INTRODUCTION TO LANGUAGE DIDACTICS
| Title | ΕΙΣΑΓΩΓΗ ΣΤΗ ΔΙΔΑΚΤΙΚΗ ΤΩΝ ΓΛΩΣΣΩΝ / INTRODUCTION TO LANGUAGE DIDACTICS |
| Title in Italian | INTRODUZIONE ALL' INSEGNAMENTO DELLE LINGUE |
| Code | 11221 |
| Faculty | Philosophy |
| School | Italian Language and Literature |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Common | Yes |
| Status | Active |
| Course ID | 600000574 |
Programme of Study: UPS School of Italian Language and Literature 2013
Registered students: 42
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| Italian Language and Literature | Compulsory Course | 2 | 1 | 6 |
| Academic Year | 2022 – 2023 |
| Class Period | Spring |
| Faculty Instructors |
|
| Weekly Hours | 4 |
| Total Hours | 52 |
| Class ID | 600211669
|
Course Type 2016-2020
- Background
- General Knowledge
- Skills Development
Course Type 2011-2015
General Foundation
Mode of Delivery
- Face to face
- Distance learning
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600211669
- eLearning (Moodle): https://elearning.auth.gr/course/view.php?id=4793
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
- Greek (Instruction, Examination)
- English (Instruction, Examination)
- Italian (Instruction, Examination)
Prerequisites
General Prerequisites
there are no prerequisites
Learning Outcomes
Course aims and objectives and learning outcomes
The course aims to equip future teachers of foreign languages with the necessary background in order to be able to decode and understand the design of units in textbooks constructed to teach foreign languages and thus become high quality language teachers. The main objective of the course is for future teachers to understand the different methodological approaches developed in language education and how that influenced teaching practice. In particular, emphasis is placed on:
• developing awareness in language teaching
• opening new paths and increasing the options that a language teacher could use
• developing relevant vocabulary in the profession through Communities of Practice
• challenging teaching stereotypes and maintaining vigor in teaching profession
• updating new techniques in order to better address problems in a language classroom
• decoding books and software
• selecting a method or change it, in relation to the results and attitude of students
• proceeding with a selective approach to teaching, ie not religious adherence to a method but selection of
ideas, strategies and actions from different methods.
• finding materials to solve problems in the classroom
At the end of the course students should be able to:
• Evaluate course books before they adopt them for use in the classroom by making use the evaluation tools they were taught during the course
• Decode course books through the step approach offered in classroom.
• Integrate course books and course materials in their teaching with the criteria presented in class.
• Select an appropriate, to the situation, method by making use the overall knowledge in language didactics analysed in class.
• Correct student errors in harmony with the method they selected to teach in class.
• Preserve their role according to the method they selected to teach.
• Become aware of the differences and similarities of the methods developed over the years by comparing those with the framework presented in class.
General Competences
- Apply knowledge in practice
- Make decisions
- Work autonomously
- Work in teams
- Be critical and self-critical
Course Content (Syllabus)
Course Outline / Syllabus
The course is divided into 3 sections or cycles. In each section different themes are discussed: The first section contains two lessons devoted to introduce the module at the beginning of the semester and the final class related to the final exams at the end of the semester. The second section provides an initial discussion on terminology and traditional and modern teaching methods. The third section is devoted to learning theories and to compare methods of teaching and learning theories. The second and third section, form the core of the course, with lectures on cognitive aspects, class work, seminars and practice.
In his lectures the instructor presents and discusses issues related to the subject while in the workshops and the seminar the students are actively involved, having been prepared on the issue by autonomous learning. During the semester there are four lectures, three weeks autonomous learning, one seminar, three quizzes, and two classes dedicated to course information and the final examinations.
Keywords
teaching methods
Educational Material Types
- Notes
- Slide presentations
- Video lectures
- Multimedia
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Communication with Students
Description
IT is used as a teaching tool, a communication channel and a teaching channel for distance education
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 40 | 1.6 | |||
| Seminars | 40 | 1.6 | |||
| Laboratory Work | 20 | 0.8 | |||
| Fieldwork | 20 | 0.8 | |||
| Reading Assigment | 30 | 1.2 | |||
| Total | 150 | 6 |
Student Assessment
Description
Evaluation methods and scoring procedures
Following there are four different approaches to course evaluation:
1) those students who attend classes are invited to participate to three quizzes held during the semester, the average of which will also be the final score. In case of failure these can take the final exam,
2) those who attend from distance are lead to the final examination,
3) those who prepare a research paper do not have to seat in final examinations.
