126290 KO 'Fast Track' Principles of English Language Teaching Methodology (2019W)
Prüfungsimmanente Lehrveranstaltung
Labels
Zusammenfassung
An/Abmeldung
- Anmeldung von Do 12.09.2019 00:00 bis Mo 23.09.2019 23:59
- Abmeldung bis Do 31.10.2019 23:59
An/Abmeldeinformationen sind bei der jeweiligen Gruppe verfügbar.
Gruppen
Gruppe 1
max. 22 Teilnehmer*innen
Sprache: Englisch
Lernplattform: Moodle
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
Montag
07.10.
10:00 - 12:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Montag
14.10.
10:00 - 12:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Montag
21.10.
10:00 - 12:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Montag
28.10.
10:00 - 12:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Montag
04.11.
10:00 - 12:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Montag
11.11.
10:00 - 12:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Montag
18.11.
10:00 - 12:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Montag
25.11.
10:00 - 12:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Montag
02.12.
10:00 - 12:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Montag
09.12.
10:00 - 12:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Montag
16.12.
10:00 - 12:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Montag
13.01.
10:00 - 12:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Montag
20.01.
10:00 - 12:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Montag
27.01.
10:00 - 12:00
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Ziele, Inhalte und Methode der Lehrveranstaltung
Art der Leistungskontrolle und erlaubte Hilfsmittel
Assessment and permitted materials
Course work (active participation in class activities, regular reading & other assignments, participation in online discussions & moodle activities, etc.); presenting an approach (group presentation/peer teaching); two-part written exam.
Course work (active participation in class activities, regular reading & other assignments, participation in online discussions & moodle activities, etc.); presenting an approach (group presentation/peer teaching); two-part written exam.
Mindestanforderungen und Beurteilungsmaßstab
Minimum requirements and assessment criteria
Attendance (max. 2 absences)
1) Presenting an approach (20%)
2) Written exam part 1, no materials permitted (20%)
3) Written exam part 2, open book (40%)
Course work must be done in addition to the three named parts; three out of the four parts must be positive.
Grading scale: 1 (sehr gut) 100-90%; 2 (gut) 89-80%; 3 (befriedigend), 79-70%; 4 (genügend) 69-60%; 5 (nicht genügend) 59-0%.
Attendance (max. 2 absences)
1) Presenting an approach (20%)
2) Written exam part 1, no materials permitted (20%)
3) Written exam part 2, open book (40%)
Course work must be done in addition to the three named parts; three out of the four parts must be positive.
Grading scale: 1 (sehr gut) 100-90%; 2 (gut) 89-80%; 3 (befriedigend), 79-70%; 4 (genügend) 69-60%; 5 (nicht genügend) 59-0%.
Prüfungsstoff
Topics covered in class (see Ziele Inhalte und Methode)
Literatur
Hall, G. (2016) Method, methods and methodology: Historical trends and current debates. In Hall, G. (ed) The Routledge handbook of English language teaching. London: Routledge. Ch. 15.
Hinkel, E. (ed.) (2005) Handbook of research in second language teaching and learning. Mahwah, NJ: Lawrence Erlbaum.
Richards, J.C. & T.S. Rodgers. (2014) Approaches and Methods in Language Teaching, 3rd ed. Cambridge: CUP.
Widdowson, H.G. (2003) Defining Issues in English Language Teaching. Oxford: Oxford University Press.
Hinkel, E. (ed.) (2005) Handbook of research in second language teaching and learning. Mahwah, NJ: Lawrence Erlbaum.
Richards, J.C. & T.S. Rodgers. (2014) Approaches and Methods in Language Teaching, 3rd ed. Cambridge: CUP.
Widdowson, H.G. (2003) Defining Issues in English Language Teaching. Oxford: Oxford University Press.
Gruppe 2
max. 22 Teilnehmer*innen
Sprache: Englisch
Lernplattform: Moodle
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
Mittwoch
09.10.
08:00 - 10:00
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Mittwoch
16.10.
08:00 - 10:00
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Mittwoch
23.10.
08:00 - 10:00
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Mittwoch
30.10.
08:00 - 10:00
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Mittwoch
06.11.
08:00 - 10:00
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Mittwoch
13.11.
