IDENTIFYING DATA 2018_19
Subject (*) METHODOLOGY OF SECOND LANGUAGE TEACHING Code 12865102
Study programme
Teaching and Learning English as a Foreign/Second Language (2015)
 Cycle 2nd
Descriptors Credits Type Year Period
6 Compulsory First 1Q
Language
Anglès
Department English and German Studies
Coordinator
HRYCKIEWICZ , OLGA
 E-mail isabel.oltra@urv.cat
olga.hryckiewicz@urv.cat
Lecturers
OLTRA MASSUET, MARIA ISABEL
HRYCKIEWICZ , OLGA
Web
General description and relevant information Exact details and requirements for this subject will be provided on the first day of classes.

Competences
Type A Code Competences Specific
 A4 Analyses, plans, designs, develops, and assesses the teaching-learning of English in line with an adequate teaching plan and methodological approach
 A5 Identifies, describes, analyses, and evaluates resources, strategies, methods and didactic processes used in teaching English, and applies them adequately in any EFL/ESL context, in line with students’ needs
 A7 Analyses, compares, manages, and assesses student-teacher interactions in line with students’ needs
 A8 Applies the research methods used in applied linguistics and EFL to design and create thorough teaching, academic and/or research projects, and is able to implement their results in the classroom
Type B Code Competences Transversal
 B1 Learning to learn
 B4 Autonomy, responsibility and initiative
Type C Code Competences Nuclear
 C1 Be advanced users of the information and communication technologies

Learning outcomes
Type A Code Learning outcomes
 A4 Plans, analyses, compares and evaluates an English teaching plan at different levels; develops and applies customised teaching methodologies for groups or individuals in response to classroom diversity
 A5 Argues and explains why, when and how to work the communicative skills in an English classroom
 A7 Develops the ability to identify difficulties in learning, and resorts to the appropriate methodology in overcoming them
 A8 Identifies, describes and analyses the main methodological approaches to teaching English as a foreign language
Type B Code Learning outcomes
 B1 Adapt the learning objectives put forward by the teaching staff.
Have an overview of the various theories and methodologies of a subject.
 B4 Decide how to manage and organize work and the time required to carry out a task on the basis of an initial schedule.
Suggest ways of improving the quality of work.
Type C Code Learning outcomes
 C1 Use software for on-line communication: interactive tools (web, moodle, blogs, etc.), e-mail, forums, chat rooms, video conferences, collaborative work tools, etc.

Contents
Topic Sub-topic
1. Key terminology 1.1 methodology, method vs. approach, aims, activity vs. task, drill, eliciting, language skills, metalanguage, PPP, rapport, STT vs TTT, syllabus, etc.
2. The history of L2 methodology: methodologies nd approaches 2.1. The beginnings : Latin as a role model for l2 learning andfteaching
2.2. The grammar method: Ahn y Ollendorff
2.3. The Natural Method
2.4. Nicholas Gouin (1776-1834)
2.5. Mastery System - Prendergast (1806-1881)
2.6. Meisterschaft System -Rosenthal
2.7. Reformist methods (Germany)
2.8. François Gouin (1831-1896)
2.9. The Grammar - Translation Method
2.10. The Direct Method
2.11. The Audiolingual Method
2.12. The Situational Method
2.13. TPR
2.14. The Natural Approach
2.15. Community Learning
2.16. The Silent Method
2.17. Sugestopedia
2.18. The Communicative Approach
2.19. Task-based learning









3. Methodology in action

 3.1. Before you start:
3.1.1. Classroom organization
3.1.2. The role of a teacher
3.1.3. Different kinds of teachers
3.1.4. First lessons - hints and strategies
3.1.5. Types of classroom activities
3.1.6. Learner types and needs
3.1.7. Feedback

3.2. Classroom Management
3.3. TEACHING UNIT - Planning lessons and courses
3.4. Productive skills: speaking and writing
3.5. Receptive skills: reading and listening
3.7. Errors and correction
3.8. Testing
3.9. The use of L1
3.10. Business English
3.11. Tools, techniques and activities
4. Alternative educational models 4.1 Montessori
4.2 Waldorf-Steiner
4.3 Froebel
4.4 Reggio Emilia
5. Learning Teaching 5.1 Teacher development

Planning
Methodologies  ::  Tests
  Competences (*) Class hours
 Hours outside the classroom
 (**) Total hours
Introductory activities
1 2 3
Lecture
A4
A5
 4 28 32
Simulation
A8
 1 6 7
Assignments
A8
B1
B4
 4 40 44
Forums of debate
A8
B1
B4
 1 5 6
Portfolio / Learning Guide
A8
B1
B4
C1
 5 50 55
Personal attention
1 2 3
 
