120003 SE MEd 03: SE Applied Research Seminar (2024W)
Classroom based research in L2 teaching and learning
Prüfungsimmanente Lehrveranstaltung
Labels
GEMISCHT
An/Abmeldung
Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").
- Anmeldung von Mo 09.09.2024 12:00 bis Mo 23.09.2024 12:00
- Abmeldung bis Do 31.10.2024 23:59
Details
max. 20 Teilnehmer*innen
Sprache: Englisch
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
- Samstag 05.10. 10:00 - 13:00 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
- Montag 14.10. 17:00 - 20:00 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
- N Montag 04.11. 17:00 - 20:00 Digital
- Montag 18.11. 17:00 - 20:00 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
- Montag 02.12. 17:00 - 20:00 Digital
- Montag 16.12. 17:00 - 20:00 Digital
- Montag 20.01. 17:00 - 20:00 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
Art der Leistungskontrolle und erlaubte Hilfsmittel
I. assignments (30)
II. data collection project (20)
III. project-based presentation (10)
IV. Individual project description (40)There is no examination.A maximum of 100 points can be achieved.
0-59 = Nicht genügend
60-69= Genügend
70 -79= Befriedigend
80 - 89= Gut
90-100 = Sehr gut
II. data collection project (20)
III. project-based presentation (10)
IV. Individual project description (40)There is no examination.A maximum of 100 points can be achieved.
0-59 = Nicht genügend
60-69= Genügend
70 -79= Befriedigend
80 - 89= Gut
90-100 = Sehr gut
Mindestanforderungen und Beurteilungsmaßstab
(a) regular class attendance (max. 1 absence)
(b) submitting all written work on time
(c) active engagement in project work and presentation
(d) submitting the individual paper on time
(d) attaining at least 50% on each of the assessment components (see above)
(b) submitting all written work on time
(c) active engagement in project work and presentation
(d) submitting the individual paper on time
(d) attaining at least 50% on each of the assessment components (see above)
Prüfungsstoff
There is no exam.
Literatur
Dörnyei, Z. 2007. Classroom research (= Chapter 8) Research methods in applied linguistics. (pp. 176-186). Oxford University Press.Module 1
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2020). Task-based language teaching: Theory and practice. Cambridge University Press. [Chapter 1, pp. 3-7, 9-13]Module 2
Storch, N. (2013). Collaborative writing in L2 classrooms. Bristol: Multilingual Matters.
[Chapter 2, pp. 6-25; Chapter 4, pp. 44-70; Chapter 5, pp. 71-91]
Kessler, M. (2023). Designing collaborative writing tasks for face-to-face and computer-mediated communication contexts. In Li, M., & Zhang, M. eds. (2023). L2 Collaborative Writing in Diverse Learning Contexts. Amsterdam: John Benjamins Publishing, [Chapter 8, pp.184-201].Module 3
Dalton-Puffer, C. 2007. The classroom as a discourse space (ch.2). In: Dalton-Puffer, C. (2007). Discourse in Content-and Language Integrated Classrooms. Benjamins, pp. 15-44.Module 4
1. Dalton-Puffer, C., J. Hüttner, A. Llinares. (2022). CLIL in the 21st century. Retrospective and prospective challenges and opportunities. Journal of Immersion and Content-Based Language Education10:2, 182-206.
2. Dalton-Puffer, C., S. Rieder-Marschallinger (2023). L2 proficiency and development in CLIL. In Banegas, D. L., & Zappa-Hollman, S. eds. (2023). The Routledge handbook of content and language integrated learning. Abingdon, Oxon New York, NY: Routledge, [Chapter 8, pp. 112-126].
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2020). Task-based language teaching: Theory and practice. Cambridge University Press. [Chapter 1, pp. 3-7, 9-13]Module 2
Storch, N. (2013). Collaborative writing in L2 classrooms. Bristol: Multilingual Matters.
[Chapter 2, pp. 6-25; Chapter 4, pp. 44-70; Chapter 5, pp. 71-91]
Kessler, M. (2023). Designing collaborative writing tasks for face-to-face and computer-mediated communication contexts. In Li, M., & Zhang, M. eds. (2023). L2 Collaborative Writing in Diverse Learning Contexts. Amsterdam: John Benjamins Publishing, [Chapter 8, pp.184-201].Module 3
Dalton-Puffer, C. 2007. The classroom as a discourse space (ch.2). In: Dalton-Puffer, C. (2007). Discourse in Content-and Language Integrated Classrooms. Benjamins, pp. 15-44.Module 4
1. Dalton-Puffer, C., J. Hüttner, A. Llinares. (2022). CLIL in the 21st century. Retrospective and prospective challenges and opportunities. Journal of Immersion and Content-Based Language Education10:2, 182-206.
2. Dalton-Puffer, C., S. Rieder-Marschallinger (2023). L2 proficiency and development in CLIL. In Banegas, D. L., & Zappa-Hollman, S. eds. (2023). The Routledge handbook of content and language integrated learning. Abingdon, Oxon New York, NY: Routledge, [Chapter 8, pp. 112-126].
Zuordnung im Vorlesungsverzeichnis
Studium: MEd 046/507
Code/Modul: MEd 03
Lehrinhalt: 12-4830
Code/Modul: MEd 03
Lehrinhalt: 12-4830
Letzte Änderung: Mo 30.09.2024 10:05
• Students will explore current topics in classroom-based research on L2 teaching and learning and link them to professional practice.
• Students will get to know and trial the designing of a research instrument, the collection of data, and the analysis of data.
• Students will understand which research method would suit which research interest.
• Students will learn the first steps of transforming a research interest into a possible research project.Content:
There will be four modules: collaborative writing, classroom discourse, task-based language teaching, and CLIL. This course is designed to provide you with an opportunity to reflect and further develop your understanding of both theoretical and methodological considerations in the field of language learning and teaching.Methods:
Methods: mini-lectures, presentations, readings, interactive discussion, group work, assignments, group research project