Techniques of Learning and Teaching Foreign Languages 340-AS1-1UNE

1.Language components and their role in the process of FL learning and teaching
2. Teaching aids in learning and teaching language components
3.Approaches to teaching new language items
4.Techniques used for developing components of language (T and L-centered techniques)
5. Vocabulary learning and teaching
6.Designing exercises for improving vocabulary
7.Learning and teaching grammar
8.Designing exercises for improving grammar
9. Learning and teaching phonetics, orthography and spelling
10. Selecting and evaluating techniques offered in reference materials used for self-study and for teaching elements of language

1.Language components and their role in the process of FL learning and teaching
2. Teaching aids in learning and teaching language components
3.Approaches to teaching new language items
4.Techniques used for developing components of language (T and L-centered techniques)
5. Vocabulary learning and teaching
6.Designing exercises for improving vocabulary
7.Learning and teaching grammar
8.Designing exercises for improving grammar
9. Learning and teaching phonetics, orthography and spelling
10. Selecting and evaluating techniques offered in reference materials used for self-study and for teaching elements of language

1.Language components and their role in the process of FL learning and teaching
2. Teaching aids in learning and teaching language components
3.Approaches to teaching new language items
4.Techniques used for developing components of language (T and L-centered techniques)
5. Vocabulary learning and teaching
6.Designing exercises for improving vocabulary
7.Learning and teaching grammar
8.Designing exercises for improving grammar
9. Learning and teaching phonetics, orthography and spelling
10. Selecting and evaluating techniques offered in reference materials used for self-study and for teaching elements of language

Carter, R., Nunan, D. 2004. The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: CUP. Chapers 5, 6, 7, 8, 9, 12.
Dakowska, M. 2005. Teaching English as a Foreign Language. A Guide for Professionals. Warszawa: Wydawnictwo Naukowe PWN. Part IV.
Dam, L. 2000. “Why focus on learning rather than teaching? From theory to practice”. In D. Little, L. Dam, & J. Timmer (Eds.), Papers from the IATEFL conference on learner independence, Kraków, 14-16 May 1998 (pp. 18-37). Dublin: CLCS, Trinity College Dublin.
Droździał-Szelest , K. Pawlak , M. (eds.). 2013. Psycholinguistic and Sociolinguistic Perspectives on Second Language Learning and Teaching, Second Language Learning and Teaching. Berlin-Heidelberg: Springer.
Ellis, R. 1997. SLA Research and Language Teaching. NY: OUP.
Harmer, J. 2001. The Practice of English Language Teaching. Third Edition. Completely Revised And Updated. Longman.
Hiebert E.H., M.L. Kamil (Eds.), (2005), Teaching and learning vocabulary: Bringing research to practice. Mahwah, NJ: Erlbaum.
Komorowska, H. 2005. Metodyka nauczania języków obcych. Warszawa: Fraszka Edukacyjna.
Komorowska, H. (red.). 2009. Skuteczna nauka języka obcego. Struktura i przebieg zajęć językowych. Warszawa: CODN.
Komorowska, H. (red.). 2011. Nauka języka obcego w perspektywie ucznia. Warszawa: Oficyna Wydawnicza Łośgraf.
Nation, I. S. (2001). Learning Vocabulary in Another Language. Cambridge: CUP.
Pawlak, M., Derenowski,M., Wolski, B. (red.). 2009. Problemy współczesnej dydaktyki języków obcych. Kalisz: Wydział Pedagogiczno-Artystyczny UAM. Część II i III.
Saville-Troike, M. 2012. Introducing Second Language Acquisition. Cambridge: CUP.
Scrivener J. (2005) (second edition) Learning Teaching. Macmillan.
Tanner, R. and C. Green. (1998) Tasks for Teacher Education. A Reflective Approach. Harlow: Pearson Education.
Tomlinson, B. 2008. English Language Learning Materials. A Critical Review. London: Continuum.

