R., & MYLES, F. (2004). Second Language Learning Theories. London: Hodder Education.
COOK, V. (2016). Second Language Learning and Language Teaching. Routledge.
Last update: Mgr. Martin Mikuláš, Ph.D. (16.02.2021)
Relevant chapters in the following sources:
Neurolinguistic and psycholinguistic fundaments of the SLA process, bilingualism:
DÖRNYEI, Z. (2009). The Psychology of Second Language Acquisition. Oxford: Oxford University Press.
ELLIS, R., et al. (2009). Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching. Bristol: Multilingual Matters.
ELLIS, R. (2012). Language Teaching Research & Language Pedagogy. Malden: Blackwell.
IRUJO,S. Teaching Bilingual Children: Beliefs and Behaviors. Boston: Heinle &Heinle, 1998. ISBN 978-0-8384-6098-6.
ŠTEFÁNIK, J. (2000). Bilingvizmus na pozadí morfologicky odlišných jazykov. – Intenčný bilingvizmus u detí. Bratislava, Vydavateľstvo Univerzity Komenského.
Testing and Assessment in TEFL:
BROWN, H. D. (2018). Language Assessment: Principles and Classroom Practices. Pearson Education ESL.
BYČKOVSKÝ, P. (2007). Konstrukce a analýza testů pro přijímací řízení. PedF UK.
McNAMARA T. (2000). Language Testing. Oxford University Press.
WINKE P. et al. (2021). The Routledge Handbook of Second Language Acquisition and Language Testing. Routledge.
SLA Diagnostics. Learning styles, L2 learners with specific learning needs:
BROWN, H. D. (2001). Strategies for Success: A Practical Guide to Learning English. Pearson Education ESL
BROWN, H. D. (2014). Principles of Language Learning and Teaching. Pearson Education ESL.
PENNIGNTON et al. (2020). Diagnosing Learning Disorders: from science to practice. The Guilford Press.
RIES, . et al. (2004). Svět cizích jazyků dnes: inovační trendy v cizojazyčné výuce = Svet cudzích jazykov dnes: Inovačné trendy v cudzojazyčnej výuce. Bratislava: Didaktis.
SANTROCK, J. (2017). Educational Psychology. New York: McGraw-Hill Education.
Others:
SAVILLE-TROIKE M.,BARTO K. (2016). Introducing Second Language Acquisition. CUP.
THORNBURY, S. (2006). An A – Z of ELT. Oxford: Macmillan.
MITCHELL, R., & MYLES, F. (2004). Second Language Learning Theories. London: Hodder Education.
COOK, V. (2016). Second Language Learning and Language Teaching. Routledge.
Requirements to the exam -
Last update: Mgr. Martin Mikuláš, Ph.D. (09.02.2022)
The examination consists of two parts:
1) written (a test comprising open and multiple-choice items to assess the extent of students' knowledge; the cut-off score is 70%)
2) oral (each student elaborates on exactly one topic; this part is to assess the depth of students' knowledge and their ability to elaborate on a particular topic thoroughly)
Students can take the oral part only after passing the written part of the exam.
Last update: Mgr. Martin Mikuláš, Ph.D. (31.01.2021)
The examination consists of two parts:
1) written (a test comprising open and multiple-choice items to assess the extent of students' knowledge; the cut-off score is 70%)
2) oral (each student elaborates on exactly one topic; this part is to assess the depth of students' knowledge and their ability to elaborate on a particular topic thoroughly)
Students can take the oral part only after passing the written part of the exam.
Syllabus -
Last update: Mgr. Martin Mikuláš, Ph.D. (09.02.2022)
Syllabus:
Neurolinguistic aspects of SLA, specific learning needs and disorders (SEND's).
Psycholinguistic and cognitive aspects of SLA. Bilingualism, multilingualism. Interculturality and intercultural competence.
Aptitude. Learning styles and their diagnostics. SLA diagnostics.
Language tests and their typologies. Assessment and evaluation. Objectivity (validity, reliability and other test parameters).
The Maturita examination. Standardisation.
Mistakes, their source and classification. Theory of transfer.
Progression and regression in SLA. Developmental stages.
Last update: Kateřina Esserová, DiS. (06.03.2022)
Sylabus:
neurolingvistické základy lingvodidaktiky, specifické poruchy učení
psycholingvistické a kognitivně-lingvistické základy osvojování druhého a cizího jazyka
jazykové vlohy, učební styly a strategie, diagnostika v oblasti osvojování druhého jazyka
jazykové testy a jejich typologie, hodnocení a klasifikace, objektivity a její parametry (validita, reliabilita, sensitivita, obtížnost, ...)
maturitní zkouška, standardizace a kalibrace
chyby, jejich zdroje a klasifikace, teorie transferu
vývojové fáze v osvojování druhého a cizího jazyka
Sylabus byl inovován v rámci projektu "Podpora pregraduálního vzdělávání budoucích učitelů na UK", registrační číslo: CZ.02.3.68/0.0/0.0/19_068/0016093. Kurz je součástí vzdělávacího modulu pro rozvoj kompetencí studentů v oblasti evaluace a autoevaluace.
Course completion requirements -
Last update: Mgr. Martin Mikuláš, Ph.D. (09.02.2022)
Requirements to obtain the credit:
at least 80% attendance
active participation in seminars + all assignments worked out properly
completion of the teaching practice (both lower- and upper-secondary school teaching practice)
examination
The level of language proficiency (C2 level) and the ability to formulate ideas properly and accurately are ALWAYS subject to assessment and evaluation. Deficiencies in students' oral and written production are penalized. Papers with serious systemic errors may be disqualified.
Last update: Mgr. Martin Mikuláš, Ph.D. (05.02.2021)
at least 80% attendance
active participation in seminars + all assignments worked out properly
completion of teaching practice (both lower- and upper-secondary school teaching practice)
examination
The level of language proficiency (C2 level) and the ability to formulate ideas properly and accurately are ALWAYS subject to assessment and evaluation. Deficiencies in students' oral and written production are penalised. Papers with serious systemic errors may be disqualified.