08:00 - 10:00
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Mittwoch
20.11.
08:00 - 10:00
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Mittwoch
27.11.
08:00 - 10:00
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Mittwoch
04.12.
08:00 - 10:00
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Mittwoch
11.12.
08:00 - 10:00
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Mittwoch
08.01.
08:00 - 10:00
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Mittwoch
15.01.
08:00 - 10:00
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Mittwoch
22.01.
08:00 - 10:00
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Mittwoch
29.01.
08:00 - 10:00
Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
Ziele, Inhalte und Methode der Lehrveranstaltung
Contents and aims
The course focuses on the three main categories of ELT methodology: language, learning and teaching. Student teachers of English understand new developments and controversial issues in the field of English language teaching. Additionally they are assisted in the process of self-evaluating their professional development.
We will discuss the following topics:
- The relevance of theory for teaching practice;
- EFL teaching as a profession;
- Learner differences, learner training, learner-focused teaching;
- Connections between the CEFR, educational standards, ELP & EPOSTL, E8 Standards testing, and the "Neue Matura";
- A critical look at communicative language teaching and current trends, including topics like ELF, multilingual classrooms; authenticity of materials etc.
- Approaches to EFL teaching: trying out and evaluating selected approaches & methods to EFL teaching; issues of a post-method era.
MethodsThis course can only offer a survey of the vibrant research field(s) concerned with language teaching methodology. Focusing on the three central factors language, learning and teaching we will discuss the following topics:• Approaches to EFL teaching: trying out and evaluating selected approaches to EFL teaching plus “the post-method era”
o Critical evaluation of CLT
o English as a lingua franca and its influence on teaching
• Principle of research-based teaching: The relevance of "theory" for teaching practice; EFL teaching as a profession
• Principle of accountability in teaching: Connection between CEFR, educational standards, ELP & EPOSTL, E8 standards testing, and “Neue Matura”
• Principle of inclusion: multilingual classroom, diversely able studentsGroup activities, discussions, short presentations by the lecturer and by students, peer teaching sessions.
The course focuses on the three main categories of ELT methodology: language, learning and teaching. Student teachers of English understand new developments and controversial issues in the field of English language teaching. Additionally they are assisted in the process of self-evaluating their professional development.
We will discuss the following topics:
- The relevance of theory for teaching practice;
- EFL teaching as a profession;
- Learner differences, learner training, learner-focused teaching;
- Connections between the CEFR, educational standards, ELP & EPOSTL, E8 Standards testing, and the "Neue Matura";
- A critical look at communicative language teaching and current trends, including topics like ELF, multilingual classrooms; authenticity of materials etc.
- Approaches to EFL teaching: trying out and evaluating selected approaches & methods to EFL teaching; issues of a post-method era.
MethodsThis course can only offer a survey of the vibrant research field(s) concerned with language teaching methodology. Focusing on the three central factors language, learning and teaching we will discuss the following topics:• Approaches to EFL teaching: trying out and evaluating selected approaches to EFL teaching plus “the post-method era”
o Critical evaluation of CLT
o English as a lingua franca and its influence on teaching
• Principle of research-based teaching: The relevance of "theory" for teaching practice; EFL teaching as a profession
• Principle of accountability in teaching: Connection between CEFR, educational standards, ELP & EPOSTL, E8 standards testing, and “Neue Matura”
• Principle of inclusion: multilingual classroom, diversely able studentsGroup activities, discussions, short presentations by the lecturer and by students, peer teaching sessions.
Art der Leistungskontrolle und erlaubte Hilfsmittel
Assessment and permitted materials
Course work (active participation in class activities, regular reading & other assignments, participation in online discussions & moodle activities, etc.); presenting an approach (group presentation/peer teaching); two-part written exam.
Course work (active participation in class activities, regular reading & other assignments, participation in online discussions & moodle activities, etc.); presenting an approach (group presentation/peer teaching); two-part written exam.
Mindestanforderungen und Beurteilungsmaßstab
Minimum requirements and assessment criteria
Attendance (max. 2 absences)
1) Presenting an approach (20%)
2) Written exam part 1, no materials permitted (20%)
3) Written exam part 2, open book (40%)
Course work must be done in addition to the three named parts; three out of the four parts must be positive.
