| Study programme competencies |
| Code | Study programme competences |
| A1 | E01 – Familiarity with the main research models in linguistic research. |
| A2 | E02 – Familiarity with the main resources, tools and methodologies in linguistic research. |
| A3 | E03 – Capacity to reflect on the factors which influence the learning and acquisition of English as a foreign language. |
| A4 | E04 – Familiarity with cognition and processing studies within the scope of research into English linguistics. |
| A5 | E05 – Familiarity with studies related to English for specific purposes and their application to other subject fields. |
| A6 | E06 – Familiarity with studies on variation and linguistic change in the English-speaking domain. |
| A7 | E07 – Ability to analyse different types of discourse and discursive genres, both oral and written, in the English language |
| A8 | E08 – Awareness of the role of English in communication in the different kinds of media. |
| A10 | E10 –Ability to use appropriate techniques for the analysis of artistic and cultural texts in the English-speaking domain. |
| A15 | E15 – Awareness of professional and working environments in which English is used as a means of expression and in which this language has a major role. |
| B1 | CB6 – Students should have the knowledge and understanding necessary to provide a basis or opportunity for originality in the development and/or application of ideas, often in a research context. |
| B2 | CB7 - Students should be able to apply the knowledge acquired and a problem-solving capacity to new or lesser known areas within wider contexts (or multidisciplinary contexts) related to the study area. |
| B3 | CB8 - Students must be able to integrate knowledge and to deal with the complexity of judgement formulation starting with information, which might be incomplete or limited, and which includes reflections on social and ethical responsibilities linked to the application of their knowledge and judgement. |
| B4 | CB9 – Students must be able to communicate their conclusions, as well as the knowledge and reasoning behind them, to both specialized and general audiences in a clear and unambiguous way |
| B5 | CB10 – Students should have the necessary learning skills to allow them to continue studying in a largely autonomous manner. |
| B6 | G01 –The capacity to delve into those concepts, principles, theories or models related with the different fields of English Studies is a necessary skill, as is the ability to solve specific problems in a particular field of study via appropriate methodology. |
| B7 | G02 – Students must be capable of applying the knowledge acquired in the multidisciplinary and multifaceted area of English Studies |
| B8 | G03 – An efficient use of new information technology and communication in English Studies is a necessary skill. |
| B9 | G04 – Students must be able to publicly present their ideas, reports or experiences, as well as give informed opinions based on criteria, external norms or personal reflection. All of this implies having sufficient command of both oral and written academic and scientific language |
| B10 | G05 – Skills related to research and the handling of new knowledge and information in the context of English Studies are to be acquired by students |
| B11 | G06 – Students should be able to develop a critical sense in order to assess the relevance of both existing research in the fields of English Studies, and their own research. |
| B12 | G07 –Linguistic competence (C2 level) in oral and written English must be developed and consolidated. |
| B13 | G08 – Students should become progressively autonomous in the learning process, and in the search for appropriate resources and information, via the use of bibliographic and documentary sources related to English Studies. |
| B14 | G09 – Students are expected to be able to carry out research projects of an academic nature in the different fields of English Studies |
| B15 | G10 – The ability to present and defend a research project using adequate terminology and resources appropriate to the field of study is a skill which should be acquired. |
| Learning aims | |||
| Learning outcomes | Study programme competences | ||
| Developing the four basic skills, with special attention being placed on oral presentation skills. | AR1 AR5 AR6 AR8 AR15 |
BR2 BR4 BR6 BR7 BR8 BR9 BR10 |
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| The use of bibliographical resources, including Internet access to them. | AR4 AR10 |
BR8 BR9 BR13 BR14 |
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| Successful management of students' own time and organization of available resources, establishing priorities, and identifying and correcting errors. | AR7 AR10 |