 
(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies
Methodologies
  Description
Introductory activities Theoretical introduction to the subject
Lecture Theory of L2 teaching, a review of methodologies and approaches
Simulation Hands-on experience, in-class teaching simulation,
Assignments Written assignments. Submitted online.
Forums of debate Participation in the online course forum of discussion
Portfolio / Learning Guide teaching unit
Personal attention face-to-face as well as online tutoring

Personalized attention
Description
This subject is a blended course - it involves both face-to-face as well as online classes/activities. All students will receive personalized feedback for each task. Online forum will be a key feature, all posts are read and responded to by the instructor. Online tutoring is available throughout course duration,both via Moodle and Skype.

Assessment
Methodologies Competences Description Weight        
Simulation
A8
 20%
Assignments
A8
B1
B4
 60%
Forums of debate
A8
B1
B4
 20%
Others  
 
Other comments and second exam session

Sources of information

Basic

  • Brown, H.D., Teaching by Principles: An Interactive Approach to Language Pedagogy. London: Pearson Longman, 2005
  • Gebhard, J.G., Teaching English as a Foreign or Second Language: A Teacher Self-development and Methodology Guide. Michigan: The University of Michigan Press, 2006 Nunan, D., Language teaching methodology: a textbook for teachers. New York [etc.] : Prentice Hall, 1991 
  • Sanad, H., The Basics of Methodology: A Helping Guide For Pre-Service And In-Service Teachers Majoring In English As A Foreign Or Second Language. Saarbrücken: VDM Verlag Dr. Müller, 2011 
  • Scrivener, J., Learning teaching: a guidebook for English language teachers. Oxford: Macmillan, 2005 
  • Thornbury, S., Uncovering grammar. Oxford: Macmillan Heinemann English Language Teaching, 2001 Thornbury, S., How to Teach Speaking. Essex: Pearson Education: 2005 
  • Ur, P., A Course in English Language Teaching. Cambridge: CUP, 1999
Complementary
  • Brown, H.D., Teaching by Principles: An Interactive Approach to Language Pedagogy. London: Pearson Longman, 2005
  • Brumfit, C., Communicative methodology in language teaching: the roles of fluency and accuracy. Cambridge [etc.]: Cambridge University Press, 1984 
  • Celce-Murcia, M., Discourse and context in language teaching: a guide for language teachers. Cambridge: Cambridge University Press, cop. 2000 
  • Dale, E., Audiovisual methods in teaching. New York [etc.] : Holt, 
  • Rinehart and Winston, 1969 Dudeney, G., Ur, P., The Internet and Language Classroom: A practical Guide for Teachers. Cambridge: CUP, 2007 Gebhard, J.G., Teaching English as a Foreign or Second Language: A Teacher Self-development and Methodology Guide. Michigan: The University of Michigan Press, 2006 
  • Gower, R., Teaching practice handbook. Oxford: Macmillan Education, 2005 
  • Grabe, W., Reading in a second language moving from theory to practice. New York: Cambridge University Press, cop.2009 
  • Kenworthy, J., Teaching English pronunciation. London [etc.] : Longman, 1987
  • Lazar, G., Literature and language teaching: a guide for teachers and trainers. Cambridge: Cambridge University Press, 1993 
  • Lewis, M., The Lexical approach: the state of ELT and a way forward. Hove: Language Teaching Publications, cop. 1993 
  • McKay, H., Teaching adult second language learners. Cambridge: Cambridge University Press, 1999
  • Mehisto, P., Uncovering CLIL: Content and Language Integrated Learning in bilingual and multilingual education. Oxford: Macmillan Education, cop. 2008 
  • Moon, J., Children learning English. Oxford: Macmillan Heinemann English Language Teaching, 2000 
  • Nunan, D., Designing tasks for the communicative classroom. Cambridge [etc.]: Cambridge University Press, 1989 
  • Nunan, D., Language teaching methodology: a textbook for teachers. New York [etc.] : Prentice Hall, 1991 
  • Richards, J. C., Approaches and methods in language teaching. Cambridge: University Press, 2001 
  • Richards, J.C., Renandya W. A., Methodology in language teaching: an anthology of current practice. New York [etc.]: Cambridge University Press, 2002 
  • Warschauer, M., E-Mail for English teaching: bringing the internet and computer learning networks into the language classroom. Alexandria: TESOL, cop. 1995 
  • Vandergrift, L., Teaching and learning second language listening: metacognition in action. New York : Routledge, 2012 
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    Recommendations
    (*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.