Grading scale: 1 (sehr gut) 100-90%; 2 (gut) 89-80%; 3 (befriedigend), 79-70%; 4 (genügend) 69-60%; 5 (nicht genügend) 59-0%.
Attendance (max. 2 absences)
1) Presenting an approach (20%)
2) Written exam part 1, no materials permitted (20%)
3) Written exam part 2, open book (40%)
Course work must be done in addition to the three named parts; three out of the four parts must be positive.
Grading scale: 1 (sehr gut) 100-90%; 2 (gut) 89-80%; 3 (befriedigend), 79-70%; 4 (genügend) 69-60%; 5 (nicht genügend) 59-0%.
Prüfungsstoff
Topics covered in class (see course schedule)
Literatur
Reading provided in class and on the Moodle platform
Gruppe 3
max. 22 Teilnehmer*innen
Sprache: Englisch
Lernplattform: Moodle
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
Dienstag
08.10.
08:30 - 10:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Dienstag
15.10.
08:30 - 10:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Dienstag
22.10.
08:30 - 10:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Dienstag
29.10.
08:30 - 10:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Dienstag
05.11.
08:30 - 10:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Dienstag
12.11.
08:30 - 10:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Dienstag
19.11.
08:30 - 10:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Dienstag
26.11.
08:30 - 10:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Dienstag
03.12.
08:30 - 10:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Dienstag
10.12.
08:30 - 10:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Dienstag
17.12.
08:30 - 10:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Dienstag
07.01.
08:30 - 10:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Dienstag
14.01.
08:30 - 10:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Dienstag
21.01.
08:30 - 10:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Dienstag
28.01.
08:30 - 10:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Ziele, Inhalte und Methode der Lehrveranstaltung
Contents and aims
The course focuses on the three main categories of ELT methodology: language, learning and teaching. Student teachers of English understand new developments and controversial issues in the field of English language teaching. Additionally they are assisted in the process of self-evaluating their professional development.
We will discuss the following topics:
- The relevance of theory for teaching practice;
- EFL teaching as a profession;
- Learner differences, learner training, learner-focused teaching;
- Connections between the CEFR, educational standards, ELP & EPOSTL, E8 Standards testing, and the "Neue Matura";
- A critical look at communicative language teaching and current trends, including topics like ELF, multilingual classrooms; authenticity of materials etc.
- Approaches to EFL teaching: trying out and evaluating selected approaches & methods to EFL teaching; issues of a post-method era.
MethodsThis course can only offer a survey of the vibrant research field(s) concerned with language teaching methodology. Focusing on the three central factors language, learning and teaching we will discuss the following topics:• Approaches to EFL teaching: trying out and evaluating selected approaches to EFL teaching plus “the post-method era”
o Critical evaluation of CLT
o English as a lingua franca and its influence on teaching
• Principle of research-based teaching: The relevance of "theory" for teaching practice; EFL teaching as a profession
• Principle of accountability in teaching: Connection between CEFR, educational standards, ELP & EPOSTL, E8 standards testing, and “Neue Matura”
• Principle of inclusion: multilingual classroom, diversely able studentsGroup activities, discussions, short presentations by the lecturer and by students, peer teaching sessions.
The course focuses on the three main categories of ELT methodology: language, learning and teaching. Student teachers of English understand new developments and controversial issues in the field of English language teaching. Additionally they are assisted in the process of self-evaluating their professional development.
We will discuss the following topics:
- The relevance of theory for teaching practice;
- EFL teaching as a profession;
- Learner differences, learner training, learner-focused teaching;
- Connections between the CEFR, educational standards, ELP & EPOSTL, E8 Standards testing, and the "Neue Matura";
- A critical look at communicative language teaching and current trends, including topics like ELF, multilingual classrooms; authenticity of materials etc.
- Approaches to EFL teaching: trying out and evaluating selected approaches & methods to EFL teaching; issues of a post-method era.
