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Lecturer(s)
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Horníčková Beata, PhDr. Ph.D.
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Course content
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- Introduction to the study of SLA and psycholinguistics. - L1 and L2 acquisition. - Biological bases of language acquisition. - Child cognitive development and language. - Language input. - Language output and interaction. - Implicit and explicit learning. - Memory and vocabulary acquisition. - Affective and individual factors.
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Learning activities and teaching methods
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- Participation in classes
- 28 hours per semester
- Term paper
- 20 hours per semester
- Preparation for course credit
- 12 hours per semester
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| learning outcomes |
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| Knowledge |
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| the basic concepts of foreign language education and the relationships between them |
| the basic concepts of foreign language education and the relationships between them |
| the needs of younger school-age students in relation to English language teaching as a foreign language |
| the needs of younger school-age students in relation to English language teaching as a foreign language |
| the principles of teaching English as a foreign language to younger school-age students |
| the principles of teaching English as a foreign language to younger school-age students |
| differences between first and foreign language acquisition |
| differences between first and foreign language acquisition |
| key theories and authors of foreign language acquisition |
| key theories and authors of foreign language acquisition |
| Skills |
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| explain the basic concepts of foreign language education and the relationships between them |
| explain the basic concepts of foreign language education and the relationships between them |
| set appropriate goals for foreign language education for younger school-age students |
| set appropriate goals for foreign language education for younger school-age students |
| use suitable methods for teaching English as a foreign language to younger school-age students |
| use suitable methods for teaching English as a foreign language to younger school-age students |
| interpret selected theories of language acquisition |
| interpret selected theories of language acquisition |
| apply theoretical concepts to simple examples of language behavior |
| apply theoretical concepts to simple examples of language behavior |
| teaching methods |
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| Knowledge |
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| Text analysis |
| Text analysis |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Methods for working with texts (Textbook, book) |
| Methods for working with texts (Textbook, book) |
| Students working in pairs |
| Students working in pairs |
| Lecturing |
| Lecturing |
| Skills |
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| Demonstration |
| Demonstration |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Individual work of students |
| Individual work of students |
| Dealing with situational issues - learning in situations |
| Dealing with situational issues - learning in situations |
| Students working in pairs |
| Students working in pairs |
| assessment methods |
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| Knowledge |
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| Analysis of a presentation given by the student |
| Analysis of a presentation given by the student |
| Analysis of seminar paper |
| Analysis of seminar paper |
| Preparation of a presentation, giving a presentation |
| Preparation of a presentation, giving a presentation |
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Recommended literature
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Ellis, R. Second Language Acquisition (9th ed.). Oxford: Oxford University Press, 2003.
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Ferlazzo, L., & Sypnieski, H. K. The ESL / ELL Teacher's Survival Guide: Ready-to-Use Strategies, Tools, and Activities for Teaching English Language. Oxford, 2012.
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Krashen, S. Principles and Practice in Second Language Acquisition. London: Pergamon Press Inc., 1982.
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Lightbown, P., & Spada, N. M. How languages are learned (4th ed.). Oxford University Press, 2013.
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Pokrivčáková, S. Modern Teacher of English. Nitra. 2012.
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Pokrivčáková, S. Teaching Techniques for Modern Teachers of English. Nitra, 2013.
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Slattery, M., & Willis. J. English Primary Teachers. London, 2010.
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