Pedagógus szakvizsga Angoltanári szakirány képzési programja

Átírás

1 Pedagógus szakvizsga Angoltanári szakirány képzési programja A 0/06-os OKM-rendelet 2. számú Mellékletében szereplő c.) pont szerinti választható ismeretkörök (55 kredit) A pedagógus szakvizsga angoltanári szakirány felelős egysége a PTE BTK Angol Alkalmazott Nyelvészeti Tanszéke, a program felelőse Dr. Nikolov Marianne és Dr. Jankovits László A programban közreműködők: Neveléstudományi Intézet és az Anglisztika Intézet A tantárgy Szakvizsga Vezető Óra- Kre- Követel- Félév Felelős oktató neve tanári szám dit mény Research Methodology gyakorlati 3 Nikolov Marianne in Language Pedagogy Assessing Foreign gyakorlati 3 Szabó Gábor Language Performance Content and Language + + gyakorlati 3 Lugossy Réka Integrated Learning Individual Differences + + kollokvium 4 Szabó Gábor in SLA New Englishes + + gyakorlati 4 Hegedűs Irén Óraszám összesítése: 35 Speciális szakirányú ismeretek Pedagogical Grammar + gyakorlati 3 Martsa Sándor Narratives in TEFL + gyakorlati 4 Lugossy Réka Teaching Culture + 6 gyakorlati 3 Fodor Mónika Összesen: (Óraszám/kredit) Készítette: Dr. Nikolov Marianne és Dr. Martsa Sándor

2 Research Methodology in Language Pedagogy 30 Research methodology develops students research skills in applied linguistics and language pedagogy. It provides an overview of the most widely used approaches in qualitative and quantitative research design and mixed methods in the social sciences, as well as in applied linguistic enquiries and in classroom research. Students will gain insight into how research is designed; what types of areas are researched and how; how data are collected and coded; how they are analyzed and presented. They will also explore how further research can be designed. They will need to conduct their own project as part of the course. Chapters from the following sources: Brown, D. J. (02). Doing second language research. Oxford: Oxford University Press. Dörnyei, Z. (0). Research methods in applied linguistics. Oxford: Oxford University Press. Duff, P. (02). Research approaches in applied linguistics. In R. B. Kaplan (Ed.), The Oxford handbook of applied linguistics (pp.3-23). Oxford: Oxford University Press. Mackey, A., & Gass, S. (05). Second language research: Methodology and design. Mahwah, NJ: Lawrence Erlbaum. TESOL Quarterly Research Guidelines at Tantárgyért felelős oktató: Dr. Nikolov Marianne Oktatók: Dr. Nikolov Marianne, Dr. Horváth József, Lehmann Magdolna 2

3 Tantárgy neve Assessing Foreign Language Performance 30 The purpose of this course is to provide an insight into various aspects of assessing foreign language performance. Priorities will include practical assessment practices of the four skills as well as the theoretical bases for language testing research. Students will also acquaint themselves with the research methodology of the field as well as the most important documents on language assessment and proficiency exams, including the schoolleaving exam. Students will design and analyze different test types and ways of applying them both or progress and proficiency assessment. Alderson, J. C., Clapham, C. & Wall, D. (995). Language test construction and evaluation. Cambridge: Cambridge University Press. Council of Europe (0). Common European framework of reference. Cambridge: Cambridge University Press. Hughes, A. (03). Testing for language teachers (2nd Ed.). Cambridge: Cambridge University Press. McNamara, T.F. (996) Measuring second language performance. London and New York: Longman. Tantárgyért felelős oktató: Dr. Szabó Gábor Oktatók: Dr. Szabó Gábor, Lehmann Magdolna 3

4 Content and Language Integrated Learning The course will explore the concepts of bilingual education, cross-curricular approaches, comprehensible input, content-based instruction and immersion programmes for different age groups ranging from young learners to adults. Students will analyze uses of authentic materials, read on and discuss the problems of teaching English for specific purposes and recent developments in CLIL. Students will be required to observe CLIL classes along prescribed observation foci in both primary and secondary schools. They will find, adapt and apply authentic texts from a variety of curricular areas, design tasks for developing the four skills, vocabulary and grammar, and pilot them in small groups in microteaching settings. The final assignment will be based on findings of the piloting of students teaching materials in a classroom-based project with a chosen group of EFL learners. Brinton, C., Snow, M.A., & Wesche, M. B. (03). Content-based second language instruction. Ann Arbor: University of Michigan Press. Gibbons, B. (08). Elementary preservice teachers' utilization of English language development instructional strategies in the teaching of Science to English learners. Multicultural Education. Retrieved on May 6 from tion_of_english_language_development_instructional_strategies/ Martin, R., Sexton, C., Franklin, & Gerlovich, J. (05). Teaching science for all children: Inquiry methods for constructing understanding. Boston: Pearson Education. Marsh, D. (02). Content and language integrated learning: The European dimension - actions, trends and foresight potential. Stryker, S. B., & Leaver, B.L. (99). Content-based instruction in for foreign language education. Washington, D.C.: Georgetown University Press. Tantárgyért felelős oktató: Dr. Nikolov Marianne Oktatók: Dr. Nikolov Marianne, Dr. Lugossy Réka 4