MethodsThis course can only offer a survey of the vibrant research field(s) concerned with language teaching methodology. Focusing on the three central factors language, learning and teaching we will discuss the following topics:• Approaches to EFL teaching: trying out and evaluating selected approaches to EFL teaching plus “the post-method era”
o Critical evaluation of CLT
o English as a lingua franca and its influence on teaching
• Principle of research-based teaching: The relevance of "theory" for teaching practice; EFL teaching as a profession
• Principle of accountability in teaching: Connection between CEFR, educational standards, ELP & EPOSTL, E8 standards testing, and “Neue Matura”
• Principle of inclusion: multilingual classroom, diversely able studentsGroup activities, discussions, short presentations by the lecturer and by students, peer teaching sessions.
Art der Leistungskontrolle und erlaubte Hilfsmittel
Assessment and permitted materials
Course work (active participation in class activities, regular reading & other assignments, participation in online discussions & moodle activities, etc.); presenting an approach (group presentation/peer teaching); two-part written exam.
Course work (active participation in class activities, regular reading & other assignments, participation in online discussions & moodle activities, etc.); presenting an approach (group presentation/peer teaching); two-part written exam.
Mindestanforderungen und Beurteilungsmaßstab
Minimum requirements and assessment criteria
Attendance (max. 2 absences)
1) Presenting an approach (20%)
2) Written exam part 1, no materials permitted (20%)
3) Written exam part 2, open book (40%)
Course work must be done in addition to the three named parts; three out of the four parts must be positive.
Grading scale: 1 (sehr gut) 100-90%; 2 (gut) 89-80%; 3 (befriedigend), 79-70%; 4 (genügend) 69-60%; 5 (nicht genügend) 59-0%.
Attendance (max. 2 absences)
1) Presenting an approach (20%)
2) Written exam part 1, no materials permitted (20%)
3) Written exam part 2, open book (40%)
Course work must be done in addition to the three named parts; three out of the four parts must be positive.
Grading scale: 1 (sehr gut) 100-90%; 2 (gut) 89-80%; 3 (befriedigend), 79-70%; 4 (genügend) 69-60%; 5 (nicht genügend) 59-0%.
Prüfungsstoff
Topics covered in class (see course schedule)
Literatur
Reading provided in class and on the Moodle platform
Gruppe 4
max. 22 Teilnehmer*innen
Sprache: Englisch
Lernplattform: Moodle
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
Donnerstag
10.10.
12:00 - 14:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag
17.10.
12:00 - 14:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag
24.10.
12:00 - 14:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag
31.10.
12:00 - 14:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag
07.11.
12:00 - 14:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag
14.11.
12:00 - 14:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag
21.11.
12:00 - 14:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag
28.11.
12:00 - 14:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag
05.12.
12:00 - 14:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag
12.12.
12:00 - 14:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag
09.01.
12:00 - 14:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag
16.01.
12:00 - 14:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag
23.01.
12:00 - 14:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag
30.01.
12:00 - 14:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Ziele, Inhalte und Methode der Lehrveranstaltung
Contents and aims
This course can only offer a survey of the vibrant research field(s) concerned with language teaching methodology. Focusing on the three central factors language, learning and teaching we will discuss the following topics:
• Approaches to EFL teaching: trying out and evaluating selected approaches to EFL teaching plus “the post-method era”
o Critical evaluation of CLT
o English as a lingua franca and its influence on teaching
• Principle of research-based teaching: The relevance of "theory" for teaching practice; EFL teaching as a profession
• Principle of accountability in teaching: Connection between CEFR, educational standards, ELP & EPOSTL, E8 standards testing, and “Neue Matura”
• Principle of inclusion: multilingual classroom, diversely able students
Methods
Group activities, discussions, short presentations by the lecturer and by students, peer teaching sessions.
This course can only offer a survey of the vibrant research field(s) concerned with language teaching methodology. Focusing on the three central factors language, learning and teaching we will discuss the following topics:
• Approaches to EFL teaching: trying out and evaluating selected approaches to EFL teaching plus “the post-method era”
o Critical evaluation of CLT
o English as a lingua franca and its influence on teaching
• Principle of research-based teaching: The relevance of "theory" for teaching practice; EFL teaching as a profession
• Principle of accountability in teaching: Connection between CEFR, educational standards, ELP & EPOSTL, E8 standards testing, and “Neue Matura”
• Principle of inclusion: multilingual classroom, diversely able students
Methods
Group activities, discussions, short presentations by the lecturer and by students, peer teaching sessions.