Final examinations are related to applications of theories and methods discussed during the course. A list of topics for the final examinations is offered on Blackboard.
Marking
An excellent exam paper should have:
a) the content relevant to the query. Unnecessary data show inability to select the relevant information required for the development of the text, while creating a negative mood to the examiner. 50% of the final grade.
b) proper use of the relevant terminology. Correct use of the terms mentioned in the literature. 15% of the final grade.
c) consistency in the development of the text. The text provided by the student requires high cohesion. It should be made clear to the examiner how the author reaches conclusions (from A to B and then to C, etc). 15% of the final grade.
d) critical view. The opinion of the student in the presentation of the relevant literature on the subject is an asset. 10% of the final grade.
e) literature reference. References to articles and views of other authors show knowledge of the literature on the subject. 10% of the final grade.
Student Assessment methods
- Written Exam with Short Answer Questions (Summative)
- Written Exam with Extended Answer Questions (Summative)
- Written Assignment (Summative)
Bibliography
Additional bibliography for study
Συνιστώμενη βασική βιβλιογραφία προς μελέτη
Στο μάθημα αυτό γίνεται χρήση εκτενούς βιβλιογραφίας. Ο στόχος είναι να μελετηθούν όσοι το δυνατόν περισσότεροι συγγραφείς, έτσι ώστε οι φοιτητές να εκτεθούν σε διαφορετικές απόψεις. Αρχικά γίνεται εντοπισμός του θέματος είτε στα περιεχόμενα είτε στο index και στην συνέχεια στις σελίδες που αναφέρονται εκεί. Δεν είναι απαραίτητο να διαβασθεί ολόκληρο το βιβλίο εκτός και αν εντοπισθούν σε αυτό θέματα που εγείρουν το προσωπικό ενδιαφέρον του φοιτητή και δεν συζητούνται στο μάθημα. Αναμφίβολα, η εύρεση νέας βιβλιογραφίας και νέων απόψεων (είτε από συγγραφείς είτε προσωπικές) είναι απόλυτα αποδεκτές και επιθυμητές, εφόσον κατατίθεται με επιχειρήματα (προσωπικά ή από την βιβλιογραφία).
Όσοι τους φοιτητές δικαιούνται βιβλία από τον Εύδοξο μπορούν να επιλέξουν αυτό που θεωρούν ότι καλύπτει περισσότερα από τα θέματα που συζητούνται κατά την διάρκεια του εξαμήνου. Παρακαλούνται οι φοιτητές να μην ζητούν την προσωπική παρέμβαση του διδάσκοντα καθώς αυτό είναι αντιδεοντολογικό και προσωπικό τους δικαίωμα.
Τα παρακάτω βιβλία και άρθρα βρίσκονται στην βιβλιοθήκη του τμήματος ή σε άλλες βιβλιοθήκες της φιλοσοφικής για χρήση των φοιτητών. Συμπληρωματικό υλικό διανέμεται στην τάξη.
- Brown, H.D. (1994a). Principles of Language Learning and Teaching. Prentice Hall Regents, New Jersey
- Brown, D. (1994b). Teaching by Principles: An Interactive Approach to Language Pedagogy Prentice Hall Regents, New Jersey
- Bugelski, B.R. (1956). The Psychology of Learning Methuen & Co Limited
- Council of Europe (2002). Quadro comune europeo di riferimento per le lingue: apprendimento insegnamento valutazione. Milano: La Nuova Italia – Oxford.
- Johnson, K. (2001). An Introduction to Foreign Language Learning and Teaching Longman
- Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching Oxford University Press
- Lightbown, P.M. and Spada, N. (1999). How Languages are Learned Oxford University Press
- Littlewood, W. (1984). Foreign and Second Language Learning Cambridge University Press
- Mezzadri M., 2003. I ferri del mestiere: (Auto)formazione per l’insegnante di lingue. Perugia: Guerra
- Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know Heinle and Heinle Publishes
- O’Malley, J.M. and Chamot, A.U. (1990). Learning Strategies in Second Language Acquisition Cambridge University Press
- Reid, J.M. (1998). Understanding Learning Styles in the Second Language Classroom Prentice Hall Regents
- Richards J.C., Rodgers Th.S., 2001. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
- Vedovelli M., 2002. Guida all’italiano per stranieri. Roma: Carocci Editore.
Ιστοί
http://www.languageimpact.com/articles/rw/krashenbk.htm
On learning
http://www.funderstanding.com/about_learning.cfm
Last Update
29-09-2020
