MD-Methodology of English language teaching

obligatory courses

The course poses preparation to the job of English language teaching. Within the course students expand their theoretical knowledge, concerning the following issues: language skills teaching, pronunciation teaching, vocabulary teaching, individuation with the regard to various student modalities, the roles played by teacher in English language classroom, the ability to manage the process of teaching and learning and acquisition in the context of English language classroom. The gained knowledge becomes the basis for its practical implementation during self-prepared and self-conducted fragments of English lessons.

During the course the following issues are discussed:

1. teaching receptive and productive skills;

2. planning in the job of English language teaching;

3. classroom management, the ability to deal with possible difficult situations in English classroom;

4. English teacher roles;

5. individuation in teaching job;

6. humanistic approach in practice of English language classroom;

7. evaluiation, testing and assessment in language education;

8. selected implications of neuroscience for language education.

Burns, A. & Richards, J. C. (Eds.) (2009). Cambridge guide to second language teacher education. New York: Cambridge University Press.

Christison, M. A. (2005). Multiple intelligences and language learning: A guidebook of theory, activities, inventories, and resources (2nd ed.).

Burlingame, CA: Alta Book Center Publishers.

Gardner, H. (2006). Multiple intelligences: New horizons in theory and practice. Boston:Basic Books.

Griffiths, C. (Ed.) (2008).Lessons from good language learners.

Cambridge:Cambridge University Press.

Harmer, J. (2007). The practice of English language teaching (4th ed.).Essex, England:Pearson Longman ELT.

Harmer, J. (2007). How to teach English: An introduction to the practice of English language teaching (2nd ed.). Longman, ELT.

Lightbown, P. & Spada, N. (2006). How languages are learned (3rd ed.).

Oxford, UK: Oxford University Press.

Knowledge

After completing the course student:

- knows various techniques of teaching receptive and productive skills;

- knows techniques of teaching vocabulary and pronunciation to various language groups;

- possesses knowledge on various English teacher roles;

- possesses knowledge about individual differences characteristic for English language learners;

- possesses knowledge on planning in the process of language education.

Skills

After completing the course student:

- is able to use various techniques and activities for teaching skills;

- is able to use various techniques for teaching pronunciation and vocabulary;

- implements theoretical knowledge in projecting particular lessons and longer educational stages;

- adjusts language techniques and activities for individuation.

Social competences

After completing the course student:

- is able to cooperate with others in order to achieve a particular educational goal;

- is aware of the role and responsibility of English language teacher;

- realizes how important are on-going reflection and self-training of English language teacher.

Forms of work:

discussion, self-work, lecture

Requirements:

1. Active participation in classes.

2. Systematic reading of the compulsory literature.

3. Self preparation and conducting of a lesson - simulation in the group of students.

4. 2 absences are allowed.