Awareness and Autonomy, Content and Needs – Current Issues in EFL Learning and Teaching - MA Seminar 4

Master's seminars

The seminar offers coverage of selected current issues in the field of EFL (English as a Foreign Language) learning and teaching, including – but not limited to – Language Awareness (LA), the role of autonomy in the didactic process (learner-, learning- and teacher-autonomy), Content and Language Integrated Learning (CLIL), Needs Analysis. It investigates the role of attention in learning vs. acquisition, means of developing language awareness, types of pedagogical activities for consciousness-raising, forms of input enhancement and sensitization to form vs. meaning. It looks at the learner in the EFL classroom and considers means of investigating his needs in hope of decentralizing the role of the teacher. Finally, with the aim of promoting authenticity of communication, the course explores the mechanisms of pairing teaching a foreign language (e.g. English) with teaching a content subject in or through that language (e.g. Chemistry or Geography in English).

Aims of the seminar (global):

• to provide students with insight into new tendencies in applied linguistics and foreign language pedagogy

• to help students choose, negotiate and refine their research area

• to conduct small scale research projects in the field of ELT learning and teaching (incl. planning, piloting, administering, analyzing and reporting)

• to assist students in the process of writing the MA thesis (incl. bibliographical quarries, outlining and drafting).

Aims of the seminar (semester 4):

• to assist students in the process of drafting and re-drafting chapter three of the thesis

• to assist students in completing the final version of the thesis

Course syllabus:

week 1 "Individual tutorials (1-i)": troubleshooting potential problems with the empirical research (mandatory for ½ class); handing back of proofread chapter one (version.2.0)

HOME ASSIGNMENT: bring outline of the empirical chapter + research instruments

BACKGROUND READING 1: sources selected according to individual research interests

week 2 "Individual tutorials (1-ii)": troubleshooting potential problems with the empirical research (mandatory for ½ class); handing back of proofread chapter one (version.2.0)

HOME ASSIGNMENT: bring outline of the empirical chapter + research instruments

BACKGROUND READING 2: sources selected according to individual research

week 3: handing back of proofread chapter two (version.1.0); workshop on academic writing; collecting chapter three (introductory sections; draft version)

HOME ASSIGNMENT: bring chapter three (introductory sections; draft version)

BACKGROUND READING 3: – none –

week 4 "Individual tutorials (2-i)": feedback on chapter two (mandatory for ½ class); handing back of proofread chapter three (introductory sections; version.1.0)

BACKGROUND READING 4: sources selected according to individual research interests

week 5 "Individual tutorials (2-ii)": feedback on chapter two (mandatory for ½ class); handing back of proofread chapter three (introductory sections; version.1.0)

BACKGROUND READING 5: sources selected according to individual research interests

week 6: collecting chapter two of the thesis (improved version)

HOME ASSIGNMENT: bring chapter two (improved version)

BACKGROUND READING 6: – none –

week 7 "Individual presentations 1": reporting research results plus discussion

HOME ASSIGNMENT: prepare own PowerPoint presentation plus handout

BACKGROUND READING 7: – none –

week 8 "Individual presentations 2": reporting research results plus discussion

HOME ASSIGNMENT: prepare own PowerPoint presentation plus handout

BACKGROUND READING 8: – none –

week 9 "Individual presentations 3": reporting research results plus discussion

HOME ASSIGNMENT: prepare own PowerPoint presentation plus handout

BACKGROUND READING 9: – none –

week 10: collecting chapter three (results and discussion; draft version); handing back of proofread chapter two (version.2.0)

HOME ASSIGNMENT: bring chapter three (results and discussion; draft version)

BACKGROUND READING 10: – none –

week 11 "Individual tutorials (3-i)": feedback on chapter three (results and discussion; version.1.0)

BACKGROUND READING 11: sources selected according to individual research interests

week 12 "Individual tutorials (3-ii)": feedback on chapter three (results and discussion; version.1.0)

BACKGROUND READING 12: sources selected according to individual research interests

week 13: a refresher on the structure of the MA thesis

HOME ASSIGNMENT: bring in potential problem or questions

BACKGROUND READING 13: – none –

week 14 "Individual tutorials (4-i)": feedback on the final version of the thesis

HOME ASSIGNMENT: bring complete thesis in an electronic version (no printouts!)

BACKGROUND READING 14: – none –

week 15 "Individual tutorials (4-ii)": feedback on the final version of the thesis

HOME ASSIGNMENT: bring complete thesis in an electronic version (no printouts!)

BACKGROUND READING 15: – none –

Bibliography: research field

• Bielska, J. (2006) Between Psychology and Foreign Language Learning. Katowice: Wydawnictwo Uniwersytetu Śląskiego.

• Dakowska, M. (2003) Current Controversies in Foreign Language Didactics. Warszawa: Wydawnictwa Uniwersytetu Warszawskiego.

• Dakowska, M. (2007) Teaching English as a Foreign Language. A Guide for Professionals. Warszawa: PWN.

• Dalton-Puffer, C. (2007). Discourse in Content and Language Integrated Learning (CLIL) Classrooms. Amsterdam/Philadelphia: John Benjamins Publishing Company.

• Doughty, C. J. and Long, M. H. (eds.) (2003) The Handbook of Second Language Acquisition. Oxford: Blackwell.

• Ellis, R. (2008) The Study of Second Language Acquisition (2nd edition). Oxford: OUP.

• Komorowska, H. (ed.) (2007) Nauczanie języków obcych. Polska a Europa. Warszawa: Academia.

• Kumaravadivelu, B. (2003) Beyond Methods: Macrostrategies for Language Teaching. New Haven: Yale University Press.