Carter, R., Nunan, D. 2004. The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: CUP. Chapers 5, 6, 7, 8, 9, 12.
Dakowska, M. 2005. Teaching English as a Foreign Language. A Guide for Professionals. Warszawa: Wydawnictwo Naukowe PWN. Part IV.
Dam, L. 2000. “Why focus on learning rather than teaching? From theory to practice”. In D. Little, L. Dam, & J. Timmer (Eds.), Papers from the IATEFL conference on learner independence, Kraków, 14-16 May 1998 (pp. 18-37). Dublin: CLCS, Trinity College Dublin.
Droździał-Szelest , K. Pawlak , M. (eds.). 2013. Psycholinguistic and Sociolinguistic Perspectives on Second Language Learning and Teaching, Second Language Learning and Teaching. Berlin-Heidelberg: Springer.
Ellis, R. 1997. SLA Research and Language Teaching. NY: OUP.
Harmer, J. 2001. The Practice of English Language Teaching. Third Edition. Completely Revised And Updated. Longman.
Hiebert E.H., M.L. Kamil (Eds.), (2005), Teaching and learning vocabulary: Bringing research to practice. Mahwah, NJ: Erlbaum.
Komorowska, H. 2005. Metodyka nauczania języków obcych. Warszawa: Fraszka Edukacyjna.
Komorowska, H. (red.). 2009. Skuteczna nauka języka obcego. Struktura i przebieg zajęć językowych. Warszawa: CODN.
Komorowska, H. (red.). 2011. Nauka języka obcego w perspektywie ucznia. Warszawa: Oficyna Wydawnicza Łośgraf.
Nation, I. S. (2001). Learning Vocabulary in Another Language. Cambridge: CUP.
Pawlak, M., Derenowski,M., Wolski, B. (red.). 2009. Problemy współczesnej dydaktyki języków obcych. Kalisz: Wydział Pedagogiczno-Artystyczny UAM. Część II i III.
Saville-Troike, M. 2012. Introducing Second Language Acquisition. Cambridge: CUP.
Scrivener J. (2005) (second edition) Learning Teaching. Macmillan.
Tanner, R. and C. Green. (1998) Tasks for Teacher Education. A Reflective Approach. Harlow: Pearson Education.
Tomlinson, B. 2008. English Language Learning Materials. A Critical Review. London: Continuum.

Carter, R., Nunan, D. 2004. The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: CUP. Chapers 5, 6, 7, 8, 9, 12.
Dakowska, M. 2005. Teaching English as a Foreign Language. A Guide for Professionals. Warszawa: Wydawnictwo Naukowe PWN. Part IV.
Dam, L. 2000. “Why focus on learning rather than teaching? From theory to practice”. In D. Little, L. Dam, & J. Timmer (Eds.), Papers from the IATEFL conference on learner independence, Kraków, 14-16 May 1998 (pp. 18-37). Dublin: CLCS, Trinity College Dublin.
Droździał-Szelest , K. Pawlak , M. (eds.). 2013. Psycholinguistic and Sociolinguistic Perspectives on Second Language Learning and Teaching, Second Language Learning and Teaching. Berlin-Heidelberg: Springer.
Ellis, R. 1997. SLA Research and Language Teaching. NY: OUP.
Harmer, J. 2001. The Practice of English Language Teaching. Third Edition. Completely Revised And Updated. Longman.
Hiebert E.H., M.L. Kamil (Eds.), (2005), Teaching and learning vocabulary: Bringing research to practice. Mahwah, NJ: Erlbaum.
Komorowska, H. 2005. Metodyka nauczania języków obcych. Warszawa: Fraszka Edukacyjna.
Komorowska, H. (red.). 2009. Skuteczna nauka języka obcego. Struktura i przebieg zajęć językowych. Warszawa: CODN.
Komorowska, H. (red.). 2011. Nauka języka obcego w perspektywie ucznia. Warszawa: Oficyna Wydawnicza Łośgraf.
Nation, I. S. (2001). Learning Vocabulary in Another Language. Cambridge: CUP.
Pawlak, M., Derenowski,M., Wolski, B. (red.). 2009. Problemy współczesnej dydaktyki języków obcych. Kalisz: Wydział Pedagogiczno-Artystyczny UAM. Część II i III.
Saville-Troike, M. 2012. Introducing Second Language Acquisition. Cambridge: CUP.
Scrivener J. (2005) (second edition) Learning Teaching. Macmillan.
Tanner, R. and C. Green. (1998) Tasks for Teacher Education. A Reflective Approach. Harlow: Pearson Education.
Tomlinson, B. 2008. English Language Learning Materials. A Critical Review. London: Continuum.

REQUIREMENTS FOR GETTING THECREDIT:
During the course you can collect maximum 22 points

A. 20 POINTS FOR WHAT YOU HAVE LEARNT:

I. One out of two assignments /presentations listed below (individual work): max. 10 pts.
1. Selecting and using teaching aids for presenting new language items in context – max. 10 pts. Further description of credit receiving assignment presented in materls to the course
or
2: Designing techniques for self-study and teaching of vocabulary – max. 10 pts. Further description of credit receiving assignment presented in materls to the course
You choose one of two assignments printed above.

