Type A
|
Code |
Competences Specific | | A1 |
Masters the main theoretical frameworks and methodological approaches that characterize the process of teaching and learning a foreign language in general, and English in particular |
| A2 |
Masters the main linguistic bases of theoretical and applied linguistics |
Type B
|
Code |
Competences Transversal | | B1 |
Learning to learn |
Type C
|
Code |
Competences Nuclear | | C1 |
Be advanced users of the information and communication technologies |
Type A
|
Code |
Learning outcomes |
| A1 |
Identifies, describes and analyses the pedagogical and psychological bases of second language learning, with special reference to the acquisition of English
| | A2 |
Describes, analyses, summarises and compares theoretical trends and models for second language learning, with special reference to the acquisition of English
|
Type B
|
Code |
Learning outcomes |
| B1 |
Be familiar with the features of their discipline.
|
Type C
|
Code |
Learning outcomes |
| C1 |
Understand the operating system as a hardware manager and the software as a working tool.
|
Topic |
Sub-topic |
1. Introduction |
1.1. Defining the Field
1.2. Key issues in SLA
|
2. Learning a First Language |
2.1. Language and the brain
2.2. Theoretical approaches in first language acquisition
2.3. Stages in the acquisition of L1
2.4. Child-directed speech
|
3. Task-creation & Lesson planning |
3.1. Strategies and theories used in TEFL
3.2. Presentations of TBL activities
3.3. Lesson Planning and Classroom Management
3.4. Oral presentations and lesson plan analysis
|
4. Interlanguage |
4.1. The concept of IL
4.2. The characteristics of IL
4.3. Error analysis
4.4. Selinker's five processes
4.5. Fossilization
|
5. Learning a Second Language |
5.1. SLA in context and acquisition theories
5.2. The Monitor Model
5.3. Input, interaction, output
5.4. The role of formal instruction in SLA
5.5. The age of acquisition
5.6. Aptitude and intelligence
5.7. Attitude and motivation
5.8. Personality
5.9. Anxiety, self-esteem and willingness to communicate
4.10. Learner preferences and styles
|
6. Learning English in Multilingual Contexts |
6.1. Bilingualism and Trilingualism
6.2. Multilingual acquisition
6.3. Models of multilingualism
6.4. The multilingual mind
|
Methodologies :: Tests |
|
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
Introductory activities |
|
2 |
0 |
2 |
Lecture |
|
10 |
28 |
38 |
Problem solving, exercises in the classroom |
|
0 |
15 |
15 |
Assignments |
|
0 |
30 |
30 |
Presentations / oral communications |
|
2 |
23 |
25 |
Forums of debate |
|
0 |
25 |
25 |
Personal attention |
|
0 |
15 |
15 |
|
|
(*) 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
|
Description |
Introductory activities |
First contact with the students and the content of the subject |
Lecture |
Explanation of the key topics |
Problem solving, exercises in the classroom |
Students will be asked to discuss various topics in class. They will also be asked to analyse classroom material and collaborate actively in the class discussions. |
Assignments |
The student will have to read the materials, read through the course seminars and hand in one written assignment proposed by the teacher. |
Presentations / oral communications |
Students will be asked to present a lesson plan and other types of tasks and activities based on the elements discussed throughout the course. |
Forums of debate |
The teacher will provide the students with some questions that the students will have to comment and answer according to the class materials. They will be involved in online debates. All these discussions will be held online in the forum of the class. |
Personal attention |
The students will receive regular feedback on their course work and assignments. |
Description |
The students receive personalised attention when participating in the seminars and online activities. The students will also receive personal feedback for their assignments and as well as for the class contributions. Since this is an online subject, personalised attention is a key issue. |
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
Problem solving, exercises in the classroom |
|
Students are expected to actively participate in class activities, which count for 10% towards the final grade. |
10% |
Assignments |
|
Students are required to submit one written assignment based on the content of the course. This accounts for 45% of the final mark.
|
45% |
Presentations / oral communications |
|
Students are required to prepare and present an oral presentation based on the practical part of the course. This accounts for 35% of the final grade. |
35% |
Forums of debate |
|
Students are expected to actively participate in virtual debates, which count for 10% towards the final grade. |
10% |
Others |
|
|
|
|
Other comments and second exam session |
Los estudiantes matriculados en la URV siguen el sistema ECTS y tienen derecho a las convocatorias de evaluación indicadas en la normativa académica de grado y máster vigente. Students are required to submit one written assignment based on the content of the course and prepare an oral presentation based on the practical part of the course. These account for 80% (45% for the written assignment and 35% for the oral presentation) of the final mark. Students are also expected to actively participate in virtual debates and in-class activities, which count for 20% towards the final grade. |
Basic |
|
A compilation of compulsory readings will serve as main
sources of information for the course. Most of the readings are journal
articles or book chapters on the specific topics. Further information about the
main readings will be provided to students on Moodle. Brown, D.H. 1994. Principles of language Learning and teaching. Prentice Hall. Cook, V. 2002. Portraits of the L2 user. Multilingual Matters De Angelis, G. 2007. Third or Additional Language Acquisition. Multilingual Matters. Dörnyei, Z. 2003. Attitudes, orientations and motivations in language Learning. Blackwell PublishingEllis, R. 1987. Second language acquisition in context, Cambridge Ellis, R. 1996. Understanding second language acquisition, Oxford University Press Gao, X. 2010. Strategic language Learning. Multilingual Matters. Harley, T.2008. The Psychology of Language. Psychology Press Littlewood, W. 1984. Foreign and second language learning, Cambridge University Press Kecskes, I. & Papp, T. 2000. Foreign Language and Mother Tongue. Lawrence Erlbaum Mackey, A. & Gass, S. 2005. Second Language Research. Methodology and Design. Routledge. Ortega, L. 2009. Understanding Second Language Acquisition. Hodder Education Spada, N., Lightbrown, P.M.1993. How languages are learned, Oxford University Press. |
Complementary |
|
|
(*)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. |
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