5 Individual Differences in SLA Előadás Kollokvium The study of individual differences is crucial for both in- and pre-service teachers. The course provides an overview of the most important focal points in the area of language learner characteristics. Students will study how affective, cognitive and social variables contribute to SLA and how these areas have been explored in language pedagogy. Discussions will cover psycholinguistic research on language learners in the Hungarian as well as in other contexts. Doughty, C., & Long, M. H. (03). The scope of inquiry and goals of SLA. In C. Doughty, & M. Long (Eds.), The handbook of second language acquisition (pp. - 6). Oxford: Blackwell Publishing. Ellis, R. (994). The study of second language acquisition (pp. -45). Oxford: OUP. Ricento, T. (05). Considerations of identity in L2 learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp ). Mahwah, NJ: Lawrence Erlbaum. Robinson, P. (02). Learning conditions, aptitude complexes and SLA: A framework for research and pedagogy. In P. Robinson (Ed.), Individual differences and instructed language learning (pp.3-36). Amsterdam: John Benjamins. Dörnyei, Z. (05). The psychology of the language learner. London: Lawrence Erlbaum. McGroarty, M. (0). Situating second language motivation. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 69-9). Honolulu: University of Hawai i, Second Language Teaching and Curriculum Center. Gardner, R. (0). Integrative motivation: past, present and future. Skehan, P. (998). The role of memory and lexical learning In: A cognitive approach to language learning (pp. 2-42). Oxford: Oxford University Press. Sparks, R., & Ganschow, L. (0). Aptitude for learning a foreign language. Annual Review of Applied Linguistics Pavlenko, A. (05). Bilingualism and thought. In J. Kroll & A. De Groot. (Eds.), Handbook of bilingualism: Psycholinguistic approaches (pp ). Oxford: Oxford University Press. Tantárgyért felelős oktató: Dr. Nikolov Marianne Oktató: Dr. Nikolov Marianne, Dr. Szabó Gábor 5

6 New Englishes The course will provide pre- and in-service teachers with theoretical foundations for surveying the social and geographical varieties of English. Basic concepts and notions of dialectology, such as dialect, accent, idiolect, register, pidginization and creolization will be clarified. A survey of the regional and social varieties of English in the British Isles will be followed by a contrastive analysis of the varieties of English spoken outside Europe with special attention to US, Canadian and Australian English. Lesser known varieties like New Zealand English, Black and White South African English, Australian Aboriginal English, Asian varieties and English-based creoles will also be considered. The present and prospective international status of English and its role in the EU will also be discussed. Students will be involved in designing teaching materials on authentic materials in New Englishes. Algeo, John. (ed.) (0): The Cambridge History of the English Language. Volume 6: English in North America. Cambridge: CUP. Burchfield, Robert. (ed.) (994): The Cambridge History of the English Language. Volume 5: English in Britain and Overseas. Cambridge: CUP. Gramley, Stephan & Kurt-Michael Pätzold. (04): A Survey of Modern English. London & New York: Routledge. Kortmann, Bernard-Edgar W. Scheider (eds.) (04): A Handbook of Varieties of English. Vols. -2. Berlin & New York: Mouton de Gruyter. McCrumb, Robert, William Cran & Robert MacNeil. (992): The Story of English. London: Faber & Faber. (Chpt.9: The New Englishes) Tantárgyfelelős: Dr. Hegedűs Irén Oktató: Dr. Hegedűs Irén, Dr. Martsa Sándor 6

