L2 DIDACTICS (M. A. studies, 3rd semester)
AUTONOMY IN L2 LEARNING AND TEACHING
1. Basic terminology
- learner autonomy/teacher autonomy, interdependent vs. independent action, semi-autonomy vs. complete autonomy, lifelong learning, self-directed learning, learner training, individualization, self-reflection, self-control, self-regulation
- Autonomy in L2 education and its origins: CRAPEL; Y. Chalon, H. Holec
2-3. Theoretical underpinnings of the concept of autonomy
- humanistic psychology and its premises; the role of change, development and facilitation in L2 classroom; negotiating the objectives and content of learning (C. Rogers. A. Maslow)
- constructivism and learning (assimilation and accommodation) (J. Piaget, L. S. Vygotsky, G. Kelly)
- theorists and proponents of autonomous learning: J. J. Rousseau (natural education, focus on learner impulses and inclinations), H. Woodward (multi-sensory learning, fostering learner understanding), J. Dewey (problem solving, collaborative work), H. Pankhurst (Dalton Plan), W. Kilpatrick (project method), P. Freire (integration vs. adaptation), C. Freinet (self-expression, self-control, creativity, intellectual anxiety), C. Rogers (self-actualization)
4-6. Control in language learning
- autonomous learner profile
- self-control and emotional intelligence
- reflective learning models
- strategic competence: self-management of learning, task knowledge, strategies-based instruction (SBI)
- researching learner control
- SACs
7-9. Language awareness and autonomy
- logical-mathematical thinking
- explicit grammar reception
- phonological awareness, word awareness, print awareness
- code-switching
- formative assessment
10-11. Experiential learning
- collaborative learning. meaning negotiation
- left-brain/right-brain processing
- student-centred vs. teacher-centred techniques
- project work and whole learner education; flexibility within the curriculum; mixed-ability classes; cross-curricular approach; learner awareness; research skills development; long-term vs. short-term projects
12-13. Learner autonomy and ELT methodology
- empowerment in L2 classroom
- the teacher as human computer
- affective-humanistic activities
- the Observe-Hypothesize-Experiment paradigm
- learning by discovery
- feedback provision
14-15. Teacher autonomy
- the constructivist approach
- personal theories
- teacher training programs
- professional literature
- syllabus design
- elicitation techniques
- action research
Basic reading/Primary sources
Benson, P. 2001. Teaching and researching autonomy in language learning. Harlow, Essex: Pearson Education.
Williams, M., Burden, R. 1997. Psychology for language teachers. Cambridge: CUP.
Further reading/Secondary sources
Brown, H. D. 1994. Teaching by principles: An interactive approach to language pedagogy. Upper Saddle River, NJ: Prentice Hall Regents. Brown, H. D. 2000. Principles of Language Learning and Teaching. White Plains, NY: Longman..
Harmer, J. 2002. The practice of English language teaching. Harlow, Essex: Pearson Education Limited. Riley, P. (ed.) Discourse and learning. New York: Longman.
Werbińska, D. 2004. Skuteczny nauczyciel języka obcego. Warszawa: Fraszka Edykacyjna.
Zawadzka, E. 2004. Nauczyciele języków obcych w dobie przemian. Kraków: Oficyna Wydawnicza „Impuls”.
/uploads/1/8/2/2/18228743/right_left_brain_dominance_test.pdf
/uploads/1/8/2/2/18228743/learning_styles_quiz.pdf
/uploads/1/8/2/2/18228743/sensory_styles_quiz_in_polish_1.jpg
/uploads/1/8/2/2/18228743/sensory_styles_quiz_in_polish_2.jpg
/uploads/1/8/2/2/18228743/extroversion_introversion_test.pdf
/uploads/1/8/2/2/18228743/l2_learner.pdf
AUTONOMY IN L2 LEARNING AND TEACHING
1. Basic terminology
- learner autonomy/teacher autonomy, interdependent vs. independent action, semi-autonomy vs. complete autonomy, lifelong learning, self-directed learning, learner training, individualization, self-reflection, self-control, self-regulation
- Autonomy in L2 education and its origins: CRAPEL; Y. Chalon, H. Holec
2-3. Theoretical underpinnings of the concept of autonomy
- humanistic psychology and its premises; the role of change, development and facilitation in L2 classroom; negotiating the objectives and content of learning (C. Rogers. A. Maslow)
- constructivism and learning (assimilation and accommodation) (J. Piaget, L. S. Vygotsky, G. Kelly)
- theorists and proponents of autonomous learning: J. J. Rousseau (natural education, focus on learner impulses and inclinations), H. Woodward (multi-sensory learning, fostering learner understanding), J. Dewey (problem solving, collaborative work), H. Pankhurst (Dalton Plan), W. Kilpatrick (project method), P. Freire (integration vs. adaptation), C. Freinet (self-expression, self-control, creativity, intellectual anxiety), C. Rogers (self-actualization)
4-6. Control in language learning
- autonomous learner profile
- self-control and emotional intelligence
- reflective learning models
- strategic competence: self-management of learning, task knowledge, strategies-based instruction (SBI)
- researching learner control
- SACs
7-9. Language awareness and autonomy
- logical-mathematical thinking
- explicit grammar reception
- phonological awareness, word awareness, print awareness
- code-switching
- formative assessment
10-11. Experiential learning
- collaborative learning. meaning negotiation
- left-brain/right-brain processing
- student-centred vs. teacher-centred techniques
- project work and whole learner education; flexibility within the curriculum; mixed-ability classes; cross-curricular approach; learner awareness; research skills development; long-term vs. short-term projects
12-13. Learner autonomy and ELT methodology
- empowerment in L2 classroom
- the teacher as human computer
- affective-humanistic activities
- the Observe-Hypothesize-Experiment paradigm
- learning by discovery
- feedback provision
14-15. Teacher autonomy
- the constructivist approach
- personal theories
- teacher training programs
- professional literature
- syllabus design
- elicitation techniques
- action research
Basic reading/Primary sources
Benson, P. 2001. Teaching and researching autonomy in language learning. Harlow, Essex: Pearson Education.
Williams, M., Burden, R. 1997. Psychology for language teachers. Cambridge: CUP.
Further reading/Secondary sources
Brown, H. D. 1994. Teaching by principles: An interactive approach to language pedagogy. Upper Saddle River, NJ: Prentice Hall Regents. Brown, H. D. 2000. Principles of Language Learning and Teaching. White Plains, NY: Longman..
Harmer, J. 2002. The practice of English language teaching. Harlow, Essex: Pearson Education Limited. Riley, P. (ed.) Discourse and learning. New York: Longman.
Werbińska, D. 2004. Skuteczny nauczyciel języka obcego. Warszawa: Fraszka Edykacyjna.
Zawadzka, E. 2004. Nauczyciele języków obcych w dobie przemian. Kraków: Oficyna Wydawnicza „Impuls”.
/uploads/1/8/2/2/18228743/right_left_brain_dominance_test.pdf
/uploads/1/8/2/2/18228743/learning_styles_quiz.pdf
/uploads/1/8/2/2/18228743/sensory_styles_quiz_in_polish_1.jpg
/uploads/1/8/2/2/18228743/sensory_styles_quiz_in_polish_2.jpg
/uploads/1/8/2/2/18228743/extroversion_introversion_test.pdf
/uploads/1/8/2/2/18228743/l2_learner.pdf