Art der Leistungskontrolle und erlaubte Hilfsmittel
Course work (active participation in class activities, regular reading & other assignments, participation in online discussions & moodle activities, etc.); presenting an approach (group presentation/peer teaching); two-part written exam.
Mindestanforderungen und Beurteilungsmaßstab
Attendance (max. 2 absences)
1) Presenting an approach (20%)
2) Written exam part 1, no materials permitted (20%)
3) Written exam part 2, open book (40%)
Course work (20%) must be done in addition to the three named parts; three out of the four parts must be positive.
Grading scale: 1 (sehr gut) 100-90%; 2 (gut) 89-80%; 3 (befriedigend), 79-70%; 4 (genügend) 69-60%; 5 (nicht genügend) 59-0%.
1) Presenting an approach (20%)
2) Written exam part 1, no materials permitted (20%)
3) Written exam part 2, open book (40%)
Course work (20%) must be done in addition to the three named parts; three out of the four parts must be positive.
Grading scale: 1 (sehr gut) 100-90%; 2 (gut) 89-80%; 3 (befriedigend), 79-70%; 4 (genügend) 69-60%; 5 (nicht genügend) 59-0%.
Prüfungsstoff
Topics covered in class (see Ziele, Inhalte und Methode/course schedule)
Literatur
Hall, Graham. 2016. “Method, methods and methodology: Historical trends and current debates”. In Hall, Graham (Ed.). The Routledge handbook of English language teaching. London: Routledge. Ch. 15.
Hinkel, Eli. (Ed.). 2005. Handbook of research in second language teaching and learning. Mahwah, NJ: Lawrence Erlbaum.
Richards, Jack C.; Rodgers, Theodore, S. 2014. Approaches and methods in language teaching (3rd ed.). Cambridge: Cambridge University Press.
Widdowson, Henry G. 2003. Defining issues in English language teaching. Oxford: Oxford University Press.Plus reading provided in class and on the Moodle platform.
Hinkel, Eli. (Ed.). 2005. Handbook of research in second language teaching and learning. Mahwah, NJ: Lawrence Erlbaum.
Richards, Jack C.; Rodgers, Theodore, S. 2014. Approaches and methods in language teaching (3rd ed.). Cambridge: Cambridge University Press.
Widdowson, Henry G. 2003. Defining issues in English language teaching. Oxford: Oxford University Press.Plus reading provided in class and on the Moodle platform.
Gruppe 5
max. 22 Teilnehmer*innen
Sprache: Englisch
Lernplattform: Moodle
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
Donnerstag
10.10.
14:00 - 16:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag
17.10.
14:00 - 16:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag
24.10.
14:00 - 16:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag
31.10.
14:00 - 16:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag
07.11.
14:00 - 16:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag
14.11.
14:00 - 16:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag
21.11.
14:00 - 16:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag
28.11.
14:00 - 16:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag
05.12.
14:00 - 16:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag
12.12.
14:00 - 16:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag
09.01.
14:00 - 16:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag
16.01.
14:00 - 16:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag
23.01.
14:00 - 16:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Donnerstag
30.01.
14:00 - 16:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Ziele, Inhalte und Methode der Lehrveranstaltung
Contents and aims
This course can only offer a survey of the vibrant research field(s) concerned with language teaching methodology. Focusing on the three central factors language, learning and teaching we will discuss the following topics:
• Approaches to EFL teaching: trying out and evaluating selected approaches to EFL teaching plus “the post-method era”
o Critical evaluation of CLT
o English as a lingua franca and its influence on teaching
• Principle of research-based teaching: The relevance of "theory" for teaching practice; EFL teaching as a profession
• Principle of accountability in teaching: Connection between CEFR, educational standards, ELP & EPOSTL, E8 standards testing, and “Neue Matura”
• Principle of inclusion: multilingual classroom, diversely able students
Methods
Group activities, discussions, short presentations by the lecturer and by students, peer teaching sessions.
