120003 SE MEd 03: SE Applied Research Seminar (2024W)
Classroom based research in L2 teaching and learning
Continuous assessment of course work
Labels
MIXED
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Mo 09.09.2024 12:00 to Mo 23.09.2024 12:00
- Deregistration possible until Th 31.10.2024 23:59
Details
max. 20 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
- Saturday 05.10. 10:00 - 13:00 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
- Monday 14.10. 17:00 - 20:00 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
- N Monday 04.11. 17:00 - 20:00 Digital
- Monday 18.11. 17:00 - 20:00 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
- Monday 02.12. 17:00 - 20:00 Digital
- Monday 16.12. 17:00 - 20:00 Digital
- Monday 20.01. 17:00 - 20:00 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Information
Aims, contents and method of the course
Assessment and permitted materials
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
Minimum requirements and assessment criteria
(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)
Examination topics
There is no exam.
Reading list
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, 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, 112-126.
Association in the course directory
Studium: MEd 046/507
Code/Modul: MEd 03
Lehrinhalt: 12-4830
Code/Modul: MEd 03
Lehrinhalt: 12-4830
Last modified: 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