7 Pedagogical Grammar The course aims to explore those fields of English grammar that are especially important from the point of view of teaching English as a foreign language in Hungary. Drawing on what students have already learnt on BA grammar lessons, it focuses, in a comparative manner, on the pedagogical aspects of mastering pronunciation and intonation, word- and sentence-building in EFL classes. The course also deals with the differences between the grammar of the written and spoken registers and what implications these differences may have for teaching English grammar. Carter, R. & McCarthy, M. J. (06). Cambridge Grammar of English. A Comprehensive Guide. Cambridge: Cambridge University Press. McCarthy, M. J. & Carter, R. (995). Spoken Grammar: What is It and How Do We Teach It.? ELT Journal 49 (3): -28. Hinkel, E. (ed.) (05). Handbook of Research in Second Language Teaching and Learning. Lawrence Erlbaum. (selected chapters) Katamba, F. (05). English Words. Structure, History, Usage. London and New York: Routledge. (selected chapters) Odlin, T. (ed.) (994). Perspectives in Pedagogical Grammar. Cambridge: Cambridge University Press. Tantárgyfelelős: Dr. Martsa Sándor Oktató: Dr. Martsa Sándor, Lehmann Magdolna

8 Narratives in TEFL: Applying Literature The course provides an overview of the uses of narratives and literary texts in cognitive, linguistic, affective and social development, with special focus on their relevance in the lives of EFL learners. It provides insights into how narratives can be applied in EFL. Special attention is paid to extensive reading and how texts contribute to cultural and linguistic development. It also explores narrative inquiry as a research method, in particular for research on language and literacy. The authentic sources students are required to read are both examples of the recent canon as well as contemporary literary texts by British, American, Australian, Irish, Scottish, etc. authors and by authors of English as a lingua franca writing in New Englishes. Students will also gain insights into how popular culture can be integrated in their EFL syllabi. During the seminars students will find narratives that appeal to them. They will practice how different tasks can be designed to allow language learners to benefit from different opportunities offered by narratives for developing the four skills, vocabulary, and different areas of communicative competence. They will need to pilot their tasks in small groups and develop a classroom-based project on how new tasks and materials work with learners (young learners, adolescents, or adults). Bruner, J. (98). Life as narrative. Social Research, (3), 69-. Bruner, J. (996). The culture of education. Cambridge, Massachusetts: Harvard University Press. Kramsch, C. (02). Introduction: How can we tell the dancer from the dance? In C. Kramsch (Ed.), Language acquisition and language socialization (pp. -30). London: Continuum. Krashen, S. (993). The power or reading. Englewood, Colorado: Libraries Unlimited. Schank, R. C., & Abelson, R. P. (995). Knowledge and memory: The real story. In R. S. Jr. Wyer (Ed.), Advances in social cognition. Volume VIII (pp. -85). Hillsdale: Lawrence Erlbaum Associates. Webster, L. & Mertova, P. (0). Using narrative inquiry as a research method. London: Routledge. Tantárgyért felelős oktató: Dr. Nikolov Marianne Oktató: Dr. Lugossy Réka, Dr. Nikolov Marianne 8

9 Teaching Culture 6 The subject explores the major underpinnings and uses of current thought on language and culture. It aims to develop an understanding of how culture as a source of authentic content can be meaningfully integrated into teaching English as a foreign language. Themes emphasize the impact of culture on learning to construct meaning and interact in English while applying the sociocultural paradigms specific to the target language and its speakers. Aspects of intercultural communication and the interaction between language and culture are also integrated into the courses. The course will cover not only contemporary British and American societal issues, but discuss newly emerging areas as well to allow students to understand, interpret and apply them in their professional lives. Students will be required to analyze and design new teaching materials, pilot them in small groups, and write up a classroom-based research project on the processes and the outcomes of their teaching and learning experiences. Byram, M. (989) Cultural Studies in Foreign Language Education. Clevedon: Multilingual Matters. Hall, J. K. (03) Teaching and Researching: Language and Culture. London: Longman. Hinkel, E. (00) Culture in Second Language Teaching and Learning. Cambridge: CUP. Kramsch, C. (993) Context and Culture in Language Teaching. Oxford: OUP. Kriegler-Huber, M., Lázár, I., Strange, J. (03) Mirrors and windows. An intercultural communication textbook. Strasbourg Cedex: Council of Europe Publishing. Lawrence-Lightfoot, S. & Hoffman Davis, J. (02) The Art and Science of Portraiture. San Francisco: Jossey Bass. Lázár, I. (03) Incorporating intercultural communicative competence in language teacher education. Strasbourg Cedex: Council of Europe Publishing. Valdes, J. M. (ed.) (996) Culture Bound. New York: CUP. Whelan-Ariza, E.N. (06). Not for ESOL teachers: What every classroom teacher needs to know about the linguistically, culturally, and ethnically diverse student. Boston: Pearson Education. Tantárgyért felelős oktató: Dr. Fodor Mónika Oktató: Dr. Fodor Mónika 9

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