Theories of Second/Foreign Language Aquisition

Informazioni sull’Insegnamento
TitoloΕκμάθηση Δεύτερης/Ξένης Γλώσσας / Theories of Second/Foreign Language Aquisition
CodiceΕΔΞΓ 570
Ciclo / Livello di Studi2. Post Laurea
Semestre di InsegnamentoWinter/Spring
Course ID600004030


Registered students: 15
IndirizzoTipo di FrequenzaSemestreAnnoECTS
GlōssologíaFacoltativo a scelta liberaWinter/Spring-7.5
Ekmáthīsī kai Didaskalía Xénīs GlṓssasObbligatorioWinter/Spring-7.5

Informazioni sull’Insegnamento
Anno Accademico2016 – 2017
Faculty Instructors
Class ID
Course Type 2016-2020
  • Area Scientifica
Organizzazione della Didattica
  • In presenza
Materiali Online
The course is also offered to exchange programme students.
Language of Instruction
  • Inglese (Insegnamento, Esame)
Abilita’ Generali
  • Applicazione pratica delle conoscenze acquisite
  • Lavoro autonomo
  • Produzione di nuove idee di ricerca
  • Fare riflessioni critiche e autocritiche
Tipologia di Materiale Didattico
  • Libro
  • Appunti
Use of Information and Communication Technologies
Use of ICT
  • Uso delle TIC   nell’ insegnamento
  • Uso delle TIC nella comunicazione con gli studenti
Organizzazione dell’Insegnamento
ActivitiesCarico di LavoroECTSIndividualeGruppoErasmus
Elaborazione tesina/tesine1284.7
Student Assessment
Student Assessment methods
  • Prova scritta semistrutturata con risposta breve (Formativa, Sommativa)
  • Prova scritta con soluzione di problemi (Formativa, Sommativa)
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.
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