This course can only offer a survey of the vibrant research field(s) concerned with language teaching methodology. Focusing on the three central factors language, learning and teaching we will discuss the following topics:
• Approaches to EFL teaching: trying out and evaluating selected approaches to EFL teaching plus “the post-method era”
o Critical evaluation of CLT
o English as a lingua franca and its influence on teaching
• Principle of research-based teaching: The relevance of "theory" for teaching practice; EFL teaching as a profession
• Principle of accountability in teaching: Connection between CEFR, educational standards, ELP & EPOSTL, E8 standards testing, and “Neue Matura”
• Principle of inclusion: multilingual classroom, diversely able students
Methods
Group activities, discussions, short presentations by the lecturer and by students, peer teaching sessions.
Art der Leistungskontrolle und erlaubte Hilfsmittel
Course work (active participation in class activities, regular reading & other assignments, participation in online discussions & moodle activities, etc.); presenting an approach (group presentation/peer teaching); two-part written exam.
Mindestanforderungen und Beurteilungsmaßstab
Minimum requirements and assessment criteria
Attendance (max. 2 absences)
1) Presenting an approach (20%)
2) Written exam part 1, no materials permitted (20%)
3) Written exam part 2, open book (40%)
Course work (20%) must be done in addition to the three named parts; three out of the four parts must be positive.
Grading scale: 1 (sehr gut) 100-90%; 2 (gut) 89-80%; 3 (befriedigend), 79-70%; 4 (genügend) 69-60%; 5 (nicht genügend) 59-0%.
Attendance (max. 2 absences)
1) Presenting an approach (20%)
2) Written exam part 1, no materials permitted (20%)
3) Written exam part 2, open book (40%)
Course work (20%) must be done in addition to the three named parts; three out of the four parts must be positive.
Grading scale: 1 (sehr gut) 100-90%; 2 (gut) 89-80%; 3 (befriedigend), 79-70%; 4 (genügend) 69-60%; 5 (nicht genügend) 59-0%.
Prüfungsstoff
Topics covered in class (see Ziele, Inhalte und Methode/course schedule)
Literatur
Hall, Graham. 2016. “Method, methods and methodology: Historical trends and current debates”. In Hall, Graham (Ed.). The Routledge handbook of English language teaching. London: Routledge. Ch. 15.
Hinkel, Eli. (Ed.). 2005. Handbook of research in second language teaching and learning. Mahwah, NJ: Lawrence Erlbaum.
Richards, Jack C.; Rodgers, Theodore, S. 2014. Approaches and methods in language teaching (3rd ed.). Cambridge: Cambridge University Press.
Widdowson, Henry G. 2003. Defining issues in English language teaching. Oxford: Oxford University Press.Plus reading provided in class and on the Moodle platform.
Hinkel, Eli. (Ed.). 2005. Handbook of research in second language teaching and learning. Mahwah, NJ: Lawrence Erlbaum.
Richards, Jack C.; Rodgers, Theodore, S. 2014. Approaches and methods in language teaching (3rd ed.). Cambridge: Cambridge University Press.
Widdowson, Henry G. 2003. Defining issues in English language teaching. Oxford: Oxford University Press.Plus reading provided in class and on the Moodle platform.
Gruppe 7
max. 25 Teilnehmer*innen
Sprache: Englisch
Lernplattform: Moodle
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
Freitag
28.06.
16:00 - 18:00
Besprechungsraum Anglistik UniCampus Hof 8 3E-O2-07
Mittwoch
11.09.
15:00 - 20:00
Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
Samstag
14.09.
09:00 - 14:00
Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
Donnerstag
03.10.
15:00 - 20:00
Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
Freitag
04.10.
15:00 - 20:00
Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
Ziele, Inhalte und Methode der Lehrveranstaltung
Contents and aims
The course focuses on the three main categories of ELT methodology: language, learning and teaching. Student teachers of English understand new developments and controversial issues in the field of English language teaching. Additionally they are assisted in the process of self-evaluating their professional development.
We will discuss the following topics:
- The relevance of theory for teaching practice;
- EFL teaching as a profession;
- Learner differences, learner training, learner-focused teaching;
- Connections between the CEFR, educational standards, ELP & EPOSTL, E8 Standards testing, and the "Neue Matura";
- A critical look at communicative language teaching and current trends, including topics like ELF, multilingual classrooms; authenticity of materials etc.
- Approaches to EFL teaching: trying out and evaluating selected approaches & methods to EFL teaching; issues of a post-method era.
