Course Content (Syllabus)
The aim of this course is to look at some major areas related to second language acquisition. Indicative discussion topics: age effects οn language learning, the role the of input, implicit and explicit learning, corrective feedback, current theories and teaching practice, the role of the first language, interlanguage processes, bilingualism and multilingualism, and individual differences in second language acquisition.
The course is structured as follows:
1. Age effects in instructed language learning
2. L2 input in the classroom
3. Implicit and Explicit Language Learning
4. Corrective feedback
5. Major pedagogical influences in SLA: Part I
6. Major pedagogical influences in SLA: Part II
7. Individual differences in SLA
8. Dealing with learners with special educational needs
9. Teachers' beliefs about language learning and teaching
10. Teaching English: English as a foreign or as an International Language: Part I
11. Teaching English: English as a foreign or as an International Language: Part II
12. Current teaching practices: The post-method era
age, bilinguialism and multilingualism, individual differences,
Additional bibliography for study
Ajzen, I. 1991. Attitudes, Personality and Behaviour. Milton Keynes: Open University Press. Almarza G. (1996). Student foreign language teacher’s knowledge growth. In D. Freeman and J.C. Richards (eds), Teacher learning in language teaching. Cambridge: Cambridge University Press, 50-78.
Borg, S. 1999. The use of grammatical terminology in the second language classroom: A qualitative study of teachers’ practices and cognitions. Applied Linguistics 20/1: 95-126.
Cabaroglu N. and J. Roberts 2000. Development in student teachers’ pre-existing beliefs during a 1 year PGCE programme. System 28/3: 387-402.
Clark C.M. & Peterson P.L. 1986. Teachers’ thought processes. In Wittrock M.C. (Ed) Handbook of Research on Teaching. New York: MacMillan.
Dewey, J. 1933. How We Think. A restatement of the relation of reflective thinking to the educative process (Revised edn.), Boston: D. C. Heath.
Freeman D. 2002. The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching 35: 1-13.
Sifakis, N. & Sougari, A.-M. (2005). “Pronunciation issues and EIL pedagogy in the periphery: a survey of Greek state school teachers’ beliefs”. TESOL Quarterly 39/3: 467-488.
Sifakis, N. & Sougari, A.-M. (2010) “Between a rock and a hard place: an investigation of EFL teachers’ beliefs on what keeps them from integrating global English in their classrooms”. In Gabliardi, C. and Maley, A. (Eds). EIL, ELF, Global English: Teaching and Learning Issues. Bern: Peter Lang.
Ellis, G. 1996. How culturally appropriate is the communicative approach? ELT J 50/3: 213-312.
Kumaravadivelu, B. (2006). Understanding language teaching: From method to post-method. Mahwah, NJ: Lawrence Erlbaum.
Prabhu, N. S. (1990) ‘There is no best method – why?’ TESOL Quarterly, 24/2: 161-176.
Richards, J. 1984. The secret life of methods. TESOL Quarterly 18/1: 7-23.
Richards, J. and Rodgers, T. (2001). Approaches and Methods in Language Teaching. CUP.
Rost, M. (2002) Teaching and researching listening. London: Longman.
Kumaravadivelu, B. (1994) The postmethod condition: emerging strategies for second/foreign language teaching. TESOL Quarterly 28/1: 27-48.
Kumaravadivelu, B. (2001) Toward a postmethod pedagogy. TESOL Quarterly 35/4: 537-560.
Bell, D. 2007. Do teachers think that methods are dead? ELT J 61/2: 135-143.