• Marsh, D., Zając, M., Gozdawa-Gołębiowska, H., Czura, A., Gapińska, A., Majewska, R., Papaja, K., Roda, M., Urbaniak, M. and Wróblewska, E. (2008) Profile Report: Bilingual Education (English) in Poland. Warszawa: The National Centre for Teacher Training and Development (CODN) & British Council Poland.

• Mehisto, P., Marsh, D. and Frigols, M. J. (2008) Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Oxford: Macmillan Publishers Limited.

• Piechurska-Kuciel, E. (2005) The Importance of Being Aware. Advantages of Explicit Grammar Study. Opole: Wydawnictwo Uniwersytetu Opolskiego.

• Richards, J. C. and Renandya W. A. (eds.) (2002) Methodology in Language Teaching. An Anthology of Current Practice. Cambridge: CUP.

• Robinson, P. C. (1991) ESP Today: A Practitioner’s Guide. New York: Prentice-Hall.

• Robinson, P. C. (ed.) (2002) Individual Differences and Instructed Language Learning. Amsterdam/Philadelphia: John Benjamins Publishing Company.

• Schmidt, R. (ed.) (1995) Attention and Awareness in Foreign Language Learning. Honolulu, Ha: University of Hawaii Press.

Bibliography: research methods

• Brown, J. D. (1988) Understanding Research in Second Language Learning.CUP.

• Brzeziński, J. (2000) Badania eksperymentalne w psychologii i pedagogice. Warszawa: Wydawnictwo Naukowe SCHOLAR.

• Brzeziński, J. (2003) Metodologia badań psychologicznych. Warszawa: PWN.

• Cohen, L., Manion, L. and Morrison, K. (2007) Research Methods in Education (6th edition). London and New York: Routledge.

• McCall R. (1994) Fundamental Statistics for Behavioral Sciences. Forth Worth: Hartcourt Brace College Publishers

• Porte, G. K. (2002) Appraising Research in Second Language Learning. Amsterdam/Philadelphia: John Benjamins Publishing Company.

• Seliger, H. W. and Shohamy, E. (1989) Second Language Research Methods. OUP.

• Silverman, D. (2008) Interpretacja danych jakościowych. Warszawa: PWN.

• Wilczyńska, W., and Michońska-Stadnik, A. (2010) Metodologia badań w glottodydaktyce. Kraków: Avalon.

• Brown, J. D. (1988) Understanding Research in Second Language Learning.CUP.

• Brzeziński, J. (2000) Badania eksperymentalne w psychologii i pedagogice. Warszawa: Wydawnictwo Naukowe SCHOLAR.

• Brzeziński, J. (2003) Metodologia badań psychologicznych. Warszawa: PWN.

• Cohen, L., Manion, L. and Morrison, K. (2007) Research Methods in Education (6th edition). London and New York: Routledge.

• McCall R. (1994) Fundamental Statistics for Behavioral Sciences. Forth Worth: Hartcourt Brace College Publishers

• Porte, G. K. (2002) Appraising Research in Second Language Learning. Amsterdam/Philadelphia: John Benjamins Publishing Company.

• Seliger, H. W. and Shohamy, E. (1989) Second Language Research Methods. OUP.

• Silverman, D. (2008) Interpretacja danych jakościowych. Warszawa: PWN.

• Wilczyńska, W., and Michońska-Stadnik, A. (2010) Metodologia badań w glottodydaktyce. Kraków: Avalon.

The Student will be able to (Knowledge):

K_W01 Identify and characterize on an advanced level the place and status of linguistics within the humanities

K_W02 Describe on an advanced level the current trends in linguistic research within English studies

K_W04 Characterize on an advanced level the principles of research design in linguistics, with special focus on the application of methods and tools in formulating research problems and testing hypotheses

K_W05 Identify the notions and principles pertinent to intellectual property and copyright

K_W06 Characterise economic, legal and other factors relevant for various kinds of professional activities related to the study programme

The Student is able to (Abilities):

K_U01 Apply advanced terminology and notions pertinent to the discipline (linguistics, literary studies, culture and religion studies)

K_U02 Apply advanced research methodology within linguistics and English studies, respecting ethical norms and copyright law

K_U03 Apply knowledge obtained during the course of studies to account for and solve a problem, thereby completing a research task related to the discipline linguistics

K_U04 Analyze linguistic, literary and cultural phenomena and draw generalizations on their basis in the context of societal, historical and economic factors on an advanced level

K_U05 Discern alternative methodological paradigms within a discipline

K_U06 Find information in various sources and critically assess its usefulness for research related to the topic of the MA project

K_U07 Use modern technology in the process of learning and communicating with academic teachers, colleagues, representatives of various institutions and fellow participants in classes and projects, applying various channels and techniques of communication

K_U09 Present knowledge in a coherent, precise and linguistically correct manner in English on level C2 according to the Common European Framework of Reference for Languages, ensuring an appropriate register and form

K_U11 Design one’s own development

The Student is ready to (Social competences):

K_K02 Apply knowledge and skills obtained during the course of studies to undertake lifelong learning, as well as personal and professional development

K_K03 Take responsibility for performing one’s professional duties, with due respect for the work of others, obey and develop the ethical norms in professional and academic settings related to the disciplines included on the curriculum of English studies

K_K04 Assess critically one’s own knowledge and skills related to the studies

Credits based on:

- course attendance (three absences are allowed) and participation in class discussion

- reading the individualized background readings

- fulfilling the home assignments

MA seminar 4 ends in submitting a final version of the thesis.

- does not apply -