Course: Methodology of the English Language 3

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Course title Methodology of the English Language 3
Course code KAJ/DI3NM
Organizational form of instruction Seminary
Level of course Master
Year of study not specified
Semester Winter
Number of ECTS credits 2
Language of instruction Czech
Status of course Compulsory
Form of instruction Face-to-face
Work placements Course does not contain work placement
Recommended optional programme components None
Course availability The course is available to visiting students
Lecturer(s)
  • Koutská Iva, PhDr. Ph.D.
  • Khodaverdi Neda, Mgr. Ph.D.
  • Peldová Petra, Mgr. Ph.D.
  • Grzinčič Dagmar, Mgr.
Course content
Programme: Day-time students (14 weeks, 1 hour-seminar or 7 weeks (biweekly organized), 2 hour-seminar) 1. Testing: types of tests, language test construction. 2. Assessment: purposes and procedures. 3. Resources and materials: choice and evaluation. 4. Motivation, activating strategies to foster motivation. 5. Teaching methods: pre- and post-method era. 6. Development of cultural awareness. 7. Learner autonomy growth. Part-time students According to the number of teaching sessions, the topics will be distributed to ca three to four blocks. The content will be the same as for the day-time students. 1. Testing + assessment. 2. Motivation + resources and materials 3. Teaching methods 4. Learner autonomy + cultural awareness Compulsory literature: Gower, Roger, et al. 2005. Teaching Practice Handbook. Oxford: Macmillan. Harmer, Jeremy. 2015. The practice of English Language Teaching. Harlow: Pearson Education Limited. Scrivener, Jim. 2011. Learning Teaching. London: Macmillan. Ur, Penny. 2012. A Course in Language Teaching. Cambridge, New York: CUP. Recommended literature: Alderson, Charles, Clapham, Caroline, and Dianne Wall. 1995 Language Test Construction and Evaluation. Cambridge: CUP. Bachman, Lyle. 1990. Fundamental Considerations in Language Testing. Oxford: Oxford University Press. Bachman, Lyle, and Barbara Damboeck. 2018. Language Assessment for Classroom Teachers. Oxford: Oxford University Press. Byram, Michael, and Hu Adelheit. 2013. Routledge Encyclopaedia of Language Teaching and Learning. New York: Routledge.. Celce-Murcia, Marianne. 2014. Teaching English as a Second or Foreign Language. Boston: Heinle Cengage Learning. Corbett, John. 2010. Intercultural Language Activities. Cambridge: Cambridge University Press. Dörnyei, Zoltán. 2001. Motivational strategies in the language classroom. Cambridge: Cambridge University Press. Eunice, Eunhee, Jang. 2014. Focus on Assessment. Oxford: Oxford University Press. Howatt, Anthony, and Henry Widdowson. A History of ELT. Oxford: Oxford University Press. Morrison, Brian, and Diego Navarro. 2014. The Autonomy Approach. Delta Publishing. McNamara, Tim. 2000. Language Testing. Oxford: Oxford University Press. Popova, Maria, and David Seymour. 2005. 700 Classroom Activities. London: Macmillan Education. Scharle, Agota, and Anita Szabó. 2005. Learner Autonomy. Cambridge: Cambridge University Press.

Learning activities and teaching methods
Self-study (text study, reading, problematic tasks, practical tasks, experiments, research, written assignments), Demonstration, Seminár
Learning outcomes
The aim of the course is to get students acquainted with the principles of assessment and testing, including test preparation and their use in teaching. Focus is put on the preparation of teaching materials and their adaptation, arousing and maintaining pupils' motivation and on developing pupils' autonomy, i.e. learners' autonomy. Students will get further information about the development of learning theories and teaching methods and approaches and will work further with their cultural awareness.
The gradual development of teaching skills in courses DI1NM to DI4NM leads to the competence to teach English at the lower secondary level or the secondary level.
Prerequisites
The completion of the course DI1NM and DI2NM.

Assessment methods and criteria
Student's performance analysis, Practical demonstration of acquired skills, Test

Day-time students: Credit Requirements: - Class attendance (Two sessions of absences are allowed. Email me in advance if you need to be absent.) - Active class participation (includes some extra assignments). - Ongoing project: Read a scholarly article on Moodle about the course topics biweekly and write a summary of it. The summary should be uploaded to Moodle one day before the seminar session every other week. The content of the article will be discussed in the seminar session. - Ongoing project: Microteaching + feedback to microteaching activities of other students - Credit tests (midterm, final) Online mode: - Presence in online Google Meet sessions (two absences are allowed- email your teacher in advance if you want to be absent) - Active participation in online Google Meet sessions - Following Moodle session by session Part-time students should cover the same requirements in both online and/or in-person modes. Additional resources (see Resources or Content) will be available on the Moodle - to be checked and followed regularly.
Recommended literature
  • Gower, Roger, et al. Teaching Practice Handbook. Oxford: Macmillan, 2005.
  • Harmer, J. The Practice of English Language Teaching. Harlow, 2015.
  • Scrivener, J. Learning Teaching. London, 2011.
  • Ur, Penny. A Course in Language Teaching.. Cambridge, New York: CUP, 2012.


Study plans that include the course
Faculty Study plan (Version) Category of Branch/Specialization Recommended year of study Recommended semester