FF:UZAJ5045 Methodology III - Course Information

UZAJ5045 Practical Methodology III

Extent and Intensity

0/2/0. 2 credit(s). Type of Completion: z (credit).

Teacher(s)

James Edward Thomas, M.A. (lecturer)

Guaranteed by

Jeffrey Alan Vanderziel, B.A.
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 12:30–14:05 G31

Prerequisites

UZAJ5033 Methodology I && UZAJ5032 Language Acquisition && UZAJ5031 Language for Teachers
UZAJ2033 ELT Methodology I

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 20 student(s).
Current registration and enrolment status: enrolled: 0/20, only registered: 0/20

fields of study / plans the course is directly associated with

• Upper Secondary School Teacher Training in English Language and Literature (programme FF, N-SS)

Course objectives

This course is taught concurrently with UZAJ2034 ELT Methodology II, both of them building on UZAJ2033 ELT Methodology I. Methodology III deals with broader issues in language teaching. While the trainees are doing Methodology II and III, they are undertaking the course UZAJ203 - Practice teaching.
By the end of this course, trainees should have an understanding of key issues and elements of language testing and assessment. They should be able to construct and conduct quality tests and assessments.
Trainees gain knowledge and skills in key aspects of using ICT in language teaching
Trainees refine their view of language per se which allows them to create lessons that integrate skills and systems. This leads to quality materials design
Trainees become familiar with key concepts such error correction, feedback, fluency and accuracy, double processing, task-based learning
Trainees become familiar with modes of fostering learner independence, a.k.a learning to learn
Through the process of designing a whole course, trainees get to hypothetically realise the plethora of language learning methods and procedures that they have become familiar with and make principled choices
ultimately trainees learn that every practical thing they do in the classroom has a reason founded in theory.

Syllabus

• Seminars will run with maximum student participation and input. First, for the sake of everything else we do in this subject, we begin by exploring ICT use for teachers in terms of administration and lesson preparation, for student activities that are based on constructionist and constructivist principles as well as those central to interaction. Further exemplification of corpus use follows. [approx 3 weeks]
• The rationale of "Learning to learn" and associated activities. [1 week]
• Aspects of testing, how to create and conduct, issues of validity and reliability, the value of can-do statements. [approx 3 weeks]
• Materials design - catering for student needs, ensuring student interaction, Bloom's taxonomy aware activity types [approx 3 weeks]
• Whole course design as an expression of all that has been learnt in the methodology courses.[approx 3 weeks]

Literature

• BROWN, H. Douglas. Teaching by principles : an interactive approach to language pedagogy. 3rd ed. White Plains: Pearson Education, 2007, xvii, 569. ISBN 9780136127116. info

Teaching methods

Seminars using loop input where possible. Students involved in problem solving tasks, task-based learning, participating in demonstration lessons and analysing them, giving their own presentations, producing sample work based on input, preparation for practice teaching.

Assessment methods

Group presentation Terminology test Attendance is compulsory.

Language of instruction

English

Further Comments

Study Materials
The course is taught annually.

• Enrolment Statistics (Autumn 2012, recent)
  
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