II. An article on language teaching and/or learning presentation (pair work): max. 10 pts. any recently published article on language learning and/or teaching (subject of the article (of student’s individual choice) has to be related exclusively to topics covered during the course – see the list of topics presented above). The presentations are run throughout the term, not more than one presentation (15 -20 minutes long) during one class. The list with dates and exact presenters will be structured during the very first class. The mark for the presentation depends on presenters’ ability to summarize/select information from the article properly, value of the designed handouts, presentation and linguistic skills of the students, ability of using reference materials and equipment (e.g. Power Point presentations).

NOTE:
1. THE ASSIGNMENTS ARE PRESENTED EITHER DURING CLASSES (IN CASE WHEN CLASSROOM INSTRUCTION TEACHING CONDITIONS ARE IN FORCE) OR SUBMITTED FOR ASSESSMENT AND ONLINE DISCUSSION (IN CASE WHEN DISTANT TEACHING IS IN FORCE).
2. NO MAKNG UP OF THE ASSIGNMENT UNLESS IT WAS ASSESSED AS UNACCEPTABLE.
3. IF THE ASSIGNMENT IS PRESENTED AFTER THE APPOINTED DATE THE MAXIMUM SCORE IS REDUCED TO 8 POINTS.

REQUIREMENTS FOR GETTING THECREDIT:
During the course you can collect maximum 22 points

A. 20 POINTS FOR WHAT YOU HAVE LEARNT:

I. One out of two assignments /presentations listed below (individual work): max. 10 pts.
1. Selecting and using teaching aids for presenting new language items in context – max. 10 pts. Further description of credit receiving assignment presented in materls to the course
or
2: Designing techniques for self-study and teaching of vocabulary – max. 10 pts. Further description of credit receiving assignment presented in materls to the course
You choose one of two assignments printed above.

II. An article on language teaching and/or learning presentation (pair work): max. 10 pts. any recently published article on language learning and/or teaching (subject of the article (of student’s individual choice) has to be related exclusively to topics covered during the course – see the list of topics presented above). The presentations are run throughout the term, not more than one presentation (15 -20 minutes long) during one class. The list with dates and exact presenters will be structured during the very first class. The mark for the presentation depends on presenters’ ability to summarize/select information from the article properly, value of the designed handouts, presentation and linguistic skills of the students, ability of using reference materials and equipment (e.g. Power Point presentations).

NOTE:
1. THE ASSIGNMENTS ARE PRESENTED EITHER DURING CLASSES (IN CASE WHEN CLASSROOM INSTRUCTION TEACHING CONDITIONS ARE IN FORCE) OR SUBMITTED FOR ASSESSMENT AND ONLINE DISCUSSION (IN CASE WHEN DISTANT TEACHING IS IN FORCE).
2. NO MAKNG UP OF THE ASSIGNMENT UNLESS IT WAS ASSESSED AS UNACCEPTABLE.
3. IF THE ASSIGNMENT IS PRESENTED AFTER THE APPOINTED DATE THE MAXIMUM SCORE IS REDUCED TO 8 POINTS.

REQUIREMENTS FOR GETTING THECREDIT:
During the course you can collect maximum 22 points

A. 20 POINTS FOR WHAT YOU HAVE LEARNT:

I. One out of two assignments /presentations listed below (individual work): max. 10 pts.
1. Selecting and using teaching aids for presenting new language items in context – max. 10 pts. Further description of credit receiving assignment presented in materls to the course
or
2: Designing techniques for self-study and teaching of vocabulary – max. 10 pts. Further description of credit receiving assignment presented in materls to the course
You choose one of two assignments printed above.

II. An article on language teaching and/or learning presentation (pair work): max. 10 pts. any recently published article on language learning and/or teaching (subject of the article (of student’s individual choice) has to be related exclusively to topics covered during the course – see the list of topics presented above). The presentations are run throughout the term, not more than one presentation (15 -20 minutes long) during one class. The list with dates and exact presenters will be structured during the very first class. The mark for the presentation depends on presenters’ ability to summarize/select information from the article properly, value of the designed handouts, presentation and linguistic skills of the students, ability of using reference materials and equipment (e.g. Power Point presentations).

NOTE:
1. THE ASSIGNMENTS ARE PRESENTED EITHER DURING CLASSES (IN CASE WHEN CLASSROOM INSTRUCTION TEACHING CONDITIONS ARE IN FORCE) OR SUBMITTED FOR ASSESSMENT AND ONLINE DISCUSSION (IN CASE WHEN DISTANT TEACHING IS IN FORCE).
2. NO MAKNG UP OF THE ASSIGNMENT UNLESS IT WAS ASSESSED AS UNACCEPTABLE.
3. IF THE ASSIGNMENT IS PRESENTED AFTER THE APPOINTED DATE THE MAXIMUM SCORE IS REDUCED TO 8 POINTS.