Syllabus
Lectures: plurilinguism, interculturality and mediation action approach and the use of technologies in ELT the praxis in teaching from the perspective of the action approach, plurilinguism and interculturality in the international context
Seminars:
Specifics and techniques of teaching grammar, including pragmatics, stylistics and the theory of discourse (linguistic, pragmatic and discourse competence)
Specifics and techniques of teaching lexis
Specifics and techniques of teaching pronunciation and the writing system of English
The theory of error, transfer and difficulty in the acquisition of language structures
ELT focused on form (explicitness, implicitness, inductive and deductive approach); the language system and its position within the communicative approach; pedagogical grammar
The role of input and output in L2 system acquisition
The development of a language system (interlanguage, developmental stages, acquisition sequences, the curve of acquisition, the variability of a language system, the role of universal grammar)
Annotation
The aim of the course is to provide students with the specific knowledge and skills needed to work with linguistic resources and speaking skills in teaching English as a foreign language. Students will learn to identify the key characteristics of the different areas of language teaching, to plan the teaching process and to evaluate it.
Students will also understand the relationship of language teaching to plurilingualism, interculturality and mother tongue and be able to incorporate it into language teaching in accordance with the CEFR action approach. The theory presented in the course will be applied in practice.
The course also reviews topics from the didactic subjects in the bachelor's study programme. More specifically, the course focuses on effective approaches to the teaching of the English language system and its subcomponents: vocabulary, grammar, phonology and writing systems, with an overlap into the teaching of selected aspects of hypersyntax and text.
The course consistently applies confrontational (L1 and L2 systems, specifics of their acquisition, source of interference, transfer theory), developmental (interlanguage theory, developmental sequences in the acquisition of forms, L2 as a complex system, influence of different variables on the acquisition of the language system) and didactic-methodological (specific techniques of teaching language resources) perspectives. Emphasis is placed on the development of the students' ability to relate all the above aspects to each other and to explain specific didactic and methodological procedures not only in terms of their implementation but also in terms of theory.