BR3 BR10 BR13 BR14 BR15 |
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| Reinforcement of the ability to work in cooperative, multidisciplinary and multilingual environments. | AR2 AR3 |
BR1 BR3 BR5 BR11 BR12 BR14 |
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| Contents |
| Topic | Sub-topic |
| 1. Applied Linguistics and the teaching of English. | 1.1. Introduction. Second language learning and acquisition: definitions 1.2. Historical review of the study of second language acquisition. Theories: Behaviorism, Universal Grammar (Innatism, Nativism), Krashen and the Monitoring Hypothesis, Input and Interaction, Social models, Cognitivism, Competence, Performance and Communicative Competence, Interlanguage, Language Transfer. Practice: Second Language Teaching and Learning: Error Analysis, Stages in Second Language Acquisition; Proficiency. |
| 2. Current issues in the learning and teaching of English as a Foreign Language. | 2.1. New tendencies and approaches to the teaching of English. 2.2. The acquisition of the first and second languages language, factors and theories. 2.3. The Common European Framework for the teaching and learning of languages. 2.4. The European Language Portfolio (PEL) |
| 3. Conducting research in Second Language Acquisition and Teaching. | 3.1. Introduction. 3.2. Planning a project. 3.3. Possible structure and organisation of a language learning project. 3.4. Practical task. The preliminary design of a research project. 3.5. Suggestions for further reading |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Workbook | A7 A10 B12 B14 | 0 | 20 | 20 |
| Collaborative learning | A1 B6 B8 B10 B11 B13 | 0 | 15 | 15 |
| Oral presentation | A3 A4 A5 A6 B9 B14 B15 | 1 | 10 | 11 |
| Research (Research project) | A2 A15 B1 B2 B3 B7 B10 | 0 | 22 | 22 |
| Seminar | A4 A5 A8 B4 B5 | 6 | 0 | 6 |
| Personalized attention | 1 | 0 | 1 | |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||
| Methodologies |
| Methodologies | Description |
| Workbook | Students will be provided with reading materials for self-study. |
| Collaborative learning | Pair- and group-work will be organised in class time. |
| Oral presentation | Students will have to present orally in class the results of their work carried out during the written project. |
| Research (Research project) | Students will need to prepare a coursework project of about 12 pages in length. Details will be further explained in class. |
| Seminar | Activities in class together with teacher(s) and classmates in order to progress towards achieving the aims set out in this course. |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Seminar | A4 A5 A8 B4 B5 | Students' assignments realised during the course, based on classwork and students' own reading in study hours. | 30 |
| Collaborative learning | A1 B6 B8 B10 B11 B13 | Participation in class activities | 10 |
| Oral presentation | A3 A4 A5 A6 B9 B14 B15 | Oral presentation in class, based on the research assignment and/or student's own reading. | 20 |
| Research (Research project) | A2 A15 B1 B2 B3 B7 B10 | Research assignment about 20 pages in length. | 40 |
| Assessment comments | |||
| Sources of information |
| Basic |
Palacios Martínez, Ignacio M., Rosa Alonso, Mario Cal, Paula López Rúa e José Ramón Varela (2007). Diccionario de enseñanza y aprendizaje de lenguas. En Clave, Madrid
Lightbown, Patsy M. e Spada, Nina (1993). How Languages are Learned. Oxford University Press, Oxford
Harmer, Jeremy (1994). How to Teach English. Longman, Harlow
Ellis, Rod (2004). The Study of Second Language Acquisition. Oxford University Press, Oxford |
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| Complementary |
Fernández Pérez, Milagros (ed.), (1996). Avances en Lingüística Aplicada. Servizo de Publicacións da Universidade, Santiago
Stern, H. (1983). Fundamental Concepts of Language Teaching. Oxford University Press, Oxford
Vez Jeremías, José Manuel (2000). Fundamentos lingüísticos en la enseñanza de lenguas extranjeras. Ariel, Barcelona
Skehan, Peter (1989). Individual Differences in Second Language Acquisition. Edward Arnold, Londres
Salaberri, Sagrario (1999). Lingüística Aplicada a la enseñanza de lenguas extranjeras. Servicio de Publicaciones de la Universidad, Almería
Brown, H. Douglas (1994). Principles of Language Learning and Teaching. Prentice Hall Regents, Englewood Cliffs, N. J
Muñoz, Carme (ed.), (2000). Segundas lenguas. Adquisición en el aula. Ariel, Barcelona |
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| Recommendations | |
| Subjects that it is recommended to have taken before |
| Subjects that are recommended to be taken simultaneously |
| Subjects that continue the syllabus |
| Other comments | |