Methods
Group activities, discussions, short presentations by the lecturer and by students, peer teaching sessions.
The course focuses on the three main categories of ELT methodology: language, learning and teaching. Student teachers of English understand new developments and controversial issues in the field of English language teaching. Additionally they are assisted in the process of self-evaluating their professional development.
We will discuss the following topics:
- The relevance of theory for teaching practice;
- EFL teaching as a profession;
- Learner differences, learner training, learner-focused teaching;
- Connections between the CEFR, educational standards, ELP & EPOSTL, E8 Standards testing, and the "Neue Matura";
- A critical look at communicative language teaching and current trends, including topics like ELF, multilingual classrooms; authenticity of materials etc.
- Approaches to EFL teaching: trying out and evaluating selected approaches & methods to EFL teaching; issues of a post-method era.
Methods
Group activities, discussions, short presentations by the lecturer and by students, peer teaching sessions.
Art der Leistungskontrolle und erlaubte Hilfsmittel
Assessment and permitted materials
Course work (active participation in class activities, regular reading & other assignments, participation in online discussions & moodle activities, etc.); presenting an approach (group presentation/peer teaching); two-part written exam.
Course work (active participation in class activities, regular reading & other assignments, participation in online discussions & moodle activities, etc.); presenting an approach (group presentation/peer teaching); two-part written exam.
Mindestanforderungen und Beurteilungsmaßstab
Minimum requirements and assessment criteria
Attendance (max. 2 absences)
1) Presenting an approach (20%)
2) Written exam part 1, no materials permitted (20%)
3) Written exam part 2, open book (40%)
Course work must be done in addition to the three named parts; three out of the four parts must be positive.
Grading scale: 1 (sehr gut) 100-90%; 2 (gut) 89-80%; 3 (befriedigend), 79-70%; 4 (genügend) 69-60%; 5 (nicht genügend) 59-0%.
Attendance (max. 2 absences)
1) Presenting an approach (20%)
2) Written exam part 1, no materials permitted (20%)
3) Written exam part 2, open book (40%)
Course work must be done in addition to the three named parts; three out of the four parts must be positive.
Grading scale: 1 (sehr gut) 100-90%; 2 (gut) 89-80%; 3 (befriedigend), 79-70%; 4 (genügend) 69-60%; 5 (nicht genügend) 59-0%.
Prüfungsstoff
Topics covered in class (see course schedule)
Literatur
Reading provided in class and on the Moodle platform
Zuordnung im Vorlesungsverzeichnis
Studium: UF 344; BEd 046 / 407
Code/Modul: 629; UF BEd 07.2
Lehrinhalt: 12-4672
Code/Modul: 629; UF BEd 07.2
Lehrinhalt: 12-4672
Letzte Änderung: Mo 07.09.2020 18:51
The course focuses on the three main categories of ELT methodology: language, learning and teaching. Student teachers of English understand new developments and controversial issues in the field of English language teaching. Additionally they are assisted in the process of self-evaluating their professional development.
We will discuss the following topics:
- The relevance of theory for teaching practice;
- EFL teaching as a profession;
- Learner differences, learner training, learner-focused teaching;
- Connections between the CEFR, educational standards, ELP & EPOSTL, E8 Standards testing, and the "Neue Matura";
- A critical look at communicative language teaching and current trends, including topics like ELF, multilingual classrooms; authenticity of materials etc.
- Approaches to EFL teaching: trying out and evaluating selected approaches & methods to EFL teaching; issues of a post-method era.
MethodsThis course can only offer a survey of the vibrant research field(s) concerned with language teaching methodology. Focusing on the three central factors language, learning and teaching we will discuss the following topics:• Approaches to EFL teaching: trying out and evaluating selected approaches to EFL teaching plus “the post-method era”
o Critical evaluation of CLT
o English as a lingua franca and its influence on teaching
• Principle of research-based teaching: The relevance of "theory" for teaching practice; EFL teaching as a profession
• Principle of accountability in teaching: Connection between CEFR, educational standards, ELP & EPOSTL, E8 standards testing, and “Neue Matura”
• Principle of inclusion: multilingual classroom, diversely able studentsGroup activities, discussions, short presentations by the lecturer and by students, peer teaching sessions.