Identifying Data 2018/19
Subject (*) English Teaching and Learning Code 613505014
Study programme
Mestrado Universitario en Estudos Ingleses Avanzados e as súas Aplicacións (2013)
Descriptors Cycle Period Year Type Credits
Official Master's Degree 2nd four-month period
 First Optional 3
Language
English
Teaching method Face-to-face
Prerequisites
Department Letras
Coordinador
Floyd Moore, Alan
 E-mail
alan.floyd@udc.es
Lecturers
Floyd Moore, Alan
 E-mail
alan.floyd@udc.es
Web http://www.imaes.eu/?page_id=31
General description Toda la información relativa tanto a esta materia como al resto del Máster la pueden encontrar en la dirección Web arriba señalada.

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.
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
AR3
Developing the four basic skills, with special attention being placed on oral presentation skills. BR6
BR10
BR11
The use of bibliographical resources, including Internet access to them. BR6
BR7
BR8
The use of bibliographical resources, including Internet access to them. AR1
AR2
Successful management of students' own time and organization of available resources, establishing priorities, and identifying and correcting errors. AR1
AR2
 BR6
Successful management of students' own time and organization of available resources, establishing priorities, and identifying and correcting errors. AR1
 BR9
BR10
BR12
Reinforcement of the ability to work in cooperative, multidisciplinary and multilingual environments. AR1
AR2
 BR12
BR13
Reinforcement of the ability to work in cooperative, multidisciplinary and multilingual environments. BR13
BR14
BR15

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 and Performance, Interlanguage, CLIL.
Practice: Second Language Teaching and Learning: Motivation, Errors and Correction, Gender, Age, Social class and Stages in Second Language Acquisition (Critical period); 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 Themes: 1.Age and Second Language Acquisition
2. Motivation and Second Language Acquisition
3. Interlanguage
4. Social factors and second language acquisition
5. Gender and Second Language Acquisition
6. Stages of Second Language acquisition.
8. Teaching methods and learning English.

3.4. Possible structure and organisation of a language learning project.
3.5. Practical task. The preliminary design of a research project.

Planning
Methodologies / tests Competencies Ordinary class hours Student’s personal work hours Total hours
Workbook A1 A3 0 20 20
Collaborative learning B6 B7 B11 0 15 15
Oral presentation A1 B14 B15 1 10 11
Research (Research project) A2 0 22 22
Seminar B8 B9 B10 B12 B13 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 in order to carry out tasks set.
Collaborative learning Pair- and group-work will be organised in class time.
Oral presentation Students will present orally in class (about 10 or 15 minutes) the results of their work carried out during the written project.
Research (Research project) Students will prepare a coursework project of about 8-10 pages in length. Details will be further explained in class or via the Moodle platform. Teachers have access to the software "Turnitin", which is useful in detecting plagiarism in written work. It is preferable for students to hand in work digitally, for environmental reasons, in accordance with the "Green Campus" philosophy.
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
Methodologies
Seminar
Description
Seminars are made up of the free exchange of information acquired throughout the duration of the course, either in class, groups or pairs. Or making use of the Moodle platform, forums or other virtual environments.

Students will be required to present the results of their study in English at the end of the course.

Assessment
Methodologies Competencies Description Qualification
Research (Research project) A2 Research assignment about 12 pages in length. 40
Oral presentation A1 B14 B15 Oral presentation in class, based on the research assignment and/or student's own reading. 20
Collaborative learning B6 B7 B11 Participation in class activities 10
Seminar B8 B9 B10 B12 B13 Students' assignments realised during the course, based on classwork and students' own reading in study hours. Reading and commentary on a text (10) Second reading and commentary on a text (10) Presentation / Teaching of a language unit in class (10) 30
 
Assessment comments

Given that this degree programme is
part distance learning, part actual attendance, students are required to attend
the compulsory sessions, unless they have applied for exemption within the time
period specified by the Academic Commission of the degree, and this exemption
has been granted. This exemption will be valid provided students comply with
the rules on attendance in force in the three universities participating in the
programme, and provided they comply with the assessment systems which are
specified in the teaching guides for each module. Students should be aware,
however, that not attending certain classroom sessions may affect their final
grades.

Students
who have been granted exemption, as specified in the university regulations,
will be assessed according to the criteria applied to the July opportunity.

Students
who do not submit a supervised project, or who fail
to submit at least 50% of the other tasks for assessment, will be graded as
absent from assessment (NP: no presentado).

Students
who do not pass in the first opportunity will be able
to re-sit in July, when they will be required to demonstrate that they have
acquired the skills for each module via two types of assessment: a supervised
project with the same percentage value and characteristics as in the first
opportunity, plus the exercises agreed upon with the lecturer(s) as a
substitute for the other activities of the module.

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
Krashen, S. D. (1982). Second language acquisition and second language learning. . Oxford: Pergamon press
Ellis, Rod (2003). The Study of Second Language Acquisition. Oxford University Press, Oxford

The above-mentioned sources are general in nature. Specific bibliographies will be made available for research topics on the Moodle platform.
Complementary Fernández Pérez, Milagros (ed.), (1996). Avances en Lingüística Aplicada. Servizo de Publicacións da Universidade, Santiago
Vez Jeremías, José Manuel (2000). Fundamentos lingüísticos en la enseñanza de lenguas extranjeras. Ariel, Barcelona
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

The above-mentioned sources are general in nature. Specific bibliographies will be made available for research topics on the Moodle platform.


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


(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.