Educational Linguistics

Course Information
TitleΕκπαιδευτική Γλωσσολογία / Educational Linguistics
CodeΕΔΞΓ 564
FacultyPhilosophy
SchoolEnglish Language and Literature
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CommonNo
StatusActive
Course ID600004032

Programme of Study: PROGRAMMA METAPTYCΗIAKŌN SPOUDŌN 2016-2017

Registered students: 0
OrientationAttendance TypeSemesterYearECTS
Ekmáthīsī kai Didaskalía Xénīs GlṓssasCompulsory CourseWinter/Spring-7.5

Class Information
Academic Year2016 – 2017
Class PeriodSpring
Class ID
600072487
Type of the Course
  • Scientific Area
Course Category
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
  • English (Instruction, Examination)
Learning Outcomes
Expected learning outcomes: (a) detailed understanding of language theories, (b) ability to relate those theories with language teaching
General Competences
  • Generate new research ideas
  • Advance free, creative and causative thinking
Course Content (Syllabus)
Τhis course aims to provide a comprehensive survey of linguistic theory and research relating to the learning and teaching of foreign languages. In particular, it will present the insights that the linguistic research has provided on second and foreign language learning, and will discuss and analyse the significance of the research findings for the field of language teaching.
Keywords
language theories, language teaching
Educational Material Types
  • Notes
  • Slide presentations
  • Video lectures
  • Multimedia
  • Interactive excersises
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Laboratory Teaching
  • Use of ICT in Communication with Students
Description
Τhe platform elearning is used for uploading class lectures, material and all relevant activities, tasks and assignments. Also, communication with the students is carried out either through the platform or by emails.
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures782.8
Written assigments128.14.7
Total206.17.5
Student Assessment
Description
Students are assessed on the basis of (a) two presentations on given topics and (b) an extended written assignment.
Student Assessment methods
  • Written Assignment (Summative)
  • Performance / Staging (Formative)
  • Report (Formative)
Bibliography
Additional bibliography for study
Boers, F. J. Eyckmans, J. Kappel, H. Stengers and M. Demecheleer (2006). Formulaic sequences and perceived oral proficiency: putting a Lexical Approach to the test. Language Teaching Research 10/3: 245-262. Boers, F., A.M. Piquer Piriz, H. Stengers and J. Eyckmans (2009). Does pictorial elucidation foster recollection of idioms? Language Teaching Research 13/4: 367-382. Brown, D. (2011). What aspects of vocabulary knowledge do textbooks give attention to? Language Teaching Research, 15/1: 83-98. Brown, Douglas and Gonzo Susan (eds.) (1995). Readings on second language acquisition. NJ; Prentice Hall Regents. Cook, Vivian (2001). Second language learning and language teaching. London: Arnold. De la Fuente, M. J. (2006). Classroom L2 vocabulary acquisition: investigating the role of pedagogical tasks and form-focused instruction. Language Teaching Research 10/3: 263-296. Doughty, Catherine J., and Michael Long (eds.) (2003). The Handbook of Second Language Acquisition. Oxford: Blackwell. Ellis, R. & G. Barkhuizen (2005). Analysing Learner Language. Oxford: OUP (chapters 3 and 14). Ellis, Rod (1994). The study of second language acquisition. Oxford: O.U.P. Ellis, Rod (1997). SLA research and language teaching. Oxford: O.U.P. Gass, Susan and Alison Mackey (2006). “Input, interaction and output: an overview”. In AILA Review, Themes in SLA Research, vol. 19: 3-17. Hamilton, Richard Paul (2000). The insignificance of learners’ errors: a philosophical investigation of the interlanguage hypothesis. In Language & Communication, 21/1: 73-88. Hatzitheodorou, A.-M. and M. Mattheoudakis (2009). “It is more than true that television reproduces life”: The effect of Greek rhetorical conventions on Greek learners’ academic writing in English. In Tsangalidis A. (ed.), Selected Papers from the 18th ISTAL, 167-176. Horst, M. (2005). Learning L2 vocabulary through extensive reading: A measurement study. Canadian Modern Language Review, 61/3: 355-382. Hummel, K.M. (2010). Translation and short-term L2 vocabulary retention: Hindrance or help? Language Teaching Research 14/1: 61-74. James, C. (1998). Errors in Language Learning and Use: Exploring Error Analysis. London: Longman. Johnson, K. (2001). An introduction to foreign language learning and teaching. England: Person Education (chapter 4). Johnson, Keith (2001). An introduction to foreign language learning and teaching. England: Pearson Education. Keating, G. D. (2008). Task effectiveness and word learning in a second language: The involvement load hypothesis on trial. Language Teaching Research 12/3: 365-386. Laufer, B. (2009). Second language vocabulary acquisition from language input and from form-focused activities. Language Teaching 42/3: 341-354. Laufer, B. And J. Hulstijn (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics 22/1: 1-26. Mattheoudakis, M. and A.-M. Hatzitheodorou (2010). Structures of argumentation in the Greek Corpus of Learner English (GRICLE). In Language Forum vol. 36 (1-2), 127-137. Mizumoto A. And O. Takeuchi (2009). Examining the effectiveness of explicit instruction of vocabulary learning strategies with Japanese EFL university students 13/4: 425-449. Munoz, Carmen and David Singleton (2011). A critical review of age-related research on L2 ultimate attainment. In Language Teaching, 44/1: 1-35. Nesselhauf, N. (2004). How learner corpus analysis can contribute to language teaching: A study of support verb constructions. In G. Aston, S. Bernandini & D. Stewart (eds.), Corpora and Language Learners. Amsterdam / Philadelphia: John Benjamins Publ., 109-124. Richards, J.C. (1993). Error Analysis. Perspectives on Second Language Acquisition. London: Longman (chapters, 1, 2, 3, 6). Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12/3: 329-364. Shen, H. H. (2010). Imagery and verbal coding approaches in Chinese vocabulary instruction. Language Teaching Research 14/4: 485-499. Shintani, N. (2011). A comparative study of the effects of input-based and production-based instruction on vocabulary acquisition by young EFL learners. Language Teaching Research, 15/2: 137-158. Swain, Meryll (1995). “Three functions of output in second language learning”. In Cook, G., and Seidlhofer, B. (eds) Principle and Practice in Applied Linguistics. Oxford: OUP, 125-144. Tan, Melinda (2005). Authentic language or language errors? Lessons from a learner corpus. In ELT Journal, 59/2: 126-134. Vivian Cook’s website http://homepage.ntlworld.com/vivian.c/SLA Webb, S. (2010). Pre-learning low frequency vocabulary in second language television programmes. Language Teaching Research 14/4: 501-515.
Last Update
10-04-2016