AJU5202 Aspects of Language for EFL Teachers

Faculty of Arts
Autumn 2021
Extent and Intensity
0/0/0. 4 credit(s). Type of Completion: zk (examination).
Teacher(s)
doc. Mgr. František Tůma, Ph.D. (lecturer)
Mgr. et Mgr. Adéla Červenková (lecturer)
Mgr. Nikola Kupčíková (lecturer)
Mgr. David Ryška (lecturer)
Guaranteed by
doc. Mgr. František Tůma, Ph.D.
Department of English and American Studies – Faculty of Arts
Contact Person: Tomáš Hanzálek
Supplier department: Department of English and American Studies – Faculty of Arts
Timetable
each even Friday 12:00–13:40 J22
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.

The capacity limit for the course is 35 student(s).
Current registration and enrolment status: enrolled: 1/35, only registered: 0/35
fields of study / plans the course is directly associated with
Course objectives
The aim of the course is to seek connections between the theory and practice of EFL didactics from the perspective of selected linguistic structures. Suggestions from practical guides for foreign language teaching will be contrasted with the findings of relevant research carried out in classroom contexts. Language teaching will be viewed both from the traditional external perspective as well as the internal perspective, i.e. teaching viewed as interaction. Options of presenting a variety of grammar points at different levels will be discussed, typical difficulties encountered by learners examined and possibilities of preparing lesson plans and teaching selected aspects of language analyzed.
Learning outcomes
After completing the course, a student will be able to: 1. Identify general principles of instructed language acquisition; 2. Analyze and assess a variety of language teaching aspects, such as linguistic and pragmatic aspects of learner language; 3. Analyze and critically evaluate the language of authentic and published teaching materials, select and adapt such materials for classroom use; 4. Select adequate methodological options for teaching selected grammar points on the basis of their analysis; 5. Identify typical problem areas in samples of learners´ language and address them in the classroom, apply contrastive and error analysis, computer-aided error analysis and use native and learner language corpora in the classroom, focus on fossilized and L1 interference errors in the classroom; 6. Reflect on their teaching experience and seek ways of further professional development; 7. Read and critically assess published research in English language teaching, apply research-based guidelines on decision making in language teaching;
Syllabus
  • 1. Revising general principles of instructed language acquisition and learning; 2. Explicit grammar and vocabulary teaching: linguistic analysis of the content, deductive versus inductive presentation of structures; presentation techniques for selected structures; 3. Linguistic analysis of learner spoken and written production, implications for teaching, addressing fossilization and L1 interference-related errors; 4. The use of native and learner corpora in the language classroom; 5. Pragmatic and sociolinguistic aspects of interaction among peers in communicative activities and tasks; 6. Analysis of input and conditions that enhance learning: the language of authentic and published materials, teacher-talk; 7. Linguistic and pragmatic aspects of corrective feedback;
Literature
    required literature
  • Hall, N. & Shepheard, J. (2008). The anti-grammar grammar book: a teacher’s resource book of discovery activities for grammar teaching. Brighton: ELB publishing. ISBN 978-0-9522808-5-9
  • Ellis, R. & Shintani, N. (2014). Exploring Language Pedagogy through Second Language Acquisition Research. London: Routledge, Taylor & Francis Group. ISBN 978-0-415-51973-1.
  • Parrott, M. (2010). Grammar for English Language Teachers. 2nd ed. Cambridge: Cambridge University Press, 2010. ISBN 978-0-521-71204-0
  • Gerngross, G., Puchta, H. & Thornbury, S. (2006). Teaching Grammar Creatively. Innsbruck: Helbling Languages. ISBN 978-3-902504-29-6
    recommended literature
  • Swan, M., & Smith, B. (2001). Learner English: a teacher´s guide to interference and other problems. 2nd edition. Cambridge: Cambridge University Press. ISBN 0-521-77939-1
  • Harmer, J. (2007). The Practice of English Language Teaching. 4th edition. Harlow: Longman ISBN 978-1-4058-5311-8
  • Harwood, N. (2010). English Language Teaching Materials Theory and Practice. Cambridge: Cambridge University Press. ISBN 978-0521121583
  • Ur, P. (2011). Grammar teaching research,theory and practice. In E. Hinkel (ed.). Handbook of Research in Second Language Teaching and Learning. Volume II (pp. 507-22). New York: Routledge. ISBN 978-0-415-99872-7
  • Thornbury , S. (2007). How to Teach Vocabulary. Harlow: Pearson Education Limited. ISBN 978-0-582-42966-6
  • Ur, P. (1996). A course in English Language Teaching. Cambridge: Cambridge University Press. ISBN 978-1-107-68467-6
  • Corder, S. P. (1984). The significance of learners’ errors. In J. Richards (Ed.), Error analysis. Perspectives on second language acquisition. (s. 19–27). Longman
  • Granger, S., Hung, J., & Petch-Tyson, S. (Ed.) (2002), Computer learner corpora, second language acquisition, and foreign language teaching. Amsterdam: John Benjamins Publishing Company. ISBN 1-58811-294-2
  • McCarthy, M., & Carter, R. (1994). Language as discourse: perspectives for language teaching. Longman.ISBN 0-582-08424-5
  • Walsh, S. (2013). Classroom discourse and teacher development. Edinburgh: Edinburgh University Press. ISBN 978-0-7486-4517-6
  • Thornbury, S. (2016). About Language: tasks for teachers of English. Cambridge: Cambridge University Press. ISBN 978-1-107-66719-8
  • Ur, P. & Thornbury, S. (2016). Penny Ur’s 100 Teaching Tips. Cambridge: Cambridge University Press. ISBN 978-1-316-50728-5
  • Kerr, P. & Thornbury, S. (2014). Translation and Own-language Activities. Cambridge: Cambridge University Press . ISBN 978-1-107-64578-3
  • Ellis, R., & Barkhuizen, G. (2005). Analysing learner language. Oxford: Oxford University Press. ISBN 0-19-431634-3
Teaching methods
Lectures, class discussion, micro-teaching a selected aspect of language, analysing samples of learner language and suggesting effective error-correction techniques.
Assessment methods
Attendance is compulsory. In order to pass the course, students will have to actively participate in discussions, they will submit error analysis and micro-teach selected aspects of language to their peers.
Language of instruction
English
Further comments (probably available only in Czech)
The course is taught annually.
Information on the extent and intensity of the course: blokově (13 hodin za semestr).
The course is also listed under the following terms Autumn 2022, Autumn 2023, Autumn 2024.
  • Enrolment Statistics (Autumn 2021, recent)
  • Permalink: https://is.muni.cz/course/phil/autumn2021/AJU5202